History of Fire Sprinklers Essay

Rome, 64 A. D. Sovereign Nero viewed with sickening dread as the incredible city of Rome consumed for six days and seven evenings. A while later 70% of the city was left in seething vestiges and annihilation. (The Burning of Rome, 64 AD 1) Why the specific reason for the fire is obscure, we wonder if a powerful sprinkler framework could have forestalled this occurrence and others like it. A city that was notable for their great development, design, and water system frameworks was totally annihilated by one occurrence. Numerous codes don't require a particular kind of Automatic Sprinkler System. While the most well-known sort discovered is the Wet Pipe System; Dry Pipe, Preaction, and Deluge Systems can be found in a wide range of inhabitance types. The two primary reasons for programmed sprinkler frameworks are to smother fires and control the fire until proper work force show up to stifle the fire. Programmed sprinkler frameworks are normal in all inhabitance types, aside from private, except if the peril isn't perfect with water. For these dangers there are a few different sorts of concealment frameworks that can be introduced to deal with the occurrence. By introducing a programmed sprinkler framework, you increment life wellbeing and property insurance. What is the standard of sprinkler frameworks? The objective is to build life wellbeing and lessening property harm. The National Fire Protection Association (NFPA) has been the pioneer in ordering principles and prerequisites with regards to sprinkler frameworks. They have created numerous measures that address the establishment, review, and support of sprinklers. Wet channel frameworks are shut water frameworks connected to a funneling framework containing pressurized water consistently. This sort of programmed sprinkler framework is the most widely recognized sort, and can be found in all most all inhabitance types. Except if the capability of freezing pipes or other exceptional conditions apply, this sort of framework will be experienced most regularly. The activity of this sprinkler framework is basic. The wet-pipe framework comprises of sprinkler makes a beeline for sprinkler gracefully lines that interweave the inhabitance. At the point when a fire first beginnings there is least warmth produced. As the fire develops and the warm layer is upset, heat ascends to the focused on sprinkler heads. Contingent upon the appraised temperature of the sprinkler head, a fusible circle or connection softens from the warmth and starts the progression of water. While most flames are constrained by a couple of sprinkler heads, on account of quick moving flames more might be expected to control the fire. At the point when water is spilled out of the framework, ordinarily different things may occur. In all most all wet-pipe frameworks, there is some sort of discernible alert actuated at the standpipe. This will trigger different cautions in the structure, and more often than not advises an office that will at that point inform the Fire Department of a water stream alert or others like it. Dry channel frameworks use air or nitrogen to keep the flexibly line pressurized consistently. This kind of programmed sprinkler framework is regularly found in the colder regions where the conceivable outcomes of freezing pipes are experienced. Dry-pipe frameworks give the equivalent sufficient security like wet-pipe frameworks. The channeling is accused of air or nitrogen, and when a sprinkler head is actuated the drop in the weight opens a valve at the standpipe that permits water to stream into the frameworks. (Bahme 25) Just like the wet-pipe framework, typically a couple of sprinkler heads are expected to control the fire. There will likewise be an alert that is enacted advising the proper office to contact the Fire Department. At in case once every week the framework ought to be tried to ensure that the gaseous tension inside the funneling is kept up. The third sort of programmed sprinkler framework is the Pre-activity System. This kind of framework is a shut funneling framework that contains air, which could possibly be feeling the squeeze. At the point when a fire happens the fire recognizing gadget flags the control valve to open charging the framework. This sort of framework is typically utilized where the chance of broken funnels and sprinkler heads may result. The most well-known spots discovered incorporate electrical rooms, PC rooms, and different regions that may house costly hardware. There can be a few sorts of pre-activity framework including a reusing framework. This framework is equipped for charging the channeling, releasing water, at that point cutting itself off. If the fire revives, it can release once more. It at that point can reuse the water. Downpour frameworks are a lot of like Pre-activity frameworks with the exception of that the sprinkler heads are open and the framework isn't charged. Like that of the pre-activity frameworks, a fire discovery gadget, normally a warmth sensor, initiates the release valve on the framework. The thing that matters is that the whole sprinkler segment of the framework is open; along these lines the zone that is initiated is deluged in water. These kinds of programmed sprinkler framework can be discovered where a high danger of combustible fluid might be experienced. The most well-known spot is airplane storages. Alert ought to be taken however; in restricted spaces the oxygen level can be lacking when these frameworks are initiated because of the plentiful measures of water. Consolidated Dry-Pipe and Pre-activity frameworks are made out of both the frameworks referenced previously. These frameworks have the dry channel highlights with the pre-activity highlights in the occasion the dry funnel parcel comes up short. These frameworks are utilized when a territory is too huge to be in any way secured by a dry channel framework. On a similar note however, joined frameworks were initially created for insurance during cold atmospheres. Long queues would be liable to freezing. These frameworks are normally discovered when managing long docks. (Bahme 30) It is essential to take note of this kind of framework is viewed as two free frameworks. Testing requires singular norms for both kind; comprising of the dry channel framework and the pre-activity framework. Constrained water gracefully frameworks are those where flexibly water can't be appropriately provided to the inhabitance. These frameworks comprise of numerous wide range types and can be utilized as outside sprinklers and limited space sprinklers. Some examination acquired shows that one sort of restricted water sprinkler type could be the radiator fluid sprinkler framework. This sort of framework is extraordinary and is ordinarily not acknowledged and utilized in ongoing programmed sprinkler frameworks. All in all, there are a few kinds of water sprinklers utilized in today’s the board to help increment life security and diminishing property harm. By including identification gadgets and the right sprinkler heads, these frameworks can mean the distinction among life and demise. The inhabitance ought to have the right programmed sprinkler framework that will appropriately stifle the material pertinent in that inhabitance paying little mind to the sort. The favored programmed sprinkler framework should all have the option to tell the tenants, call the right office to smother the fire, sound alerts, direct fire control, and started a wide assortment of helper capacities including ecological, utility, and procedure controls. (IFSTA 559)

Science, Technology, and Human Values Essay -- Slaughterhouse-Five Ess

Science, Technology, and Human Values in Sigmund Freud's Civilization and Its Discontents, Henrik Ibsen and Arthur Miller's An Enemy of the People, and Kurt Vonnegut's Slaughterhouse-Five Innovation has progressed to where it contacts our lives in about each possible way-we no longer need to lift a finger to play out the most paltry errands. The abundance of data and science we have learned over the most recent couple of hundreds of years have made our lives simpler yet not in every case better, particularly while concerning human advancement all in all. Ibsen, Freud, and Vonnegut contend that human qualities have not stayed up with information's endless extension, which has become an abomination for the distinct individual and malicious to society's delectation, though without individuals' whole cognizance. Henrik Ibsen, as adjusted by Arthur Miller, utilizes his play An Enemy of the People to show how one's satisfaction isn't really supported by innovation however in numerous examples in actuality impeded. At the point when the town's principle industry, Kirsten Springs, becomes dirtied it raises questions from Dr. Stockmann concerning its peril to its tenants. About all inhabitants of the little Norwegian city rally behind Aslaksen, the printer and pioneer of the business class, in crushing the specialist's validity with the goal that his allegations of the risky water will never be accepted by sightseers, which would bring about an immense monetary misfortune for all. This interesting town is a portrayal of mankind's propensities towards selfishness. At the point when cash is included, it doesn't make a difference what the hazard is, paying little heed to physical harmfulness and potential death toll. The springs represent innovation and Dr. Stockmann represents respected human quali ties. The innovation has become prosperous ... ...ges of innovation exceed the detriments to the aggregate human estimations of society. Science and Technology are not sought after to improve the virtues of man and as such will be never-endingly in contradiction. Mankind will never stop to make new innovations and find out about the universe through logical strategies. An individual's qualities then again are not effectively increased and will endure. Society needs an invigorating of morals that stays comparable to the advancement of man's different manifestations. Works Cited Freud, Sigmund. Progress and Its Discontents. Ed. furthermore, Trans. James Strachey. New York: Norton, 1962. Ibsen, Henrik and Hampton, Christopher (interpreter). An Enemy of the People. Boston: Faber and Faber, 1997 Stoppard, Tom. Utopia. London: Faber and Faber, 1993. Vonnegut, Kurt. Slaughterhouse-Five. New York: Dell Publishing, 1998.

