Benefits of NASA Essay -- essays research papers

Since the beginning of time there have always been those that have opposed exploration of uncharted lands. This statement holds truth also for the NASA program since the beginning when President John F. Kennedy's vision was to ‘land a man on the moon by the end of the decade.' Instead of all the opposition of NASA and questions such as, â€Å"Why should we go to space?† I believe people should ask themselves, â€Å"Why shouldn’t we go to space?† Christopher Columbus didn’t have to sail over the Atlantic Ocean and discover America, he could have stayed in Europe but then we may not be living in the United States of America. Christopher Columbus and many others human didn’t stop but continued to explore because they are humans. We as humans have an instinctive nature to explore and discover. This is seen especially in children. When toddlers see something such as a shiny object, they investigate it by picking it up, feeling it and maybe ta sting it. As we grow, it is only necessary that we as humans continue their search to discover and explore. If the excitement and thrill of exploration isn’t enough for you, there are also many benefits that NASA and space exploration contribute. The first benefit and almost the most obvious is technology. Getting into space isn’t easy and takes time, money, and research. In order for the missions to be successes much technology is used, which a lot of the time also effects the rest of society. One simple example came from the question, â€Å"How do you get rid of excess heat when you're standing under an open sky with literally nothing between you and the blazing fury of the Sun?† NASA scientists came up with the liquid cool garment which kept the astronauts cool and comfortable from head from to toe. This cooling system was then eventually adopted by firefighters when dealing with dangerous high temperature materials, race care drivers, and soldiers in the desert. Another simple device used in about every home is the smoke detector. The smoke detector was first used and created for the Space Shuttle. These devices quite simply detect smoke which can be caused by fires and saves thousands of lives per year . Of course NASA’s most visible achievements are the ones in space, such as the space shuttle and space stations, but NASA has found itself into everyday living on Earth. ... ... know about the dangers and still accept the challenges isn’t because their crazy or stupid, but because they are adventurous, smart, and considerate. The Columbia was going to improve earthquake safety, cleaner air, and continue to better human life. All the astronauts on the Columbia were scientists and performing tasks from tumor growth experiments to global climate change that could only be done in Space. But even the families of the astronauts said the explorers left Earth with "a willingness to accept risk in the pursuit of knowledge - knowledge that might improve the quality of life for all mankind." The closest people to the astronauts, their families, who were hurt by the tragedy the most also added, â€Å"the bold exploration of space must go on.† NASA and space exploration will continue to go on and I believe the strength behind the program will also grow as more discoveries are made. As humans it is our nature to explore and besides that, thousands of benefits from saving lives to everyday life are attributed to NASA. The possibilities of space exploration are only limited by your imagination and we are only in the early stages of it.

The Pragmatic Education Philosophy

Pragmatism emerged from the writings of John Dewey who believed that experimentation was the best approach for educating young minds. For example, pragmatists feel that field trips, educational excursions etc are more effective in teaching students about the world instead of audio-visual aids. Pragmatism includes such as thoughts as futurism, and educational humanism and Reconstructionism. Pragmatic education philosophy doesn't assign a traditional role to the teachers who are only seen as guides and not exactly more knowledgeable beings. George R. Knight in his book on education philosophies explained that pragmatism focuses on real life experiences as the main source of knowledge and education. They gives the example of field trips as he says that for a child to learn about dairy products, its better to take him to a barn and let him experience the whole thing himself instead of showing him a movie on the subject. (p. 75) Idealism is an important philosophy that gained greater influence over education in the 20th century and was not so popular prior to that. It has been present in the educational field for a long time emphasizing the reality of ideas, thoughts, and mind over material and matter. William E. Hocking who is a modern thinker in this area maintained that due to emphasis on ideas; this philosophy should have been called â€Å"idea-ism† instead of idealism. This is because idealism is more concerned with intrinsic values such as honesty, truth, courage etc while idealism in the case of education stresses the importance of ideas, thoughts and mind precisely. Educationists working on idealistic philosophies would concentrate more on the development of ideas instead of more physical things believing that this would lead to action automatically. Students are taught that they create or produce what they think and they are told to strive for perfection. Realism is more or less a reaction to idealism. This philosophy maintains that material and physical world exists independent of ideas and thoughts. Whether we think about a mountain or not, it does exist. It will exist even if we don't think about it or have never had an idea of what a mountain is like. Realist educationists would want students to learn through their senses of smell, feel, and taste since they believe in the existence of the natural world. They also maintain that the best way is to learn through experiencing the physical world. Nature plays an important role here as educationist would prefer to teach through observation of natural order. The teachers with realistic bend of mind would want students to development judgment and ethics by experiencing and observing the world. Behavior psychology is also one of the important branches of study for realist educationists. Existentialism philosophy focuses on emotions more than the intellect. The person, his values, beliefs, ideals, and identity are of greater importance than his intellectual capacity and for this reason it views education in slightly negative light. This is because they feel that a student learning through traditional educational means would become nothing more than a pawn in capitalist world. To become a whole and healthy human being who has a unique personality and thinking capacity, it is important to allow the students to explore the world on their own. â€Å"Existentialism is not a philosophy but a label for several widely different revolts against traditional philosophy. Most of the living â€Å"existentialists† have repudiated this label, and a bewildered outsider might well conclude that the only thing they have in common is a marked aversion for each other. (Kaufmann: 75) The teacher in this case would be seen as a facilitator instead of an authoritarian figure. Existentialism supports the idea of allowing students all possible answers to a question instead of handing them down one answer as the only and final solution. Existentialism has something in common with pragmatism as both advocate a curriculum based on individual needs instead of fixed theories and ideas.

