Ethics in Aerospace Essay example -- Flight Flying Essays

Ethics in Aerospace The aerospace industry is fairly new in our day in age. It has been recorded in history that the first flight ever by man took place in Kitty Hawk, NC roughly 100 years ago. Since that first model, drastic improvements have been made in aerospace technology. Aerospace has evolved from simple prop planes to sound barrier breaking jets and even to space shuttles. The very definition of aerospace in the adjective or active form is â€Å"of or relating to aerospace, to vehicles used in aerospace or the manufacture of such vehicles, or to travel in aerospace.† In general, aerospace deals with any dynamic manufactured vehicle that travels above the surface of the earth. This, as you might expect, leaves two possibilities, the atmosphere or our earth, and outer space. Such basic examples of aerospace vehicles are Cessna planes, Black Hawk helicopters, Goodyear blimps and the Columbia Space Shuttle. Throughout the 20th century and into the 21st, aerospace has and will continue to be an integrated part of our society. Safety in the ethics and industry of aerospace technology is of prime importance for preventing tragic malfunctions and crashes. Opposed to automobiles for example, if an airplane breaks down while in mid-flight, it has nowhere to go but down. And sadly it will often go down â€Å"hard† and with a high probability of killing people. The Engineering Code of Ethics states first and foremost that, â€Å"Engineers shall hold paramount the safety, health and welfare of the public.† In the aerospace industry, this as well holds very true, both in manufacturing and in air safety itself. Airline safety has recently become a much-debated topic, although arguments over air safety and travel have been going ... ... Finally, the fairness issue would state that it’s only fair that everyone have the equal amount of safety in skies. This would imply that it would be the most fair if a higher percentage of passengers were free from fatal crashes rather than a lower percentage. The final decision would then be to have the engineers and manufacturers are at the uppermost authority in aerospace decision making with regards to ethics. They should have the primary responsibility to inform the government, at any cost and at any concern as to the safety and well being of passengers who fly. Engineers and manufacturers are the ones who create aerospace vehicles, so they should be the ones to decide on the extent of their safety, and the safety of all who use them. Reference Websites: http://members.aol.com/safeflt/aspects.htm http://dnausers.d-n-a.net/dnetGOjg/Research.htm Ethics in Aerospace Essay example -- Flight Flying Essays Ethics in Aerospace The aerospace industry is fairly new in our day in age. It has been recorded in history that the first flight ever by man took place in Kitty Hawk, NC roughly 100 years ago. Since that first model, drastic improvements have been made in aerospace technology. Aerospace has evolved from simple prop planes to sound barrier breaking jets and even to space shuttles. The very definition of aerospace in the adjective or active form is â€Å"of or relating to aerospace, to vehicles used in aerospace or the manufacture of such vehicles, or to travel in aerospace.† In general, aerospace deals with any dynamic manufactured vehicle that travels above the surface of the earth. This, as you might expect, leaves two possibilities, the atmosphere or our earth, and outer space. Such basic examples of aerospace vehicles are Cessna planes, Black Hawk helicopters, Goodyear blimps and the Columbia Space Shuttle. Throughout the 20th century and into the 21st, aerospace has and will continue to be an integrated part of our society. Safety in the ethics and industry of aerospace technology is of prime importance for preventing tragic malfunctions and crashes. Opposed to automobiles for example, if an airplane breaks down while in mid-flight, it has nowhere to go but down. And sadly it will often go down â€Å"hard† and with a high probability of killing people. The Engineering Code of Ethics states first and foremost that, â€Å"Engineers shall hold paramount the safety, health and welfare of the public.† In the aerospace industry, this as well holds very true, both in manufacturing and in air safety itself. Airline safety has recently become a much-debated topic, although arguments over air safety and travel have been going ... ... Finally, the fairness issue would state that it’s only fair that everyone have the equal amount of safety in skies. This would imply that it would be the most fair if a higher percentage of passengers were free from fatal crashes rather than a lower percentage. The final decision would then be to have the engineers and manufacturers are at the uppermost authority in aerospace decision making with regards to ethics. They should have the primary responsibility to inform the government, at any cost and at any concern as to the safety and well being of passengers who fly. Engineers and manufacturers are the ones who create aerospace vehicles, so they should be the ones to decide on the extent of their safety, and the safety of all who use them. Reference Websites: http://members.aol.com/safeflt/aspects.htm http://dnausers.d-n-a.net/dnetGOjg/Research.htm