Topics to Write an Essay on For College

Topics to Write an Essay on For CollegeIt is a fact that many people have started college because they want to go further in their education. They want to be able to get into a good college, which will in turn lead them to higher education. Some people take this as a challenge and start writing essays. They write essays on topics to write an essay on for college.However, these essays are not all easy to write. It is necessary to know how to take a topic, analyze it thoroughly, and then come up with the best possible essay to write on it. This is the reason why people are more inclined to write an essay on topics to write an essay on for college.First, they should understand the topic that they are going to write on. Most people do not really study the topic and therefore, the topic that they write on is just a jumble of information and facts. So, if they are not really sure about the topic, they cannot really finish writing the paper.Second, a lot of people fail when they are faced w ith a paper that has to be written in such a way that it can be read by others. They tend to write essays that are difficult to read. For example, when a paper is written on a topic to write an essay on for college, you cannot just read it from the top to the bottom because the words are all over the place.In this case, you need to find a difficult essay to read from the bottom to the top. You can do this by putting the essay in a word processor and then read it out loud. You will easily be able to determine which words are really hard to read and which ones are easier to read.Third, you should first put emphasis on the main point of the essay. If the essay is on how fast electricity has advanced in the last 50 years, you should start the essay by saying something like, 'The invention of electricity in the 19th century was so fast that it nearly stunned us with its magnitude.' Then, you should put emphasis on this statement and then conclude the paragraph with an argument supporting the statement.Next, you should continue to talk about the main point that you have brought up in the beginning of the essay by making the hard words sound simple. This is often referred to as the 'explaining hard words to the reader' technique. In this case, you should say something like, 'the problem with the electricity is that it can't keep up with our modern lifestyle.'In this case, you should now make the harder words sound simpler by using simple words. For example, you should say something like, 'It's a major concern that electric motors aren't efficient enough to meet the need for the newest models.' At this point, you have already made the hard words sound more simple.

Biography of Antonio de Montesinos, Dominican Friar

Antonio de Montesinos (?–1545) was a Dominican friar attached to the Spanish conquest of the Americas and one of the earliest of the Dominican arrivals in the New World. He is best remembered for a sermon delivered on December 4, 1511, in which he made a blistering attack on the colonists who had enslaved the people of the Caribbean. For his efforts, he was run out of Hispaniola, but he and his fellow Dominicans were eventually able to convince the king of the moral correctness of their point of view, thus paving the way for later laws that protected native rights in Spanish lands. Fast Facts: Known For: Inciting the Spanish in Haiti to give up enslaving the native peopleBorn: unknownParents: unknownDied: c. 1545 in the West IndiesEducation: University of SalamancaPublished Works: Informatio juridica in Indorum defensionemNotable Quote: Are these not men? Have they not rational souls? Are you not bound to love them as you love yourself? Early Life Very little is known about Antonio de Montesinos before his famous sermon. He likely studied at the University of Salamanca before electing to join the Dominican order. In August 1510, he was one of the first six Dominican friars to arrive in the New World, landing on the island of Hispaniola, which today is politically divided between Haiti and the Dominican Republic. More clergy would come the following year, which brought the total number of Dominican friars in Santo Domingo to about 20. These particular Dominicans were from a reformist sect and were appalled at what they saw. By the time the Dominicans arrived on the Island of Hispaniola, the native population had been decimated and was in serious decline. All of the native leaders had been killed, and the remaining indigenous people were given away as slaves to colonists. A nobleman arriving with his wife could expect to be given 80 native slaves: a soldier could expect 60. Governor Diego Columbus (the son of Christopher Columbus) authorized slaving raids on neighboring islands, and African slaves had been brought in to work the mines. The slaves, living in misery and struggling with new diseases, languages, and culture, died by the score. The colonists, oddly, seemed almost oblivious to this ghastly scene. The Sermon On December 4, 1511, Montesinos announced that the topic of his sermon would be based on Matthew 3:3: â€Å"I am a voice crying in the wilderness.† To a packed house, Montesinos ranted about the horrors he had seen. â€Å"Tell me, by what right or by what interpretation of justice do you keep these Indians in such a cruel and horrible servitude? By what authority have you waged such detestable wars against people who were once living so quietly and peacefully in their own land?† Montesinos continued, implying that the souls of any and all who owned slaves on Hispaniola were damned. The colonists were stunned and outraged. Governor Columbus, responding to the petitions of the colonists, asked the Dominicans to punish Montesinos and retract all that he had said. The Dominicans refused and took things even further, informing Columbus that Montesinos spoke for all of them. The next week, Montesinos spoke again, and many settlers turned out, expecting him to apologize. Instead, he re-stated what he had before, and further informed the colonists that he and his fellow Dominicans would no longer hear confessions from slave-holding colonists. The Hispaniola Dominicans were (gently) rebuked by the head of their order in Spain, but they continued to hold fast to their principles. Finally, King Fernando had to settle the matter. Montesinos traveled to Spain with Franciscan friar Alonso de Espinal, who represented the pro-slavery point of view. Fernando allowed Montesinos to speak freely and was aghast at what he heard. He summoned a group of theologians and legal experts to consider the matter, and they met several times in 1512. The end results of these meetings were the 1512 Laws of Burgos, which guaranteed certain basic rights to New World natives living in Spanish lands. Montesinos defense of the Caribbean people was published in 1516 as Informatio juridica in Indorum defensionem. The Chiribichi Incident In 1513, the Dominicans persuaded King Fernando to allow them to go to the mainland to peacefully convert the natives there. Montesinos was supposed to lead the mission, but he became ill and the task fell to Francisco de Cà ³rdoba and lay brother Juan Garcà ©s. The Dominicans set up in the Chiribichi Valley in present-day Venezuela, where they were well-received by local chieftain â€Å"Alonso† who had been baptized years before. According to the royal grant, slavers and settlers were to give the Dominicans a wide berth. A few months later, however, Gà ³mez de Ribera, a mid-level but well-connected colonial bureaucrat, went looking for slaves and plunder. He visited the settlement and invited â€Å"Alonso,† his wife, and several more members of the tribe on board his ship. When the natives were on board, Ribera’s men raised anchor and set sail for Hispaniola, leaving the two bewildered missionaries behind with the enraged natives. Alonso and the others were split up and enslaved once Ribera returned to Santo Domingo. The two missionaries sent word that they were now hostages and would be killed if Alonso and the others were not returned. Montesinos led a frantic effort to track down and return Alonso and the others, but failed: after four months, the two missionaries were killed. Ribera, meanwhile, was protected by a relative, who happened to be an important judge. An inquest into the incident was opened and colonial officials reached the extremely bizarre conclusion that since the missionaries had been executed, the leaders of the tribe—i.e. Alonso and the others—were obviously hostiles and could, therefore, continue to be enslaved. In addition, it was said that the Dominicans were themselves at fault for being in such unsavory company in the first place. Exploits on the Mainland There is evidence to suggest that Montesinos accompanied the expedition of Lucas Và ¡zquez de Ayllà ³n, which set out with some 600 colonists from Santo Domingo in 1526. They founded a settlement in present-day South Carolina named San Miguel de Guadalupe. The settlement lasted only three months, as many became ill and died and local natives repeatedly attacked them. When Và ¡zquez died, the remaining colonists returned to Santo Domingo. In 1528, Montesinos went to Venezuela with a mission along with other Dominicans. Little is known about the rest of his life. According to a note in the record of St. Stephen at Salamanca, he died in the West Indies as a martyr sometime around 1545. Legacy Although Montesinos led a long life in which he continually struggled for better conditions for New World natives, he will forever be known mostly for that one blistering sermon delivered in 1511. It was his courage in saying what many had been silently thinking that changed the course of indigenous rights in the Spanish territories. While he did not question the right of the Spanish government to expand its empire into the New World or its means of doing so, he did accuse the colonists of abuse of power. In the short term, it failed to alleviate anything and garnered him enemies. Ultimately, however, his sermon ignited a fierce debate over native rights, identity, and nature that was still raging 100 years later. In the audience that day in 1511 was  Bartolomà © de Las Casas, himself a slaveholder at the time. The words of Montesinos were a revelation to him, and by 1514 he had divested himself of all of his slaves, believing that he would not go to Heaven if he kept them. Las Casas eventually went on to become the great Defender of the Indians and did more than any man to ensure their fair treatment. Sources Brading, D. A. The First America: The Spanish Monarchy, Creole Patriots and the Liberal State, 1492–1867. Cambridge: Cambridge University Press, 1991.Castro, Daniel. Another Face of Empire: Bartolomà © de Las Casas, Indigenous Rights, and Ecclesiastical Imperialism. Durham, North Carolina: Duke University Press, 2007.Hanke, Lewis. The Spanish Struggle for Justice in the Conquest of America. Franklin Classics, 2018 [1949].Thomas, Hugh. Rivers of Gold: The Rise of the Spanish Empire, from Columbus to Magellan. New York: Random House, 2003.Schroeder, Henry Joseph. Antonio Montesino. The Catholic Encyclopedia. Vol. 10. New York: Robert Appleton Company, 1911.