Organizational Structures and Air Force Recruiting Service Essay

The rimary advantage of this type of organization is the ability to focus on customer needs and provide faster, better service (Bateman & Snell, 2009). If there was not a divisional separation, the flatness of the hierarchy of management would lead to an overwhelming number of subordinates supervised by each level of management. Under its current organization Headquarters Recruiting Service is responsible for the direct management of three mid-level organizations known as recruiting groups. Each of these groups has the responsibility of managing eight front-line recruiting squadrons. Headquarters Recruiting Service has complete responsibility for the establishment of strategic goals for the recruiting service. It establishes the annual requirements that each group must meet in to satisfy the minimum need the Air Force has for new recruits. Headquarters Recruiting Service will also determine the operating budget for each group based upon its assigned objectives. Development of all marketing strategies is also the responsibility of Headquarters Recruiting Service. Once the strategic plans are approved and passed down tactical planning will take place at the group level. Based upon the propensity for success each squadron is given the number of new recruits they need to assess to be successful. The group will also allocate budgets to each of the recruiting squadrons and pass down the allotted marketing plans as determined by HRS. Squadron commanders will follow a similar to it. A recruiting flight is the lowest level of management in Recruiting Service and typically consists of between four and twelve recruiters who will operate semi- autonomously in the field. Each flight will determine the individual recruiter’s goals nd provide continuing training, mentoring, and management of the recruiters. Managers at the flight level are known as Flight Chiefs. Each flight chief will also be responsible for establishing control procedures to insure the recruiters achieve their established goals. Whereas many people view the armed forces as organizations that pass orders from on high down to the lowest ranking individuals who will follow them blindly tha t is anything but the case. The Air Force places incredible value upon the men and women who complete the many missions ecessary to maintain this nation’s freedoms. To ensure airmen are properly equipped to deal with their day-to-day responsibilities there are many organizational resources put into place for support. Recruiting Service implements a form of human resources that provides for all the necessary elements of any corporate human resources program. The primary mission of Recruiting Service notwithstanding, there are training programs, regular evaluations, mentoring programs and a plethora of other resources put in place to give recruiters the support they need to be successful. Air Force recruiters will not only complete an initial training program that lasts more than seven weeks but also attend annual and quarterly training sessions as well. Each of these training sessions are three to five days long and cover a variety of training topics from marketing and sales skills to counselling and leadership techniques. This training provides recruiters the capability to handle all manner of situations that may arise. Every level of Recruiting Service conducts evaluations on a regular bases. Flight chiefs conduct telephonic debriefings with ndividual recruiters on a weekly basis. They also conduct a monthly office visit and perform a standards inspection to verify the recruiter is following established procedures. Monthly flight meetings are held to allow recruiters to come together and discuss issues and challenges as well as successes