Becoming an Effective Leader Essay

My job title is Training Co-ordinator for an organisation called Lifeskills Centres, I assess in the following areas; business administration, customer service, management, delivering level 2 and 3 and also any supporting key skills needed. I am responsible for my caseload of learners; their progress, learning and achievement of the qualification. I must cater each programme to suit the needs of the individual learner, I do this by setting each new starter off on initial assessments so that I can see what level they are currently at which will help me decide which course is the most suitable and which approach will be the most beneficial for the learner. I am also responsible for creating strong professional relationships with the learners new employers and maintaining relationships with existing employers this is for two reasons so they would recommend us to other employers so we gain a good reputation and so that they will want to use Lifeskills as a training provider for all of their staff and will not use a different organisation as it is a competitive market. I also advertise vacancies for our employers who have had good experiences in the past with apprentices and would like to recruit a new one. I agree with the employer all of the details to go on to the advert and interview all of the candidates and trial period the suitable ones for a week before sending them to the employer themselves to interview and then make the final decision. Within my role I use a number of different leadership styles in different situations and with different people in order to progress and achieve what needs to be achieved for example; I use the leadership style autocratic when I come to the end of the programme and I tell my learners what I want and what needs to be done and how it needs to be done, this is when the learners are short of time if they are leaving the organisation and don’t have much time to complete and it works the best when they want to achieve and are highly motivated. I have used the leadership style democratic when I had a group of learners in one particular placement where I was finding it hard to make them progress as they wouldn’t complete any work unless I was there  with them and they had no motivation towards the qualification. I discussed with the learners my concerns and asked how they thought we could move forward and they suggested one to one meetings, I informed the learners that this would be too time consuming and that I could afford to have a morning or afternoon out of the month for me to come in to the organisation and support them and motivate them to complete the knowledge questions, technical certificate and key skills side of the qualification. The learners confirmed that this was an effective method and I informed them that I will observe them twice a month but they do not have to complete any written tasks for me between observation as it will be done on the one morning / afternoon per month. I used this leadership style so that they felt they were included and to help me gain more respect from them and I do not think that it came across as a weakness from myself I think it showed that I was honest and realised that there was something not right and then discussed and implemented a solution. Lastly the leadership style I use not very often but I do still use is delegative which is where I let the learners make their own decisions on how they can progress through their qualification. I usually use this style when a learner has progressed from a level 2 qualification with myself on to a level 3 so they know the way the programme works and we have a comfortable relationship I also allow some level 3 learners to reference their own work in to their files. Application of emotional intelligence in shaping performance I employ the two aspects of emotional intelligence when dealing with learners and colleagues at all times as I must first understand myself and my goals, intentions, responses and behaviour and understand others and their feelings to be able to manage my learners and their progress. I empathise with learners and use the understanding of their emotions to