Healthcare Insurance The Genesis Of Aetna - 1501 Words

Aetna Health Insurance The Genesis of Aetna I have worked for Costco Wholesale for awhile in addition to being a student at Loma Linda University and Costco is partnered with Aetna to provide it’s employees with health insurance. I realized I know virtually nothing about this company, so I thought it might be a good idea to select this company for my research paper. Today Aetna is a managed health care company, which is a seller of traditional and consumer directed health care insurance plans and related services, such as medical, pharmaceutical, dental, behavioral health, long-term care, and disability plans. However this was not always so and it is interesting to take a look at the start and development of Aetna; what it was and how it transformed slowly over time into what it has become. Conclusion: We can all learn a lesson from this company on how to grow from something small into multifaceted multibilion dollar company. Even the name of Aetna has an interesting origin. In it’s genesis in the early 1800’s, it started out as a fire insurance company in Hartford, Connecticut. At that time Europe’s most active volcano was named Mount Etna, and Aetna wanted to make a play on words with that for their fire insurance company. Henry Leavit Elsworth was it’s most prominent president during this first phase, taking office in 1819. From Fire To Life and Beyond: The Evolution of Aetna Aetna remained small until 1850 when it expanded into Life insurance and made it anShow MoreRelatedThe Importance Of A Physician For A Hospital And Working For Or Starting A Private Practice2419 Words   |  10 Pagesdemand combine to create either an ideal, neutral or even hostile environment. The medical field especially as it is an ever-changing industry due primarily to innovation in technology, enactment of healthcare laws, research and development in the pharmaceutical industry and jockeying of payers in the insurance industry. For this reason instead of evolving every ten or twenty years, it can easily change within six months depending on the economy or political atmosphere or changes in legislations. The requirementsRead MoreOrganizational Analysis1921 Words   |  8 PagesUnited Healthcare in the provision of quality health care. Our focus is on its environmental analysis with the aim of isolating the genesis of the problems related to poor ergonomics. An overview of the company United Healthcare is a division of the largest single health carrier in the US called UnitedHealth Group. The company is recognized as a leader in the â€Å"well-being† and health industry (UHC,2011a) and its strives to improve the level of effectiveness as well as quality of the healthcare toRead MoreDamodaran Book on Investment Valuation, 2nd Edition398423 Words   |  1594 Pagestake equity positions in other firms to further their strategic interests. Still other firms take equity positions in firms they view as under valued by the market. And finally, investing in risky securities is part of doing business for banks, insurance companies and other financial service companies. To make a higher return Near-cash investments such as treasury bills and commercial paper are liquid and have little or no risk, but they also earn low returns. When firms have substantial amounts

Mindfulness Training For Carers Of People With Dementia

Mindfulness training for carers of people with dementia; impact on carers’ wellbeing Introduction This essay explores explores evidence of how caring for people with dementia (PwD) might have detrimental effects on a carers’ physiological and psychological wellbeing. It describes reviews the practice of mindfulness, and its potential health benefits,; and examines considers literature which argues which evaluates the impact of mindfulness training has a positive, therapeutic impact on the wellbeing of carers’. According to the Alzheimer’s Society (2014) there are approximately 850,000 people with dementiaPwD in the UK, which will increase to one million people by 2025. One in six people aged 80 and over have dementia. The word dementia†¦show more content†¦Dementia can have a detrimental impact on takes a devastating toll on carers, affecting both their physiological and psychological wellbeing. According to the a poll, administered by the Alzheimer’s Association (2016) in the US, which questioned 3,102 adults in America about their attitudes, knowledge and experiences related to Alzheimer’s disease –, about 60 percent of carers of people with dementia carers rated their emotional stress of caring as high or very high, nearly 40 percent said they suffer from depression Aand approximately 74 percent said they are somewhat to very concerned about maintaining their own health . Many studies have taken place over the last twenty years, which have brought to light the negative consequences caring for people with dementiaPwD has on the wellbeing of carers’, most notably . A study by Schultz, et al., (1995) noted that the most frequent clinical conditions examined are depression and anxiety .; O other symptoms may include sleep deprivation, negative changes in immune function and hypertension. In a review of 37 publications, which evaluated differences between caregivers and non-caregivers health and cognition, Fonareva et al (2014: 725-726) suggest report that familial carers, in particular, suffer from chronic stress, exacerbated by ‘excessive time constraints, increased chores, and behavioural management issues of the PwD, together with anticipatory grieving’; ‘often

