Apollo 4 - NASAs First All Up Test

Apollo 4 - NASA's First All Up Test On January 27, 1967, tragedy struck on the launch pad during a preflight test for Apollo 1 (also called AS-204), which was scheduled to be the first Apollo manned mission, and would have been launched on February 21, 1967. Astronauts Virgil Grissom, Edward White, and Roger Chaffee lost their lives when a fire swept through the Command Module (CM). The accident was the first major mishap in NASAs short history, and it shocked the nation.   Moving Beyond Tragedy NASA made an exhaustive investigation of the fire (as it does with all space mishaps), which resulted in extensive reworking of the CMs. The agency postponed manned launches until officials cleared the new capsule design for use by human crews. In addition, Saturn 1B schedules were suspended for nearly a year, and the launch vehicle that finally bore the designation AS-204 carried a Lunar Module (LM) as the payload, not the Apollo CM. The missions of AS-201 and AS-202 with Apollo spacecraft aboard had been unofficially known as Apollo 1 and Apollo 2 missions (AS-203 carried only the aerodynamic nose cone). In the spring of 1967, NASAs Associate Administrator for Manned Space Flight, Dr. George E. Mueller, announced that the mission originally scheduled for Grissom, White and Chaffee would be known as Apollo 1, as a way to honor the three astronauts. The first Saturn V launch, scheduled for November 1967, would be known as Apollo 4. No missions or flights were ever designated as Apoll o 2 and Apollo 3.    The delays caused by the fire were bad enough, but NASA also faced budgetary cutbacks as it raced to reach the Moon before the end of the decade. Since the U.S. was in a race to get to the Moon before the Soviets could get there, NASA had no choice to but move ahead with the assets it had. The agency did further tests on the rockets, and eventually scheduled the Apollo 4 mission for an unmanned flight.  It was referred to as  all-up testing. Resuming Space Flight After the complete retooling of the capsule, the mission planners for Apollo 4 had four major goals: Demonstrate structural and thermal integrity and compatibility of launch vehicle and spacecraft; confirm launch loads and dynamic characteristics.Verify operation of command module heatshield (adequacy of Block II design for reentry at lunar return conditions), service propulsion system (SPS; including no ullage start), and selective subsystems.Evaluate performance of emergency detection system in open-loop configuration.Demonstrate mission support facilities and operations needed for launch, mission conduct, and CM recovery. After extensive testing, re-resting, and training,  Apollo 4 launched successfully on November 9, 1967 at 07:00:01 a.m. EST from Launch Complex 39-A at  Cape Canaveral FL. There were no delays in the preflight preparations and with the weather cooperating, there were no delays during countdown. During the third orbit and after SPS engine burn, the spacecraft coasted to a simulated translunar trajectory, reaching an altitude of 18,079 kilometers. The launch marked the initial flight testing of the S-IC and S-II stages. The first stage, S-IC, performed accurately with the center F-1 engine cutting off at 135.5 seconds and the outboard engines cutting off at LOX (liquid oxygen) depletion at 150.8 seconds when the vehicle was traveling at 9660 km/h at an altitude of 61.6 km. Stage separation occurred only 1.2 seconds off the predicted time. Cutoff of the S-II occurred at 519.8 seconds. It was a triumphant, if subdued return to space flight, and moved NASAs goals to reach the Moon farther forward. The spacecraft performance went well, and on the ground, people heaved a huge sigh of relief.   A Pacific Ocean landing occurred on November 9, 1967, 03:37 p.m. EST, just eight hours and thirty-seven minutes and fifty-nine seconds after takeoff. The Apollo 4 Spacecraft 017 splashed down, missing its planned impact point by only 16 kilometers. The Apollo 4 mission was a success, all  objectives were achieved. With the success of this first all up test, the Apollo program resumed manned missions and moving toward the eventual 1969 target for the first human landing on the Moon during the  Apollo 11 mission.  After the loss of the Apollo 1 crew, the Apollo 4 mission benefitted from many tough (and tragic) lessons learned. Edited and updated by Carolyn Collins Petersen.