motivate them and inspire them to complete their work. I am aware of my own feelings and emotions and control these to make sure that I do not behave in a way that is unacceptable towards learners or colleagues, I may not have to say anything to communicate how I am feeling as it can be portrayed in my body language and facial expressions which is also something that I have to control. Based on Goleman’s theory to be an effective leader I must be aware  of my own feelings and emotions and manage these to make sure that my emotions do not show in my behaviour if they are unacceptable. I must motivate myself which I do by meeting appraisal and review targets and setting myself my own goals to achieve. I must also manage other peoples emotions I do this by building a relationship with my learners and getting to know what they like and what annoys them so I can recognise this and stop it from becoming an issue where possible, it also makes the learners feel valued and that I care about the way they feel. It is also stated in Maslows Hieracy of needs that to work to your full ability and progress in your job and grow as a person you must have the following; Be in a healthy state, feel safe, feel like you belong somewhere and have some form of social life (friends, family, relationships) and have self esteem before you are able to grow personally. I must make sure that I show all learners that I care about each of them as an individual and that there progress and growth means a lot to me. I think an area that I personally have to work on is when I worry and panic about things for example we were mock inspected and I felt very anxious about it, I must make sure that this feeling does not come across to learners or employers and that the rest of my work doesn’t suffer from it. I also try to understand and manage the employers I deal with emotional intelligence as I want to build a relationship with them and trust so I make sure that I empathise with them and try not to do anything possible which may annoy them for example if I can see that an employer is very busy instead of updating them after the appointment with their learner I will ask if they would like an update via email as I can see they are really busy and then they can decide how they would like the feedback. Setting direction and gaining commitment I communicate and set direction for my learners by visiting them fortnightly, observing them work, showing them what each observation will cover or link in with, giving them feedback on their performance and setting them targets for the next appointment. I provide ongoing support via email and over the telephone to learners when I am at work but not at an appointment with them and review their progress and set targets formally at their ten week reviews which gives them clear direction and motivation to meet the targets they  agree by the next review. I provide support and tutorials to learners for the whole of the technical certificate and functional skills they complete and also offer training on the telephone, prioritising techniques and assertiveness skills as I have noticed that this is an area for development that employers ask for and the learners too. I also motivate and gain commitment from learners and try and persuade new employers to take on new learners by using myself as a role model example, as I began my career by completing an administration level 2 apprenticeship and have completed enough qualifications and worked my way up to becoming a Training Co-ordinator. I communicate and set direction and motivate employers by keeping them up to date with the learner’s progress and exactly what I have been doing with the learner after each visit where possible and including them in the qualification by asking for witness statements and also asking them to participate in the learner’s reviews. With my colleagues I communicate direction in standardisation meetings where we share best practise on how to cover and assess certain units that we may find difficult or what we have found that works very well. I try to motivate my colleagues by being hardworking and genuinely enthusiastic about my learners achieving and my job .