Modern Society Of Exploring The Anatomy †Myassignmenthelp.Com

Question: Discuss About The Modern Society Of Exploring The Anatomy? Answer: Introducation Catholic Social Thoughts (CST) is not only the catholic social thoughts by the higher authorities of Christian institution but also includes significant social thinking. The principles have existed for more than two thousand years but the first documented proof is dated back to 1891 (Catholicsocialteaching.org.uk, 2017). The nine principles of are interpreted and discussed below in contemporary social setting. Dignity of human Dignity of human serves as the primary platform on which other principles of Catholic Social Thoughts are relying. Catholic social teaching tells us that God is the original creator and humans likeness encouraged him to imprint himself in the human form (Thiselton, 2015). That reflects how every human is valuable and deserves great respect. The obsession with earthly objects often misguides us to follow the path of disrespect of human dignity. The dignity of sacred human must not get exploited or manipulated. Every human being is equal to god and this principle teaches us to form our voice against the global equality in various aspects of life. Present day human rights issues reflect this catholic principle clearly. However the catholic social teaching follows certain decisions about issues like euthanasia or abortion as these deals with starting and ending of life. Community and Common good The coming of digital era and globalization has promoted the concept of individualism greatly. Though by definition individualism is embracing ones individual freedom but in reality it is focusing more on selfish practice. This principle of catholic social thoughts is working to preserve and promote the common good of all human beings not just for individuals (Engelland, 2014). This principle states that the common good binds both the individual and community for a common purpose. Human being is social and sacred and in order to survive successfully he needs others. The social unity cannot be ignored by an individual. Every individual must contribute to the society based on his knowledge and capability. The common good lies in the common area that exists in between two extremes such as extreme individualism and collectivism like communism (Bretherton, 2016). The wellbeing of the entire human race should be the aim of human responsibility. The interdependence is getting more complicat ed because of the complex nature of the society. This transnational quality eliminates the individuality and establishes equality in societys every segment. Goods for Universal purpose In the catholic doctrine every good of Gods creation possesses individual right but serves a common purpose (Stabile, 2006). God has not only created the society for individual to inhabit but also the power for them to take care of his creations. The wellbeing of everything and everyone must be taken care of by everyone. The ultimate purpose of all of Goods goods is the human development. The ideal world where the exchange of benefit is mutual and everyone experiences the progress is desired as the destination. The individual and the community can achieve the destination if they work together and for each other by fulfilling the purposes of Gods creations. Promotion for Peace Catholic Social Thoughts demonstrates peace as a social condition where under the guidance of God every human soul is living in harmony with dignity and all his creations are orderly placed. The just war theory is followed by the Catholic belief which explains the necessity of war in order to reestablish the global peace (Rubio, 2016). There war theory in connection with promotion for peace contradicts the extreme pacifism or realism. Some promote war just to engage in violence and gain power over others and on the other hand realism promotes war as a tool for surviving. The doctrine often gets criticism because of its support of war but it stresses the cause to be the restoration of world peace. Subsidiarity The principle of subsidiarity is one of the significant catholic social thoughts. This principle states that every activity that can be done by a decentralized smaller organization should not be accomplished by any large or complex organization (McCann, 2014). This catholic teaching contradicts the government or large corporate organizations desire to centralize. The individual actions, interstate activities and national acts should be taken care of the federal government, but the internal state of the community must not be affected in the process. The subsidiarity helps to balance the government policies with individual action focusing on the improvement of the society as a whole. Options for the poor The catholic social thoughts encourage us to make situations where poor and suppressed must be given opportunities to flourish. The poor are the most needy and vulnerable members of the society. The nations conscience must focus on the need off the poor. The government must ensure that the public policies are in favor of the poor. Creating the option for poor does not mean dividing the humans in different groups, rather all groups within the community must work collaboratively for the development of the poor which eventually develop the society as a whole. God does not want any poor soul to experience the same suffering as he did. Nobody offered him food when he was hungry or cloth when he was naked (Catholic.net 2017). To him this is the basic human need and must be offered by them who have the resources. God gives most significance to the healing of poors pain and suffering and proclaims that the ignorant and opportunists will experience great punishment because of their selfish ac ts. Participation The cultural, political and economic aspect of the society can develop significantly by equal participation from every individual. Every human being is entitled to participate equally in all the social activities. Every human being has the responsibility to act as active participants instead of passive observers. We are all Gods children, so it is our responsibility to take care of each other as brothers or sisters. Our active participation ensures the positive socio-economic, political or cultural change in the society (Kearns, 2014). Stewardship The environment we inhabit is a created and provided to us by God. All the living and non living beings on earth are Gods creation. We are all interdependent and inter connected to each other and we have responsibilities for each other especially towards the needy and poor. Through creation God makes his presence felt to everyone and stewardship is taking care of those creations (Sison, Ferrero Guitin, 2016). However that does not give us any authority to manipulate the creations as only God holds the complete power over the whole of humanity. Solidarity Christian ethics gives immense importance to solidarity. Solidarity increases the visibility of others and binds every one and nations together. The solidarity cannot be achieved if such barriers related to religion, gender, race, ethnicity, nationality or economic status is not eliminated (Beyer, 2014). The Gods purpose of developing common good for everyone will be hampered if the one ignores the solidarity by acting indifferently towards others pain and suffering. We have to do our parts of the job responsibly and ensure the common good of the society. Human Flourishing and Common Good We are all social creature by nature. A persons existence is meaningless without the presence of other. The Catholic Social Thoughts should be adapted in our everyday life to ensure our meaningful existence in the world and contribution to the development of the community. Humans are social beings so we cannot flourish without each other. According to Aristotle humans can live virtuous life through flourishing (Tablan, 2015). Individual should have the access to all the physiological and emotional resources. In the catholic tradition the human and community flourishing is at the centre of development and through flourishing only the common good can be achieved (Wallis, 2013). Catholic social thoughts and flourishing of self and community The discussed nine principles of the catholic social doctrine offer us strength and nourishment in the maintenance of all the relationships. The flourishing of self is dependent of the flourishing of the community. Both the self and community should participate actively for improving the whole society. The ultimate good is achievable only when there is our active participation and solidarity as the Catholic Social Thoughts teaches us. As the God has claimed, if we fail to resist ourselves from committing the similar sins and overlook the suffering or poor we are bound to get punished. This will eventually cause great harm for our society. Reference Beyer, G. J. (2014). The meaning of solidarity in Catholic social teaching.political theology,15(1), 7-25. Bretherton, L. (2016). Democracy, society and truth: an exploration of Catholic social teaching.Scottish Journal of Theology,69(3), 267-280. Catholicsocialteaching.org.uk (2017).Catholic Social Teaching. Retrieved 11 September 2017, from https://www.catholicsocialteaching.org.uk/principles/history/ Engelland, B. T. (2014). Religion, humanism, marketing, and the consumption of socially responsible products, services, and ideas: Introduction to a special topic section.Journal of Business Research,67(2), 1-4. Kearns, A. J. (2014). Catholic social teaching as a framework for research ethics.Journal of Academic Ethics,12(2), 145-159. McCann, D. P. (2014). Who is responsible for the common good? Catholic social teaching and the praxis of subsidiarity. InThe common good: Chinese and American perspectives(pp. 261-289). Springer Netherlands. Rubio, J. H. (2016). The Vision of Catholic Social Thought: The Virtue of Solidarity and the Praxis of Human Rights by Meghan J. Clark.Journal of the Society of Christian Ethics,36(2), 227-229. Sison, A. J. G., Ferrero, I., Guitin, G. (2016). Human dignity and the dignity of work: Insights from Catholic social teaching.Business Ethics Quarterly,26(4), 503-528. Stabile, S. J. (2006). CST 101: basic principles of Catholic Social Thought.Review of Business,27(2), 7. Tablan, F. (2015). Catholic social teachings: Toward a meaningful work.Journal of Business Ethics,128(2), 291-303. Thiselton, A. C. (2015). The Image and the Likeness of God: A Theological Approach.The Emergence of Personhood: A Quantum Leap, 184-201. Wallis, J.(2013).On God's side: What religion forgets and politics hasn't learned about serving the common good. christianaudio. What you did not do for one of these least ones, you did not do for me. (2017).Catholic.net. Retrieved 11 September 2017, from https://catholic.net/op/articles/452/cat/1187/what-you-did-not-do-for-one-of-these-least-ones-you-did-not-do-for-me.html