How To Use Suffixes in Spanish

How To Use Suffixes in Spanish One sure-fire way to boost your Spanish vocabulary is to take the words you already know and learn how to apply suffixes to them. What Are Suffixes? Suffixes are simply word endings that can be used to modify a words meaning. We use suffixes  in English all the time, and nearly all of them that we use in English have a Spanish equivalent. But Spanish has an even wider variety, and their usage isnt always as obvious as it would be in English. Take a common word like manteca, for example. Thats the word for lard, a much-used cooking ingredient in some Spanish-speaking countries. Add the ending -illa, a common ending, and it becomes mantequilla, or butter. Add the ending -ero, and it becomes mantequero, which can mean either a dairyman or a butter dish. Add the ending -ada, and it becomes mantecada, or buttered toast. Add -ado, and it becomes mantecado, or french ice cream. Unfortunately, it isnt always possible to figure out what a word means simply by knowing the root word and the suffixes. But the suffixes may give enough clues that in context you can make an educated guess. For the Spanish student, suffixes can roughly be classified as diminutives, augmentatives, pejoratives, English cognates, and miscellaneous. And one, the adverbial suffix, is in a class of its own. The Adverbial Suffix Probably the most common Spanish suffix is -mente, which is usually added to the feminine singular form of adjectives to turn them into adverbs, just as we add -ly in English. Thus simplemente is simply, carià ±osamente is lovingly, rpidamente is quickly, and so on. Diminutives These suffixes are extremely common and are used to make a word refer to something smaller, either literally or figuratively as in a form of endearment. Thus, un gato is a cat, but un gatito is a kitten. In English we sometimes do the same thing by adding -y. The most common diminutive is -ito (or its feminine equivalent, -ita), sometimes expanded to -cito or, less commonly, -illo or even -zuelo. You can add one of these endings to many nouns and adjectives to arrive at a diminutive form. Examples: perrito (doggy)hermanito (little brother)papelito (slip of paper) Augmentatives Augmentatives are the opposite of diminutives and arent used as much. Augmentative endings include -ote, -ota, -à ³n, -ona, -azo, and -aza. For examples, un arbolote is a large tree, and un hombrà ³n is a big or tough dude. Just as the diminutives sometimes are used to denote an endearing quality, the augmentatives can be used to convey a negative connotation. Whereas un perrito may be a cute puppy, un perrazo could be a big scary dog. One augmentative, -à ­simo, and its feminine and plural forms are used with adjectives to form a superlative. Bill Gates isnt just rich, hes riquà ­simo. Pejoratives Pejoratives are added to words to indicate contempt or some form of undesirability. They include s include casucha, a house thats falling apart, and ricacho, referring to a person who is rich in some undesirable way, such as arrogant. English Cognates These suffixes are ones that are similar to suffixes in English and have a similar meaning. Nearly all of them have come to both languages by way of Greek or Latin. Most have an abstract meaning, or are used to change one part of speech into another. Here are some of the more commonly used cognates along with an example of each: -aje - -age - kilometraje (like mileage, but in kilometers)-ancia - -ancy - discrepancia (discrepancy)-arquà ­a - -archy - monarquà ­a (monarchy)-tico - -atic - luntico (lunatic)-ble - -ble - manejable (manageable)-cida, cidio - -cide - insecticida (insecticide)-cià ³n - -tion - agravacià ³n (aggravation)-cracia - -cracy - democracia (democracy)-crata - -crat - burà ³crata (bureaucrat)-dad - -ity - pomposidad (pomposity)-esa, -iz, -isa - -ess - actriz (actress)-fico, -fica - -fic - horrà ­fico (horrific)-filo, -filia - -file - biblià ³filo (bibliophile)-fobia - -phobia - claustrofobia (claustrophobia)-fono - -phone - telà ©fono (telephone)-icio, -icia - -ice - avaricia (avarice)-ificar - -ify - dignificar (to dignify)-ismo - -ism - budismo (Buddhism)-dad - -ity - pomposidad (pomposity)-ista - -ist - dentista (dentist)-itis - -itis - flebitis (phlebitis)-izo - -ish - rojizo (reddish)-or, -ora - -er - pintor (painter)-osa, -oso - - ous - maravilloso (marvelous)-tud - -tude - latitud (latitude) Miscellaneous Suffixes Finally, there are suffixes that dont have a clear English equivalent. Here are some of the common ones along with an explanation of their meanings and an example of each: -ada - similar to English suffix -ful or -load - cucharada, spoonful (from cuchara, spoon)-ado, -ido - can indicate similarity to root word - dolorido, painful-al - indicates a tree or grove - manzanal, apple tree-anza - makes noun forms of some verbs - enseà ±anza, education-ario - indicates profession or place - bibliotecario, librarian-azo - a blow of the object of the root word - estacazo, a hit with a stick (from estaca, stake)-dero - indicates instrument, means, or capacity - lavandero, laundry (from lavar, to clean)-dor, -dora - indicates agent, machine or place; sometimes similar to -er - jugador, player; comedor, diner; calculadora, calculator-dura - indicates the effect of an action - picadura, puncture (from picar, to pick)-ear - common verb ending, often used with coined words - emailear, to email-ense - indicates place of origin - estadounidense, of or from the United States, American-erà ­a - place where items are made or sold - zapaterà ­a, s hoe store-ero - variety of meanings relating to root word - sombrero, hat (from sombra, shade); vaquero, cowboy (from vaca, cow) -à ©s - indicates place of origin - holandà ©s, Dutch-eza - makes abstract nouns from adjectives - pureza, purity