Beliefs and teachings of Christianity and Islam Essay

Introduction In this essay I will be exploring the beliefs and teachings about Jesus and Christianity. Also investigating Islam and Tawhid, this is the oneness of Allah and Judgement day. Then how these beliefs and teachings have reflected in believer’s attitudes towards life after death. Then finally I will put across my opinion and what others opinion to this may be on the following statement. † People who have a religious faith lead better lives than people who have no faith, because they see life differently â€Å" A) Explain the beliefs and teachings of Christianity and Islam. In Christianity: Jesus In Islam: Tawhid and Akirah Tawhid is the oneness of Allah. The one and only universal God of all humanity. The Tawhid reinforces Islam as a monotheistic faith. Allah cannot be described in certain terms, the Quran warns Muslims that they shouldn’t do this as there is only one God in Islam, † I am Allah there is no God but me† If a Muslim is not to believe this then they are not a true Muslim. This is called Anthropomorphism. Allah is far beyond human understanding. He is not abstract and Allah created everything. To suggest you own something is breaking Tawhid. Or to think that you are better than anyone or anything also breaks Tawhid and breaks the teaching from the Quran † We are all equal like the tooth of a comb† Akirah is Judgement by Allah, † He will gather you again on the day of judgement † (Quran) Judgement day happens when the world comes to an end and Allah judges every Muslim. When Muslim dies they go into a state of waiting this is called Barzakh. Life is a test, preparation for the afterlife, this is more important as it is for eternity. Paradise and hell is where Allah sends a Muslim after being judged. Throughout a Muslims life two angels, A good one and a bad one watches them. They record all actions that happen in every day life and these are read out at judgement day. A Muslim can go straight to heaven if they die in a Holy war, Fight in the name of Allah or if they were to die on the hajj. Jesus was the founder of Christianity, the Son of God and prophet messenger from God many people in his times referred to him as the Messiah, the anointed one, chosen to be king. He is part of the trinity, the human form of God. Jesus spread the message of God and Christianity. He taught people his knowledge and teachings of the religion. He showed how to forgive. Mary Magdalene, a prostitute fell to Jesus’ feet, He said whilst he was on the cross. † Father forgive them for they no not what they do.† He also taught his people not to judge others. † Do not judge and you will not be judged â€Å" Christians have a golden rule this should be used in everything that they do. † Love your Neighbour as Yourself â€Å" B) How these teachings and beliefs reflected in believers attitudes towards life after death. Christians believe in forgive and reform. Christians can correct their sins. Jesus showed the way to heaven, by following his teachings. Jesus showed life after death when he resurrected from the death. Jesus taught Christians for God to give you life after death, you have to prove your faith by actions and putting the teachings of Jesus into a Christians daily life. So Christians did this. Then they would be rewarded with heaven. Christians do not believe in the death penalty as they believe in forgiveness and reform to become a better person. When a Christian dies they are also judged but in a different way. If they have been good and are truly sorry for their sins they can go to heaven. If they commit a sin and are not truly sorry they will go to Hell. You cannot separate religion and politics in Islam, Muslim beliefs affect a Muslims life as Islam is complete way of life. Life is just preparation for the afterlife, Heaven or hell. Muslims are all expected to be equal. For example4, the rich must donate money to the poorer Ummah. You cannot separate life and religion. The main ways a Muslim submits to Allah is by following his teachings in the Quran and the 5 pillars. Akirah is a main influence of believers of Islam. As this is on a Muslims actions and everything they do as preparation for paradise does count on judgement day. Muslims take life after death very seriously. They follow strictly to Allah’s instructions found in the Quran. To give them a place in paradise. Remember life is only a test. If they pass a reward of Paradise (heaven). C) † People who have a religious faith lead better lives than people who have no faith, because they see life differently â€Å" How far do you agree? Give reasons for your answer, showing that you thought about more than one point of view. Refer to religious teachings I agree and disagree with this statement. I agree that people who have no faith see life differently to than those who have. But I disagree that people who have a religious faith lead better lives. I could say this statement isn’t true as a quote from the bible says, † We are all one In the lord Jesus Christ.† if we are all one why does that statement state that people that have a religious faith have a better life than those that don’t. Although I disagree with † People who have a religious faith lead better lives than people who have no Faith. â€Å" I can understand why this is said. In some cases some people prefer to always know what is going to happen. If they have a fixed faith such as Islam. They no what they have to do to achieve there goal of going to Paradise and therefore can prepare for this. If someone has no fixed faith and doesn’t follow any particular religion they are always unsure of what will happen in their future life and whether there is a future life. And how to respond to this. But I understand that others may prefer to have an undecided Future.