Korn- Pretty Essays - Class, Films, Cinema Of The United States

Korn- Pretty i see a pretty face smashed against the bathroom floor... Jonathan sat on the floor next to the window in his dark bedroom alone. He watched the cascade of rain drip down his window from off the roof. Lighting stroke across the morbid night sky. His body, which was curled up in a ball, was leaning against the wall. His sad brown eyes were filled with salty tears while listening to his father and stepmother fight in the kitchen. His stepmother was very contemptible. His father wasn't. He was a good man, very benign, but Jonathan didn't realize that when he was a child. He resented his father for always being away from home, on the road touring, but he didn't know at the age of 3 what it meant by having to support your family in any way you can. Even now, when he was a teenager he resented his father for not understanding him. It seemed as if no one understood him. And that bisected his heart. It was going on 2:30 A.M. and Jonathan knew he should have gone to sleep hours ago. He had to wake up at 6:30 in the morning to go to work at the corner's office. Many people found it bizarre that he worked at such a morbid, strange place, especially for someone at the age of 17. It wasn't just the fact that he was working there that made it so strange it was how his personality didn't match with one who is meant to work at a corner's office. He seemed very aloof. He didn't dress in gothic garb nor did he dress in gaudy garb, he just seemed normal, like any other kid. But he wasn't normal; there was an undertone of something along the lines of eccentric-ness in his personality, which you had to strain to see. He did however wear eyeliner from time to time but no one found that to be odd, they just thought of him to be gay. The town faggot is a name, which would be linked to Jonathan for the rest of his life. Being a corner's assistant was a dexterity job. He seemed to enjoy the job a nd was very diligent, but at the same time, it destroyed him. Jonathan's eyelids began to grow heavy. His parents had stopped fighting an hour ago and that was really the only reason why he wasn't asleep but he had so much on his mind that he couldn't and didn't feel like sleeping. He rubbed his face away of the dry tearstains. He stood up and stretched from sitting down in the corner for so long. He clambered into his bed and fell asleep within minutes. The alarm clock beside his bed went off at 6:30 A.M. He was still half-asleep when he tried turning off the clock. It took a while for him to find the off button so instead he threw the clock across the room. Jonathan got dressed and walked down the hall to the kitchen. He usually didn't eat breakfast, but he hadn't eaten the night before for his stepmother was too bust fighting with his father. He opened one of the cabinets and took out a white bowl with a crack running down the side. Then he reached into the fridge for some milk and oddly enough found the cereal in there as well. As he sat down and began eating, his younger sister walked into the kitchen. What are you doing up so early? Jonathan asked with his mouthful. Couldn't sleep. She answered, she her self was still half asleep. You going to school today? She asked. Naw, gotta work today. Damnit. She said under her breath as she threw an apple, which she had retrieved out of the fridge into the garbage can, frivolously. I was hoping you could get me out of class early and drive me over to Brenda's. Jonathan's right eyebrow rose as she sat down, yawing. Girl, you know I can't do that. Remember what happened the last time-no wait, uh, last..two, three, four, yeah, four times I did that? Dad got so pissed and almost made me get a job at his

Free Essays on The Scarlet Letter And Hawthorne

The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f... Free Essays on The Scarlet Letter And Hawthorne Free Essays on The Scarlet Letter And Hawthorne The theme of the story is sin because Hester, Dimmesdale, and Chillingworth all have some sort of sin. Good and evil battle within each character and battle between the characters. Each character has some good in them, but sin makes each one evil. The scarlet letter is an outward symbol of shame, but instead it becomes a powerful symbol of identity to Hester. The letter’s meaning changes in the story. Originally intended to mark Hester as an adulterer, the â€Å"A† eventually comes to stand for â€Å"Able.† At the end of the novel, Hester continues to wear the â€Å"A† even as she counsels other people with their problems. Leech was another name for a physician during that era. The word has two meanings in the story. Roger Chillingworth was the physician and â€Å"leech†. Chillingworth also was like the animal, leech, because he was sucking the life out of Arthur Dimmesdale. Chillingworth latched on to him, lived with him, and gave him stra nge medicines that made from herbs. The color red is used many times by Hawthorne. The reader sees it in the rose bush by the prison, in the scarlet letter worn by Hester, in Pearl’s clothing, in Chillingworth’s eyes, and in the streak of the meteor. Red means passion. It is a bright color that marks things and draws people’s attention to the object or person. Black represents gloom, death, and evil. The reader especially sees this in the frequent use of the term â€Å"Black Man† that means the devil. First, the brook has a melancholy sound to it, which describes the tone of the novel. The Scarlet Letter is not a happy story. Second, the brook separates reality from fantasy. It separates the reality that Hester and Dimmesdale can never be together from the fantasy that they want to be together. Lastly, the brook is water that cleanses. When Dimmesdale kisses Pearl, she goes to wash off the kiss. It is like she is washing off Dimmesdaleâ€℠¢s sin. Hester was forced to publicly f...

Work place emotions and attittude Dissertation Example | Topics and Well Written Essays - 250 words

Work place emotions and attittude - Dissertation Example How so? Emotional intelligence plays a vital role in navigating situations at workplace. It is the skill through which employees deals situation at a more tactful and effective way. Often it happens that negative emotional state rejects amazing ideas and takes situation in a negative manner. If employees and act accordingly let’s say if an employee wants to place and idea to the supervisor when he is in a negative mood then there is high chance of irritating the supervisor and the idea gets rejected. With positive mood and emotions people are more open to take information and handle them effectively. Motivation also plays an important role in generating positive emotions and moods amongst the employees as they feel satisfied with their work they performed and facilitates in building a positive workplace culture (Knowledge@Wharton, 2007). What are the causes and symptoms of the problems in the case and its possible solutions? The case study shows that the attitude and behaviour in the workplace can result in a very worst situation and could generate negative emotions amongst the employees.

Modern Day Attacks Against Firewalls and VPNs Essay

Modern Day Attacks Against Firewalls and VPNs - Essay Example VPN is an important technological advancement for remote workers as well as organizations to share the data in privately. The security issues surrounding VPNs are cracking of offline password, deficiency of account lock out, poor default formation and VPN thumbprint among others (Hills, 2005). In the similar context, firewalls are the security system used as secure the flow of information between the two networks. Firewalls places a bottleneck between the networks which ensures the privacy and confidentiality of the data shared between the two networks. There are two types of firewalls such as ‘packet filtering firewall’ and ‘stateful inspection firewall’. The common threats pertaining to firewalls include attacks from malicious codes such as virus, worms and information theft among others (Rao et al., 2011). This paper intends to explain the modern day attacks against firewalls and VPNs by explaining concepts of these two information technology tools. In th e light of aforesaid description, the essay intends to explain and discuss modern day attacks against firewalls and VPNs. The technology of firewalls was first established in 1980 and since then it has undergone several modifications and alternations. Firewalls are integrated security system designed to secure network from unauthorized access. Firewalls are also useful for protecting the outside fire. Firewalls are also considered as a system of network security which controls flow of traffic over the network created by set of protocols (Brown University, n. d.). Firewalls as act as a ‘software solution’ and ‘hardware appliance’. Firewalls can also be defined as the security measures, which protect local system as well as network system from the potential threats. The two types of firewalls are packet filtering and stateful inspection firewall. A packet filtering firewalls allows the flow of packets that meets certain specific criteria. The rules of the filtering depend on