Response Paper Coffee Essays

Response Paper Coffee Essays Response Paper Coffee Paper Response Paper Coffee Paper Response Paper Getting coffee is hard to do Theres nothings better then starting your morning with nice warm cup of coffee its soothing, rich and full feeling whats even better is if you dont have to go through all the trouble in doing so. Stanley Fish talks about the process of getting a decent cup of coffee, he explains how easy it use to be of getting a cup of coffee and that now in days you have to know the process of getting coffee. I believe the purpose of this say is how something that was once so easy has been made difficult, and how difficult it Is to obtain a cup of coffee after buying. I thought this essay was very well written out and easy to write about. These days they have made almost every flavor of coffee out there from pumpkin, Iced, latte, mocha to even caramel and even more. Back then they didnt have as much of a variety It was very straight forward. Stanley fish even talks about how we pay a lot more for something that they dont even flash t even becomes a coordination problem because everything is placed in random orders and people are all trying to get these things like having to reach for lids, cup jackets, straws, stirrers, milk, half and half and a lot more and you have to make sure your coffee doesnt spill on you. In my opinion I think we shouldnt have to pay so much for something that should have already been done by the person making it for you so I agree with Stanley on this one. I also agree on how we have made things so much more difficult then they actually are. But because of this we have more options to choose from like a pumpkin spice late, caramel Fran and mocha which all taste amazing and I honestly thank Struck for all of these options. I like how things are today Instead having very little options to choose from even though Its more straight forward and easy to choose from but I have no problem In waiting In line and having to scout for everything. It was very clear what the authors intentions were to prove how difficult we have made thing like a coffee. Response Paper 3 Coffee By Olivia-Fraser difficult it is to obtain a cup of coffee after buying. I thought this essay was very well of coffee out there from pumpkin, iced, latte, mocha to even caramel and even more. Back then they didnt have as much of a variety it was very straight forward. Stanley fish even talks about how we pay a lot more for something that they dont even finish today instead having very little options to choose from even though its more straight forward and easy to choose from but I have no problem in waiting in line and having

11 Pros and Cons of Using Movies in Class

11 Pros and Cons of Using Movies in Class Showing a film in class may engage students, but engagement cannot be the only reason for showing movies in the classroom. Teachers must understand that the planning for viewing a film is what makes it an  effective learning experience for any grade level. Before planning, however, a teacher must first review the schools policy on the use of film in class. School Policies There are film ratings that schools may adopt for movies shown in class. Here are a general set of guidelines that could be used: G-rated films: No signed permission form is necessary.PG-rated films: A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.PG-13-rated films: A signed parental permission form is required for students under age 14. No use of PG-13 films is typically allowed at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.  R-rated: A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R-rated films. No use of R-rated films is typically allowed in middle or elementary schools. After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans. There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments. Film as Text The Common Core State Standards for English Language Arts (CCSS) identify a  film as a text, and there are standards specific to the use of film in order to compare and contrast texts. For example, one ELA standard for Grade 8 states: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.   There is a similar ELA standard for grades 11-12 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). The CCSS encourage the use of film for higher levels of Blooms Taxonomy including analysis or synthesis. Resources There are websites dedicated to helping teachers create effective lesson plans for use with film. One major consideration is the use of film clips as opposed to an entire film. A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion. Pros of Using Movies in Class Movies can extend the learning beyond the textbook. Sometimes, a movie can really help students get a feel for an era or an event. For example, if you are  a STEM teacher,  you might want to show a clip from the movie ​Hidden Figures  that  highlights the contributions of black women to the space program of the 1960s.Movies can be used as a pre-teaching or interest-building exercise. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.Movies can be used to address additional learning styles.  Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond what they can read in a textbook or hear in a lecture.Movies can provide teachable moments. Sometimes, a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. Movies can be scheduled on days when students could be unfocused.  In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and the big game that night, or on the holiday that starts the next day, rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching. Cons of Using Movies in the Classroom   Movies can sometimes be very long. A showing of a film such as  Ã¢â‚¬â€¹Schindlers List  with every 10th grade class (with their parents permission, of course) will take an entire week of classroom time. Even a short movie can take up two to three days of classroom time. Further, it can be difficult if different classes have to start and stop at different points in a movie.The educational part of the film may only be a small portion of the overall movie. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.The movie may not be completely historically accurate.  Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide good teachable moments for students. Films do not teach themselves. Showing a movie such as Glory, without putting it in the  historical context  of African-Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum units resources that they are selected purposefully and that there are properly-created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows full-length movies which serve little to no purpose, other than as a reward within the classroom setting.Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of the class. Movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making the film a learning experience.   Source English Language Arts Standards  » Reading: Literature  » Grade 11-12  » 7. Common Core State Standards Initiative, 2019. English Language Arts Standards  » Reading: Literature  » Grade 8. Common Core State Standards Initiative, 2019. Hidden Figures – Curriculum Discussion Guides. Journeys in Film, April 10, 2017.