The Psychologicat Effects of the Dust Bowl Essays

The Psychologicat Effects of the Dust Bowl Essays The Psychologicat Effects of the Dust Bowl Paper The Psychologicat Effects of the Dust Bowl Paper The Psychological Affects of the Dust Bowl The Dust Bowl was an added devastation accompanying the Great Depression. It lasted from 1930 to 1939 and is sometimes referred to as the â€Å"Dirty Thirties†. (Bonnifield) Lack of crop rotation and a heavy drought caused this trying time in American history. Over one third of the United States was swallowed up by dust storms with the concentration of storms being located in northern Texas, the panhandle of Oklahoma, the entire western half of Kansas, south east Colorado, and north east New Mexico. Gazit) One psychological affect experienced as a result of this great historic disaster must have been depression. With over a decade of soil misuse and a severe drought that started in 1930 the top soil virtually turned to dust and blew away with the wind. This catastrophe could have been adverted with the practice of crop rotation. Crop rotation is a technique that has been traced back to Roman times. This method prevents the buildup of pests and/or pathogens. A known occurrence when the same crop is used season after season. Specifically the rotation of deep rooted and shallow rooted crops would have helped to prevent this era in American history. This grave agricultural mistake served to devastate a large population of people. Because of the lack of top soil crops could not grow therefore farmers and their families became stricken with poverty. Soon after the dust started blowing away it created dust storms which their most fierce covered the sky and there was little to no visibility on the ground, even worse than a blizzard of today the storms were given the name â€Å"Black Blizzard† (Gazit). Entire farm machinery virtually disappeared under a blanket of dust deposits left behind by these storms. Even with the aid of relief programs from the federal government entire families still had to pick up and leave behind their land, homes, and way of life. Most of these families were referred to as â€Å"Okies† because the majority came from Oklahoma and nearly all headed west to California to escape the storms. (Ganzel) Meeting basic human needs was a day to day struggle. Because the vast majority of the families were poor they had little to no money for food often fought over food that they may have shared with others just years earlier. Another health concern during this time was the onset of dust pneumonia which is the disproportionate exposure to dust where as dust literally fills the lungs. (Cook) The condition was so common that several musicians wrote song with the most famous being Woody Guthrie’s â€Å"Dust Pneumonia Blues†. Lack of employment was another common trauma that could easily lead to depression. Having previously been able to provide food and a place of warmth and wellbeing was no longer possible for males and single mothers of the day. The conditions were so extreme families were sometimes encouraged to give their children to government agencies so they could be better cared for. Not only did the Dust Bowl affect farmers but also white collar and professional workers who now had to fend for themselves in conditions and livelihoods they were not accustomed to. J. D. Bilbro, a child of the Dust Bowl recalls being trapped within a dust storm during a day known as â€Å"Black Sunday†. He talks about how he, a friend, and their two sisters ran through the storm and it was â€Å"black as midnight, rolling and boiling along the earth like a runaway tidal wave†. (Westbrook) The Grapes of Wrath written in 1939 by John Steinbeck and published by The Viking Press is a fictional story about a family traveling across the country to California during the Dust Bowl just in hope to find jobs as fruit pickers. In preparation for writing the book Mr. Steinbeck traveled as a migrant worker for two years so that he could get a feel and understanding for how the people of this era felt and survived. Bio) In the PBS history series American Experience: Surviving the Dust Bowl in an interview conducted in 2009 with Margie Daniel-Hooker of Oklahoma, she says that even as a child she could tell her father was depressed. She says it was noticeable by the way he would just stare off into space. In the same series Mrs. Daniel-Hooker goes on to talk about her younger brother who had pneumonia three times. She speaks about how she believes her brother caught pneumonia every time due to the dust storms. Mrs. Daniel-Hooker recalls her mother giving her little