Computers and Information Systems Essay Example for Free

Computers and Information Systems Essay INTRODUCTION OF INFORMATION SECURITY POLICY Information is a valuable asset. The protection of these assets is a basic management responsibility. Employing officers are responsible for: †¢ Identifying and protecting computer-related information assets within their assigned area of management control and ensuring that these assets are used for management-approved purpose only and all employees understand their obligation to protect them. †¢ Implementing security practices and procedures that are consistent with the Company Information Asset Security Manual and value of the assets. PRIVACY AND SECURITY POLICIES TAKEN CARE BY VARIOUS HIGHLY RECOGNIZED HEALTHCARE ORGANIZATION PARTNERS HEALTHCARE ORGANIZATION Partners HealthCare is committed to ensuring the privacy and security of patient health information. In order to facilitate and implement the activities related to the privacy and security of Protected Health Information (PHI), Partners HealthCare has appointed a Corporate Privacy Officer. The privacy officer responsible for implementation and oversight of the policies and procedures regarding the privacy of health information at their site. BETH ISRAEL MEDICAL CENTER Beth Israel Medical Center has adopted CPRI Toolkit -Technology Resources Policy to ensure uniform and appropriate use of its computer and telecommunication resources (the â€Å"Technology Resources,† defined below). POLICY: In using or accessing the Technology Resources, Users must comply with the following provisions. NO EXPECTATION OF PRIVACY â€Å"Users understand and agree that: BIDMC retains the right, with or without cause or notice to the User, to access or monitor the Computer Information, including User e-mail and Internet usage.†(Hodge et al. 1968, pg 17) Please keep in mind that anything created or stored on the Technology Resources, including the Computer Information, may be reviewed by others and that even deleted files may be recovered. USE OF E-MAIL AND INTERNET ACCESS AND USE All User e-mail addresses assigned by BIDMC shall remain the sole and exclusive property of BIDMC. Users should endeavor to make each of their electronic communications truthful and accurate. â€Å"Users should use the same care in drafting e-mail and other electronic documents as they would for any other written communication. The quality of your writing will reflect on BIDMC. Users are encouraged to use the Internet and intranets to assist them in the performance of their jobs.† (Thomas. R. 2001, 87) PASSWORDS Users are responsible for safeguarding their passwords for access to the Technology Resources. Users should recognize that the combination of a logon identification and password is the equivalent of a signature and that the disclosure to another individual is the equivalent of handing that individual a signed blank check. MAYO HEALTHCARE ORGANIZATION Mayo HealthCare is committed to ensuring the privacy and security of patient health information by means of certain policies. ACCESS CONTROL TERMS Individual-based access control. Role-based access control. Context-based access control. POLICY-RELATED TERMS Policy: a broad statement of principle or intent that presents Mayo’s position. Policies are interpreted and supported by standards. Standard: a rule or regulation that specifies conduct or a course of action. Standards are mandatory directives for implementing Mayo policy that ensure uniform compliance. Guideline: a recommended course of action or a response to a given situation. Guidelines should be considered when determining how to implement standards. PROTECTED HEALTH INFORMATION (PHI) I. Information security Mayo Foundation will protect its vital information from unauthorized access, modification, disclosure, or destruction, by conducting security program with patients and of Mayo Foundation. II. Security administration A group will exist to develop and maintain an information security program for Mayo Foundation entities. THEMES COMMON AMONG EACH ORGANIZATION`S POLICIES †¢ Controlling Access to Information and Systems, Operations and Administration. †¢ Network Security Policies. †¢ E-mail and the Worldwide Web, Telephones and Fax. †¢ Data Management. †¢ Backup, Recovery and Archiving. †¢ Document Handling. †¢ Securing Data. KEY SECURITY PRINCIPLES AND ELEMENTS FOR INFORMATION SECURITY AND PRIVACY MANAGEMENT The key security principles and the critical areas needing improvement for the healthcare organization. SECURING REMOTE ACCESS AND OTHER DRIVERS OF PHYSICIAN EFFECTIVENESS For many providers, ensuring physician effectiveness and quality of life is a top priority. This includes helping physicians gain off-site access to records, without having to come to the hospital or sign into multiple hospital systems. EXTENDING SECURITY AND PRIVACY TO THIRD PARTIES Secure interoperability from hospitals to physician practices is also becoming a requirement as the healthcare industry in many global markets moves towards wider use of electronic medical records and information sharing across collaborative groups (such as the emerging US regional health information organizations). (Perry. E., 1967, 48) DEVELOPING BUSINESS CONTINUITY AND DISASTER RECOVERY PLANS In the wake of high-profile natural disasters and health-related crises worldwide, most healthcare respondents (70%) identified business continuity and disaster recovery planning as one of the most critical business factors driving their information security spending. Forty-four percent, however, do not yet have such a capability, and 59% report that developing or improving these plans is a strategic security initiative for the coming year. References Hodge, Bartow, Hodgson, Robert. N. (nod.). 1968 Management and the Computer information system McGraw-Hill Companies, The, New York, NY, U.S.A. pg 17 Peltier, Thomas. R. (n.d.). 2001, Information Security Policies and Procedures: A practitioners Reference. TAYLOR FRANCIS LTD, pg. 87 Rosove, Perry. E. (n.d.). 1967, Developing Computer-based Information system. John Wiley Sons, NY,pg. 48

Comparing Waste Land with Other Myths :: Comparison Compare Contrast Essays

The Waste Land: Parallels with Other Myths The Waste Land summarizes the Grail legend, not precisely in the usual order, but retaining the principal incidents and adapting them to a modern setting. Eliot's indebtedness both to Sir James Frazer and to Jessie L. Weston's From Ritual to Romance (in which book he failed to cut pages 138-39 and 142-43 of his copy) is acknowledged in his notes. Jessie L. Weston's thesis is that the Grail legend was the surviving record of an initiation ritual. Later writers have reaffirmed the psychological validity of the link between such ritual, phallic religion, and the spiritual content of the Greek Mysteries. Identification of the Grail story with the common myth of the hero assailing a devil-dragon underground or in the depths of the sea completes the unifying idea behind The Waste Land. The Grail legend corresponds to the great hero epics, it dramatizes initiation into maturity, and it bespeaks a quest for sexual, cultural, and spiritual healing. Through all these attributed functions, it i nfluenced Eliot's symbolism. Parallels with yet other myths and with literary treatments of the "quest" theme reinforce Eliot's pattern of death and rebirth. Though The Tempest, one of Eliot's minor sources, scarcely depicts an initiation "mystery," Colin Still, in a book of which Eliot has since written favorably (Shakespeare's Mystery Play), had already advanced the theory in 1921 that it implies such a subject." And Tiresias is not simply the Grail knight and the Fisher King but Ferdinand and Prospero, as well as Tristan and Mark, Siegfried and Wotan. In his feminine role he is not simply the Grail-maiden and the wise Kundry but the sibyl, Dido, Miranda, Brà ¼nnhilde. Each of these represents one of the three main characters in the Grail legend and in the mystery cults--the wounded god, the sage woman (transformed in some versions of the Grail legend into a beautiful maiden), and the resurrected god, successful quester, or initiate. Counterparts to them figure elsewhere; Eliot must have been conscious that t he "Ancient Mariner" and "Childe Roland" had analogues to his own symbolism. In adopting fertility symbolism, Eliot was probably influenced by Stravinsky's ballet Le Sacre du printemps. The summer before writing The Waste Land he saw the London production, and on reviewing it in September he criticized the disparity between Massine's choreography and the music. He might almost have been sketching his own plans for a work applying a primitive idea to contemporary life:

English language Essay

Why choose Westminster Kingsway College? Our central London location: courses take place at our Victoria Centre which is a five-minute walk from Victoria mainline and underground stations Our facilities and resources: the centre has a very well-equipped Learning Centre with IT facilities and an extensive range of teaching and learning materials Our online Virtual Learning Environment ‘Moodle’: this allows access to a range of support materials on your home PC Our experience: we have been running teacher training courses for over 25 years and have a well-deserved reputation for extremely high quality, effective teaching Our training team: we have a large team of highly-qualified and experienced teacher trainers. They have all worked in the public and private sectors in the UK and overseas and some are CELTA assessors. You can find out more about them in the â€Å"Trainer Profile† section Our quality assurance systems: in addition to external monitoring by Cambridge, we are part of the public sector and are inspected by OFSTED Our success rates: we have a proven track-record of extremely good pass rates on all our courses The level of individual attention we offer: our trainers are involved at every stage of your course, from initial enquiry to post-course advice and guidance The profile of our teaching practice groups: our students are highly motivated and come from a very wide variety of linguistic, geographic and social backgrounds. Some are asylum seekers and refugees whilst others are living and working in London for a relatively short time. This mix of students means that your teaching practice gives you experience to equip you to teach in a range of contexts in both the private and public sector in the UK or overseas. It also helps you decide which sector you would prefer to work in Extremely high level of trainee satisfaction: see â€Å"What CELTA did for me† for comments from past trainees Advice and guidance on employment opportunities: all our courses include sessions on finding teaching work, and some of our candidates go on to work in Westminster Kingsway and other colleges If you have any questions, or would like to discuss your application, please contact one of our trainers on 020 7802 8940 / 8343 / 8378. The College is closed over Christmas, Easter and during the summer holidays. During these times, you will hear a voice-message giving you further information.3 About Westminster Kingsway College: Teacher Training Westminster Kingsway College’s Teacher Training courses are based at the Victoria Centre, right in the heart of London, about 5 minutes walk from Victoria underground and main line station. In addition to Teacher Training courses, the College offers part-time day and evening courses in English/ESOL (English for Speakers of Other Languages). We are part of the public sector and receive government funding for our courses. This means that our fees compare favourably with other teacher training providers. Our facilities include a large cafeteria, a very well-equipped Learning Centre and computer access for all learners. Our Teacher Trainers All our team are qualified teacher trainers, with extensive experience of teaching EFL and ESOL in a range of contexts, both in the UK and overseas. The majority are also Cambridge-accredited external assessors. They are all directly employed by the College and regularly update their teacher training skills and expertise. Trainer Profiles Katerina Ashiotis: Katerina started her teaching career as an EFL teacher in the private sector in London soon after leaving college. She travelled, then taught in Greece for two years in a private school. She then returned to London and worked as an English teacher teaching adults full-time. She worked in three different private schools as an EFL teacher, Senior Teacher and Director of Studies and started teacher training in 1994. Katerina has a Diploma and an MA in Linguistics and in 2002 completed a PGCE in FE (PCET with ESOL Specialism). Parallel to working and training in the private sector she worked as a visiting EFL lecturer at Westminster Kingsway College for over 12 years. She started working at Westminster Kingsway College full-time as an ELT lecturer and teacher trainer in 2002. In addition to the CELTA course, Katerina is also a teacher trainer for PTLLS and DTLLS courses. Most recently, she has been involved in the design and delivery of a number of training programmes for teachers from South Korea and Albania. Chris Brain: Following a degree in history and a PGCE at the University of London, Chris started teaching EFL in London in 1979. He then worked in Italy from 1980 to 1988 and took the RSA Diploma at International House in Rome in 1986. He returned to London in 1989 and subsequently trained as a CELTA trainer. He continued to work in the private sector, became a CELTA Assessor in 1992 and a DELTA trainer in 1998. Chris joined Westminster Kingsway College in January 2000 as a full-time member of staff and has worked on a variety of courses including EFL, ESOL, CELTA and DELTA. Michael Harmsworth: Michael began teaching in 1982 and became a teacher trainer in 1986. He has been at Westminster Kingsway College since October 1997. Before that he was Director of Teacher Training at two private language schools in London after spending a total of eight years working abroad, in Greece, Italy and Spain. In 1992 he became an Assessor for the CELTA course. Michael has an MA with Distinction in TESOL (Teaching English to Speakers of Other Languages) and the Cambridge/RSA Diploma with Distinction. He has delivered an extensive range of training courses at all levels. His current studies are focused on his obtaining Associate Membership of the British Dyslexia Association (AMBDA). Gabriel Mulcauley: Gabriel completed a degree in English Literature at the University of Sheffield followed by a PGCE in English and Drama at the University of Leeds. Her first experience of teaching English was in a Summer School in Greece. Having spent several years travelling and teaching in private language schools, Gabriel came to London in 1991 and took the Diploma in TEFL at Waltham Forest College in 1992. She began working in Further Education in 1994 at Hackney Community College before joining Westminster Kingsway College in 1998. Gabriel started training to be a teacher trainer in November 2004 and is enjoying this interesting new challenge. 4 Our English/ESOL courses and students Our English/ESOL courses are suitable for adult learners (19+) who are living in the UK either permanently or as refugees or asylum seekers and for European migrant workers. We offer a variety of courses to meet a wide range of needs. Some courses are more suitable for EU migrant workers and enable students to gain a qualification quickly. Others are more appropriate for students who need to catch up on other skills, such as basic literacy. All courses are part-time, either day-time or evening, and last either for one term or one semester (18 weeks). Students study either every day (Monday – Friday) or two evenings per week (Monday and Wednesday or Tuesday and Thursday). There are two study options on the daytime courses: ESOL Extra and ESOL Express. On ESOL Extra learners study for 2.5 hours per day and on ESOL Express they study for 2 hours per day. On the evening courses, hours are the same: learners study for 2.5 hours on two evenings per week. Qualifications All the courses lead to an examination: this is usually a Trinity Skills for Life Certificate. We offer these qualifications at 5 levels from Entry 1 (beginner) to Level 2. Students take an examination in Speaking and Listening, Reading and Writing. 5 The Certificate in Teaching English to Speakers of Other Languages: CELTA (incorporating the award in Preparing to Teach in the Lifelong Learning Sector: PTLLS) What is CELTA? CELTA is an initial qualification for people with little or no previous teaching experience. It is the best known and most widely taken initial ‘TESOL/TEFL’ qualification of its kind in the world. Who recognises CELTA? It is accepted throughout the world by organisations which employ English Language teachers. It has also been accredited by the Office of Qualifications and Examinations Regulation (Ofqual) at Level 5 on the National Qualifications Framework for England, Wales and Northern Ireland. Who is CELTA for? People starting a career in English Language teaching: The course will give you a firm grounding in the fundamentals of language teaching practice, and the confidence to use these effectively in the classroom. People looking for a career change or career break: An increasing number of candidates are professionals who would like a new career path or want to take a short break in their existing career, which may involve the opportunity to live and work abroad. People already teaching English but with no formal qualifications: You may already be teaching English but have no formal teaching qualifications. CELTA will help you improve your teaching, confirm your ability and may lead to internal promotion or a better teaching job. Who is eligible to apply? We recommend that candidates have a standard of education equivalent to that required for entry into higher education (normally 2 â€Å"A† levels and above). You will also need good numeracy skills. However, we are happy to consider applications from candidates who do not have formal qualifications at this level but who can demonstrate that they have appropriate language competence, skills, and experience. The course is open to both native and non-native speakers of English. If English is not your first language, you must have a command of written and spoken English that enables you to teach across a range of levels and complete the written assignments. In our experience, most successful candidates have English as their first language and are graduates. What does CELTA involve? The course is extremely demanding and requires a high level of commitment. You are required to attend the whole course, and complete homework assignments. You will have to devote a considerable amount of time to course work outside class hours, and we strongly recommend that you do not do any part-time work or other studies during the course. You should also be prepared to accept constructive criticism from your trainers and other trainees and be willing to reconsider your assumptions about teaching and learning. What does the course cover? The course aims to teach the principles of effective teaching and a range of practical skills for teaching English to adult learners. You will have hands-on teaching practice, observe experienced teachers and complete four practically-focussed written assignments. 6 There are five main units of learning: Unit 1: Learners and teachers and the teaching and learning context Unit 2: Language Analysis and awareness Unit 3: Language skills: reading, listening, speaking and writing Unit 4: Planning and resources for different teaching contacts Unit 5: Developing teaching skills and professionalism. How will I be assessed? You will be assessed throughout the course: there is no final examination. An external assessor, appointed by Cambridge ESOL, moderates each course. There are two components of assessment: Teaching Practice: You will teach for a total of six hours, working with classes at two ability levels. Assessment is based on your overall performance at the end of the six hours. Written Assignments: You will complete four written assignments: one on adult learning and learning contexts, one on an aspect of the language system of English, one on an aspect of language skills and one on classroom teaching and the identification of action points. Assessment and Grading Grading of candidates is by continuous assessment. There is no final examination. Successful candidates are awarded the â€Å"Cambridge CELTA† at one of the following grades: â€Å"Pass†, Pass â€Å"B†, and Pass â€Å"A†. On average, about 60% of our trainees achieve a Pass, 30% achieve a Pass â€Å"B† and 5% are awarded a Pass â€Å"A†. About 5% do not succeed. While everything on the course is taken into account, and you must complete the written assignments satisfactorily, the most heavily weighted factor is your teaching performance. You will receive written feedback, including an assessment of your teaching, on all the lessons you teach. You will have at least two individual tutorials to check that your perception of your progress agrees with that of your trainers. If there is a danger that you will fail, your trainers will make this clear and discuss where and how you can improve. We aim to be as clear and open as possible about your development. As part of the Cambridge scheme, every course is moderated by an external assessor, who visits the college for one or two days. In addition to checking that we are complying with course regulations, the assessor is available to listen to any points you or your group would like to make. If you feel that we are giving you unfair assessments, you can discuss this with the assessor. Applying for the course Selection to the course is based on an interview, lasting approximately two hours and a written task. Please complete the application form at the back of this booklet and submit it with your personal statement to the Course Organiser. You will be given the written task at the interview. 7 Frequently Asked Questions Is it a problem that I’ve never taught before? No. The course is an introduction to English language teaching. People who already have experience sometimes find it a drawback as it can be difficult to unlearn old habits and learn new techniques. I have got lots of presence, I know a lot about English and I am used to standing up in front of people and telling them things, so I am bound to be a good teacher, right? Wrong. The abilities to relate well and listen to learners are more important than an over-emphasis on â€Å"telling†. Does it matter if I miss any part of the course? Yes. 100% attendance is expected other than in exceptional circumstances. What happens if I am ill during the course? The Cambridge rules stipulate that if you miss more than 20% of the whole course or any of the 6 hours of assessed teaching practice, you are not eligible for the certificate other than in exceptional circumstances. Will there be much paperwork? You will be responsible for maintaining a portfolio of your work during the course and this constitutes your official assessed record. You will also need to be able to keep records and retrieve papers easily. I have never been able to spell properly: does it matter? Yes. Learners of English expect their teachers to be able to spell reasonably accurately. Also, Cambridge rules require candidates to be able to write in English that is â€Å"essentially free of errors†. Part of our interview process is designed to check this. Will I have to follow any particular methodology? Our aim is to provide you with a range of techniques and approaches which you will be able to select from. I have never learned grammar before: is this a problem? Many native speakers of English know little about the mechanics of their own language and are unconfident about teaching grammar. Part of our selection process is to check that you have the potential to follow the grammar component of the course. When I have completed my CELTA, what further teaching qualifications should I take? It depends on your career plans. If you intend to work in Further Education, the Cambridge ESOL Diploma in Teaching in the Lifelong Learning Sector will give you the qualification you need. If you want a qualification which has a more international bias, and if you are interested in developing your EFL career more broadly, the DELTA (Diploma in English Language Teaching to Adults) may be more appropriate. We do not currently offer the DELTA course at WKC. If I am successful in CELTA, can I take the Cambridge ESOL Diploma course immediately afterwards? We recommend that you gain at least 50 hours practical teaching experience before starting the Diploma. You will have to go through a selection process which involves an interview and completion of a task. Also, we can only accept you onto the Diploma course if you already teach, or are planning to teach, in the Further Education sector. 8 Useful Books There is no official reading list, but here are some useful titles: Methodology Learning Teaching, Jim Scrivener (Macmillan Heinemann). The Practice of English Language Teaching (4th edition), Jeremy Harmer (Longman). Grammar Practical English Usage, Michael Swan (OUP). Grammar for English Language Teaching, Martin Parrot (CUP). What CELTA has done for me? For many of our trainees, success on their course has led to some very positive changes in their lives. This is what two of them told us: â€Å"I was 51 when I did my CELTA course†¦ a bit old, and my only regret is that I didn’t do it 20 years earlier. My day job had become excruciatingly unbearable and it was when I was doing Spanish evening classes that I got the idea of doing a CELTA when I realised what a pleasant life my Spanish teacher was having. The 4-week course was intensive but that was part of the enjoyment. The three tutors were very supportive throughout and always gave us frank and honest advice. The students were a friendly mix of people and were always patient and good-humoured with their rather clumsy and inexperienced teachers. It was a very rewarding experience and at the end of the course I felt that I had got my brain back. I would advise it to anyone, but especially those who are free to go abroad and teach, as schools in this country tend to want teachers with experience unless you do a Summer School. Nevertheless, a CELTA is a very versatile extra string to anyone’s bow, and with it you should find it way to find a job anywhere in the world.† Mick Hutchinson â€Å"I did a CELTA course when I was 24 years old. I had just finished a contract as an Events Assistant in the city and was looking for something different to do. I had heard a lot about CELTA and TEFL courses and how useful they were if you wanted to go travelling and even to teach English in your home country. I thoroughly enjoyed myself, and it was a very satisfying as well as challenging experience. However, be warned that for one month it is hard work, but it’s well worth it! â€Å"When I completed my CELTA I taught English to Italian students for a while but went back to work in the city. However, I always knew I would use the CELTA at some point and I am now about to spend the summer in Ecuador teaching English!† Diana Chapman What motivates students? What can you do to keep motivation high? Teacher Training with Westminster Kingsway College Teaching is one of the most rewarding professions and it provides you with the opportunity to interact with people of all ages and from all walks of life. Westminster Kingsway College offers a number of teaching courses that will help you to progress into teaching as a career and develop your skills for the classroom. Careers at a glance: Teacher Lecturer Headteacher Social Worker Researcher School Administrator Teaching Courses at Westminster Kingsway College: This is a selection of the teaching courses at the College – contact us for further details. CELTA: Certificate in Teaching English to Speakers of Other Languages Access to Higher Education Diploma: Education Studies and Teacher Training Preparing to Teach in the Lifelong Learning Sector (PTLLS) Diploma in Teaching in the Lifelong Learning Sector (DTLLS) Visit www.westking.ac.uk for further details about Westminster Kingsway College