Sensory Perceptions Essay Example | Topics and Well Written Essays - 750 words

Sensory Perceptions - Essay Example Humans, by relying solely on these senses, face numerous limitations and challenges. Our ability to survive in the world this far amidst harsh conditions could be a result of our ability to maneuver safely within it by the use of our senses. However, the mounting threats, global warming, nuclei arms race, and incurable diseases such as AIDS, could be an indication of the unreliability of the senses to foresee looming human extinction. Humans have intellect and should not always rely on inaccurate information generated by the senses in making decisions. There are many reasons to justify the inaccuracy of sensory information. According to Descartes, our human background knowledge is the principal contributor to the inaccuracy of the senses (2002). He says, â€Å"Others are in error respecting matters of which they believe themselves to possess a perfect knowledge† (51). By questioning the certainty of two plus three being five, Descartes argues that as much as adding the values represent simple and general objects, our responses could be a result of the background knowledge we have on arithmetic. With no such information, even dealing with absolute objects that their existence is absolute becomes complicated. Additionally, the accuracy of the senses depends on the reliability of observed facts. ... 22). Sense data can be accurate and precise. However, this is subject to many factors. Primarily, the sources of data and the cognitive ability of an individual must be accurate. Our senses rely heavily on the data they receive to make a judgment. If our ability to smell, see, hear, or feel is impaired, it is highly possible that senses will make erroneous decisions. However, humans have highly developed organs that ensure accurate reception, analysis, and interpretation of received data. The human ears, for example, have sensitive receptors, which can detect over 400,000 types of sounds and act as amplifiers. The availability of these sensitive receptors ensures that the data sent to the brain is perceived accurately. Therefore, this rules out the possibility of any deception. Secondly, the human brain has the cognitive ability to analyze any form of sensory data received. Once data are received by the five senses, smell, touch, sight, taste, and hearing, it is then transmitted to t he brain through the spinal code for analysis. The human brain, being the most sophisticated organ known to man, has the capabilities of giving accurate analysis of the data received. Senses also rely on experiences to interpret data, and since such experiences are past realities, the senses can never be too wrong. The debate on the role of heredity and environment in child development has remained controversial over the last decades. Psychologists agree on the importance of nurture and nature in child development, but disagree over which plays a more significant role in the development process (Arkinson, 1993). Nurture dictates that environment influences a child’s development.

Developing Academic Skills Literature review Example | Topics and Well Written Essays - 1000 words

Developing Academic Skills - Literature review Example Darwin’s evolution reveals that for a chance to exist there must be separation as well as a purpose or reason to transform. According to Rowold and Borgman, transformational leadership is distinct from transactional leadership. According to Osborn (2002), network leadership is another derelict aspect of management, which is not independent. These concepts form the theme of this summative paper. Literature Review Darwin’s theory lessons According to Keith Denton book, "What Darwin can teach us about success", discussing development and learning in corporations and organizations, it is evident that transformation is possible. Darwin’s evolution reveals that for the opportunity to exist there must be separation as well as a reason or motive to change (Ospovat 1995). This is linked to Darwin's elucidation of how preferential continued existence of the slightest advantages can lead to sophisticated forms is the most imperative explanatory standard in biology, and trem endously powerful in numerous other fields. Such achievement has emphasized concepts that life is in all respects a conflict of each against everyone, where each person or entity has to look out for their opportunities and fully exploit. This is essential in lifelong skills of development whether in acquiring academic skills or life experiences. Charles Darwin's hypothesis of how evolution exists is clearly competitive, and even gladiatorial. Species are pitted against each other for scarce resources, alike species with identical needs and environment even more so, are all competing for existence (Gayon 1998). From the Denton approach, individuals can learn to compete for opportunities, and not wait for disasters but develop their ways through respective challenges. In organization, managers can transform their organization trends by ensuring that opportunities and threats adequately assessed. Survival for the fittest is the backbone philosophy derived from the Darwin theory. It can be utilized to enhance progress in developing skills. This conforms to the expression, do not merely compete, but rather try to be the best in the world. Transformational leadership and transactional leadership Transformational leaders look for novel ways of functioning, search for opportunities in the face of threat, favor effective responses to well-organized answers, and are less probable to maintain the status quo. They do not just react to environmental circumstances; they try to shape and produce them (Bass & Avolio 1994). Transformational leaders may employ transactional approaches when suitable, but they also incline to use symbolism and descriptions to solicit augmented effort. The leader achieves this by increasing the level of academic awareness about the significance of valued results, by augmenting or expanding individual requirements, and by enticing a belief in rising above self-interest for the benefit of the organization or team (Bass & Avolio 1994).Genuine transfo rmational leadership necessitates staffs empowerment, not employee reliance. It is evident that transformational