brother a spoonful of medicine each night and how the both of them sat up all night with him. Then one time as her mother was giving him a spoonful of medicine he leaned back in her arms and died. She tells how her mother screamed and held him very tightly then goes on to talk about how she had many more children but after the loss of that one child was never the same again. Mrs. Daniel-Hooker spoke about how she cried herself to sleep for an extensive period and how she will never forgive herself for bringing home the Measles and how he caught them. She explains how one could overcome pneumonia but never pneumonia and measles coupled together. Both Mrs. Daniel-Hooker, and her mother suffered long term from these experiences. As with the beginning of national media photography showed and still shows today the affects the Dust Bowl had on America. Dorothea Lange was a photographer who worked for the Farm Security Administration to document the plight of the Dust Bowl and was made famous for six pictures (one in particular) she took of Florence Owens-Thompson. (Dunn) Although the pictures accurately depicted life during this era Mrs. Thompson said she was told the pictures that were taken of her would not be published. But Ms. Lange sent the pictures to the San Francisco News and the Resettlement Administration in the nation’s capital. The most well known was entitled â€Å"The Migrant Mother†. Over forty years later the nation was enlightened as to whom the Migrant Mother was. In December 2008 Mrs. Owens-Thompson’s daughter, Katherine who was also seen in the picture at an early age publicly said the picture shamed the family because it pointed out just how poor they were. Gutierrez) Although the famous photos did much for public awareness and government change, they disturbed the family members depicted for a lifetime. As a result of the Dust Bowl and complications of the Great Depression large numbers of families lives were drastically changed. Loss of homes, jobs, and poor healthcare would have encouraged psychological complications such as depression. The day to day struggle to meet basi c family needs and difficulties arising from trying to accomplish these tasks led many Dust Bowl sufferers to develop and suffer with this depraved mental state. About The Dust Bowl. Welcome to English  « Department of English, College of LAS, University of Illinois. N. p. , n. d. Web. 28 Nov. 2010. . Biography Page. Welcome to the Official Woody Guthrie Website. N. p. , n. d. Web. 28 Nov. 2010. . Bonnifield, Paul. â€Å"May, it seemed like the wind, and dirt had been blowing for an. 1930 Dust Bowl. cimarron county chamber of commerce. N. p. , n. d. Web. 28 Nov. 2010. . Cook, Ben, Ron Miller, and Richard Seager. Dust storms in the 1930s Dust Bowl. Lamont-Doherty Earth Observatory | . N. p. , n. d. Web. 28 Nov. 2010. . Drought in the Dust Bowl Years. Welcome to the National Drought Mitigation Center website!. N. p. , n. d. Web. 28 Nov. 2010. . Dunn, Geoffrey. New Times San Luis Obispo Cover Story Photographic license. Internet Archive: Wayback Machine. N. p. , n. d. Web. 28 Nov. 2010. . Freedman, Russell. Children of the Great Depression . New York: Clarion Books, 2005. Print. Ganzel, Bill. The Dust Bowl of the 1930s. The Wessels Living History Farm, the Story of Agricultural Innovation. N. p. , n. d. Web. 28 Nov. 2010. . Gazit, Chana. WGBH American Experience . Surviving the Dust Bowl . Complete Program Transcript | PBS. PBS: Public Broadcasting Service. N. p. , n. d. Web. 28 Nov. 2010. . Gerrig, Richard J. , and Philip G. Zimbardo. Psychology and life . 19th ed. Boston: Allyn Bacon, 2010. Print. Gutierrez, Thelma, and Wayne Drash CNN. Girl from iconic Great Depression photo: We were ashamed CNN. com. CNN. com Breaking News, U. S. , World, Weather, Entertainment Video News. N. p. , n. d. Web. 28 Nov. 2010. . Hariman, Robert, and John Louis Lucaites. No caption needed: iconic photographs, public culture, and liberal democracy. Chicago: University Of Chicago Press, 2007. Print. John Steinbeck Biography Biography. om. Biography. com. N. p. , n. d. Web. 28 Nov. 2010. . Popper, Deborah Epstein, and Frank J. Popper. Outstanding Articles. Internet Archive: Wayback Machine. N. p. , n. d. Web. 28 Nov. 2010. . RuneHQVideos. YouTube-Woody Guthrie Dust Bowl Blues . YouTube. N. p. , n. d. Web. 28 Nov. 2010. . Steinbeck, John. The grapes of wrath . New York: Viking Press, 1939. Print. s The Dust Bowl. United States History. N. p. , n. d. Web. 28 Nov. 2010. . WGBH American Experience . Surviving the Dust Bowl . Timeline | PBS. PBS: Public Broadcasting Service. N. p. , n. d. Web. 28 Nov. 2010. .