Saint Catherine of Alexandria

Known for:Â  legends vary, but usually known for her torture on a wheel before her martyrdom Dates: 290s C.E. () - 305 C.E. (?)Feast Day: November 25 Also known as: Katherine of Alexandria, Saint Catherine of the Wheel, Great Martyr Catherine How We Know About Saint Catherine of Alexandria Eusebius writes about 320 of a Christian woman of Alexandria who refused the advances of the Roman emperor and, as a consequence of her refusal, lost her estates and was banished. Popular stories add more details, some of which conflict with each other. The following summarizes the life of Saint Catherine of Alexandria depicted in those popular stories. The story is found in the Golden Legend and also in an Acts of her life. Legendary Life of Saint Catherine of Alexandria Catherine of Alexandria is said to have been born the daughter of Cestus, wealthy man of Alexandria in Egypt. She was noted for her wealth, intelligence, and beauty. She is said to have learned philosophy, languages, science (natural philosophy), and medicine. She refused to marry, not finding any man who was her equal. Either her mother or her reading introduced her to the Christian religion. She is said to have challenged the emperor (Maximinus or Maximian or his son Maxentius are variously thought to be the anti-Christian emperor in question) when she was eighteen years old. The emperor brought in some 50 philosophers to dispute her Christian ideas -- but she convinced them all to convert, at which point the emperor burned them all to death. She then is said to have converted others, even the empress. Then the emperor is said to have tried to make her his empress or mistress, and when she refused, she was tortured on a spiked wheel, which miraculously fell apart and the parts killed some who were watching the torture. Finally, the emperor had her beheaded. Veneration of Saint Catherine of Alexandria In about the 8th or 9th century, a story became popular that after she died, St. Catherines body was carried by angels to Mount Sinai, and that the monastery there was built in honor of this event. In medieval times, St. Catherine of Alexandria was among the most popular saints, and was often depicted in statues, paintings, and other art in churches and chapels. She has been included as one of the fourteen holy helpers, or important saints to pray to for healing. She was considered a protector of young girls and especially of those who were students or in cloisters. She was also considered the patroness of wheelwrights, mechanics, millers, philosophers, scribes, and preachers. St. Catherine was especially popular in France, and she was one of the saints whose voices were heard by Joan of Arc. The popularity of the name Catherine (in various spellings) is likely based on Catherine of Alexandrias popularity. In Orthodox Churches Catherine of Alexandria is known as a great martyr. There is no real historical evidence for the details of St. Catherines life story outside these legends. Writings of visitors to the Mt. Sinai monastery do not mention her legend for the first few centuries after her death. The feast day of Catherine of Alexandria, November 25, was removed from the Roman Catholic Churchs official calendar of saints in 1969, and restored as an optional memorial on that calendar in 2002.