Second-Grade Goals for Students After the New Year

Second-Grade Goals for Students After the New Year In order to hit developmental benchmarks, it helps to have parents on your side. These are a few second-grade goals for students to complete after the new year. Share them with parents during conferences so they will have a rough idea of the expectations you have for their child. All children learn differently and are not alike, but it helps to have a few general goals listing which skills students will need to know by the end of the school year. Goals to share with parents should include a focus on reading, math, writing, and what to work on at home. Reading Goals Second-grade students should be able to recognize words as chunks, not just individual letters. For example when looking at the word cheat, the second-grade student should be able to recognize the word eat. Other reading goals include: Increase reading fluency and expression.Use punctuation appropriately.Identify an increasing number of words by sight.Be able to identify the speaker in a story.Retell a story by providing details. Students should also be able to use graphic organizers- visual and graphic displays that organize ideas and demonstrate relationships between different information and concepts- to show an understanding of story elements such as the main character, plot, main idea, supporting details, setting, solution, and theme. Additionally, second-grade students need to strengthen their comprehension skills when reading independently.  They should  be able to identify the main idea in the story as well as locate supporting details, infer, and be able to answer text-specific questions. (This is now a part of the  common core.) Math Goals Second-grade students must able to simplify word problems and directions when needed. They need to have the ability to take their time and work through a problem until it is completed properly. Other math goals include: Recite 25 math facts in one minute.Understand math vocabulary and recognize it. For example, they must be able to recognize what the question is asking, such as: What is place value?Use appropriate tools to strategically to solve a problem.Mentally calculate sums and differences for numbers with only tens or hundreds.Develop a foundation for understanding area and volume.Be able to represent and interpret data. Additionally, second-grade students should extend their understanding of the base-10  system. Writing Goals By the end of second grade, students must be able to capitalize and punctuate correctly and use punctuation to add effect to their writing. Second-graders should also be able to: Provide a strong beginning that will grab the readers attention.Create an ending that will show that their writing piece is finished.Use strategies to plan writing, such as brainstorming and using graphic organizers.Show their personality through their writing.Use a dictionary to self-correct during the drafting phase.Add details to support the main idea. Additionally, students should begin to use transition words in their writing to construct logical order, such as first, second, and third, or next and finally. At Home Goals Learning does not end in the classroom. While at home, students should: Practice math facts- three to five facts at a time- each night or at least five times a week.Study spelling patterns and practice spelling words in a variety of ways besides memorization.Read independently for at least 10 to 15 minutes each night.Have plenty of age-appropriate books available to help them develop vocabulary skills.Work with their parents to develop study skills that will last a lifetime. Even at home, children should use punctuation correctly and write in complete sentences in letters, shopping lists, and other writing.

The Controversial Issue of Student Testing and Assestment Term Paper

The Controversial Issue of Student Testing and Assestment - Term Paper Example Conventional rules require instructors to interpret test scores in accordance with legal and societal expectations, norms and criteria; these norms are either established independently or through statistical analysis of massive numbers of participants (Black & Harrison, (2001). However, Christian perspective on testing and assessment differs significantly from the legal and societal expectations of administering assessment tools. Biblical principles guide instructors to adopt significantly different norms, aims and forms of testing and assessment. The purpose of this paper is to consider the controversial issue of testing and assessment from the legal and societal perspective and contrast these expectations to Biblical principles. The purpose of testing and assessment differs rather significantly across many groups of people considered as education stakeholders. For instance, from the legal perspectives, policymakers’ purpose of assessment include setting standards, focusing o n goals, monitoring the quality of education, formulating policies based on results of tests and assessment, sanctioning or rewarding certain education-related practices and determining the effects of tests. On the other hand, teachers, schools and administrators use tests and assessments as tools to make grouping decisions by monitoring student progress, conducting curriculum evaluations and refinements, offering student diagnosis and motivating students through grading, promotion or mastery by defining grades (Gregory & Chapman, 2002). Societal expectations of testing and assessment include gauging students’ progress in order to assess their strengths and weaknesses, ascertain school accountability and make knowledgeable decisions regarding education and careers. However, from the legal and societal standpoint, instructors are allowed to provide standardized student tests and assessments regardless of the students’ abilities, inabilities or levels of knowledge and un derstanding. The tester, in this case, serves as a determiner of student knowledge. However, Biblical principles regarding testing and assessment are quite dissimilar from societal and legal expectations. First and foremost, Biblical principles require all educational procedures to integrate Christian teachings and messages. These Biblical expectations of teaching and instruction must be woven throughout all educational processes from instruction to assessment. Biblical principles articulate not only what students are expected to do and know, but also what is expected of students as they continue through their life journeys as productive members of society and as followers of Christ. As a consequence, Biblical principles that guide teaching, learning and assessment require that student evaluations and assessment must conform to Christian practices, which not only recognize, but also affirm Christian values (Anthony, 2011). This is accomplished by respecting the worth and dignity of all students. Effective assessment and testing according to Biblical principles also requires the provision of successful experiences to all students regardless of their skills, competences and aptitudes. On the other hand, the universal tests and assessments presented to students based on legal and societal expectations are contrary to Biblical principles. Biblical principl