Suspense 101 Definition and Tips for Building Heart-Stopping Narratives

Suspense 101 Definition and Tips for Building Heart-Stopping Narratives What Is Suspense in Literature? They say curiosity killed the cat - but satisfaction brought it back. Suspenseful stories depend on these very same traits in a reader. But just what is suspense in literature, and how can you weave that gripping tension into your own stories?This thorough guide will give you all the information you need†¦ and more. (See, we’re creating suspense already!)Check out the 50 best suspense books of all time over at Reedsy Discovery!What is literary suspense?Suspense is the tension a reader feels when they're not sure what will happen in a story - either during a single scene/chapter or throughout its overall arc. You might create suspense around anything that stokes readers’ curiosity, whether it’s a love triangle or a killer on the loose.You can use suspense in a story to:Heighten tension during a dramatic sceneConceal answers you don’t want to give awayBuild up to a twist and make it more powerfulKeep your reader turning the pages!While suspense is mos t frequently employed in mysteries and thrillers, it should be present in every work of fiction - curiosity is what compels readers to finish your book! However, the amount and type of suspense you use depends on exactly what you want your reader to experience. Learn all about literary suspense and how to create it in your novel! The 5 types of suspense (with examples)First of all, there are two types of suspense to know in terms of story structure: narrative suspense and short-term suspense. The first engages the reader with the central issue of the narrative, while the second keeps them intrigued minute to minute. A good novel has both.1. Narrative (long-term) suspenseWhile technically any literary suspense might be described as â€Å"narrative,† this refers to tension that builds throughout the entire story. In narrative suspense, you pose a question, problem, or mystery at the book’s beginning, divulge more about it as the plot progresses, and wrap it up near the climax or ending.Well-written narrative suspense makes it nearly impossible for readers to put down your book. However, that means the payoff has to be huge - if you’re going to tease readers for 300 pages, you need an incredible ending! This is part of why suspenseful stories often culminate in a plot twist or big reveal (o r both, as in the arc of Amy’s disappearance in Gone  Girl).When constructing this kind of suspense, you want to continuously hint at its resolution. But you also don’t want to overwhelm your reader; the constant pressure of an impending reveal can make them feel overly anxious as well as impatient. With that in mind, temper this pressure with character development, non-suspenseful plot progression, or even a different suspense arc, as in the example below.Example of narrative/long-term suspenseIn To Kill A Mockingbird, there are two arcs of narrative suspense: 1) the question of what will happen to Tom Robinson, and 2) the suspense surrounding the mysterious Boo Radley. Both issues are introduced near the beginning, gain traction throughout the story, and eventually collide at the end, when Boo Radley saves the kids from Bob Ewell after the Robinson trial.Having more than one arc of narrative suspense keeps the reader invested and gives the story added layers of dep th. You can also accomplish these goals by using short-term suspense, which we’ll discuss in our next section.What's the best suspense you've ever read (or written)? What are your tips for recreating it? Let us know in the comments below!

Mean Girls - Film Review Essay Example | Topics and Well Written Essays - 750 words

Mean Girls - Film Review - Essay Example This is a very accurate representation of life in high school and the various status among students: Cady Heron, the new girl, who has always home schooled and does not have a clue about labels, who lacks malice, and her struggle for acceptance, going to the extreme of loosing her own essence because she is in "no position to pass on friends," The "In" girl; Regina George who also happens to be the meanest girl in school, and yet her approval means everything, to the point of one thrilled girl saying "She once punched me in the face, it was awesome!" Gretchen Wieners and Karen Smith, the Barbie doll duo who follow and mimic the Queen bee blindly in spite of her rudeness because it would be social suicide not belonging to this group, and so, old camaraderie turns to foot-kissing worship, Aaron Samuels, the hot athlete who unaware of it, triggers a psychological warfare that escalates to the whole female alumnae, Damian and Janis, the "out crowd" with their own revenge agenda, but over all good kids, in spite of their gay and punk stereotype, the unfriendly black "hotties," the Asian nerds, the "girls who eat their feelings," the bulimics who don't eat at all, the varsity jocks, the foreign student math wiz, the disgusting kid and the cool smart teacher, Ms. Norbury, who brings everything back to perspective. Adolescence is the most shocking moment in human development; physical, cognitive and psychosocial changes happen in such fast pace and insufficient time that only years after we are able to digest them and adapt.

Clinical Teaching Strategies Assignment Example | Topics and Well Written Essays - 250 words

Clinical Teaching Strategies - Assignment Example The clinical faculty even needs to know about the set method that the faculty member needs to follow in case of an emergency and they need to be informed about the technological requirements associated with their position. 2. In order to pursue the position of nursing clinical faculty an incumbent needs to be a licensed registered nurse of the state in which they are practicing and they even need to have a minimum two years of practicing experience as a clinical (Duke School of Nursing, 2011). Other than a license to practice the incumbent should at the minimum have a Bachelors’ of Science in nursing which is four year long program and is very essential as it helps students in preparing for a career in the field of nursing and even assist them in gaining further education in the same field. Higher preference is given by nursing educational institutes to those incumbents who have attained Masters’ of Science in