Jot Case Study Essay Example for Free

Jot Case Study Essay There is a large number of companies of various sizes which design and sell toys to retailers globally. Most toy companies outsource the manufacture of their toys and currently 86% of the world’s toys are manufactured in China. Most of the rest of the world’s toys are manufactured in other Asian countries, with only low volumes of products manufactured in Europe and the USA. The toy market is divided up into a variety of sectors, by children’s age range and the type of toy. There are different sectors with toys aimed for babies under one year old; children aged 1 to 3 years and pre-school children of 3 to 5 years. There is a further sector for children of school age of 5 years and upwards. Additionally the toy market is broken down into categories of toys. Research has shown that children aged 2 to 4 years old receive the most toys in quantity but that the most money is spent on toys for the 6 to 8 year age group. Toys sold in the market to those children aged between 9 and 11 tend to be more sophisticated. Some of these games need access to the Internet and most involve more complex programming. The other feature of this age group is that the ‘buyer’ tends to switch to the child from the parent. That is not to say that the child pays the money, more that the child drives the buying decision, always subject to the budget and final say so of the parent. The current trend in toy sales is towards electronic toys and computer assisted learning. Many of these electronic toys are highly developed to be attractive to children. Sales of traditional toys and games have achieved relatively low growth in the European market over the last 10 years, whereas electronic toys and merchandise from popular films and TV programmes have seen reasonable growth. Merchandise from films and TV programmes are licensed to toy manufacturers or toy retailers that can achieve high short-term profits depending on the licensing arrangement and the volume of sales. However, fashion trends are difficult to predict and toy retailers can be left with large volumes of unsold inventories if the toys are unpopular or less in demand than originally anticipated. The toy market is highly seasonal and is dominated by the pre-Christmas sales period. Typically, around 30% to 55% of toy sales occur in the fourth quarter of the calendar year (October to December). China has established itself as a high quality, low-cost manufacturing base for a wide range of consumer products for global markets. It does not, as yet, principally design and create new products, but instead is capable of manufacturing products that have been created by Western companies. It is necessary for the companies which create the designs, whether the product is a toy, a range of clothing or a computer chip, to ensure that the design is protected by registering the design for intellectual property rights (IPR’s). However, in many instances small changes can be made so that ‘copies’ of the design do not breach the IPR. Legal protection of IPR’s is becoming increasingly important in today’s global markets, where resources are sourced in one area of the world, manufactured into finished products in another area (principally in China and other Asian countries) and then sold in other geographical markets. Most toy retailers procure a range of products from many different toy companies. There is a wide range of companies, from small to very large multi-national companies, which operate as toy design and distributing companies. These companies design, patent or license the toys and then outsource the manufacture to specialist toy manufacturers. Most toy companies outsource the manufacture of toys. Contracts are usual in the industry and would normally include clauses concerning design quality, delivery schedules and penalties for breaches of contract. The toy companies then sell their products to toy retailers. There is also a large discount market for toys where toys of inferior quality are sold. The retail prices in this market are often 50% less than in the conventional markets. There are several global toy fairs each year that attract buyers from toy retailers across the world. One of the largest toy fairs is held in Hong Kong in January each year, where new toys are launched for the following Christmas market. Other global toy fairs are held in Europe, Russia and the USA, also early in the calendar year. At these toy fairs, buyers will assess and choose which of the new toys may achieve high sales. The toy fairs attract a wide range of exhibitors that are launching new toys, both large listed companies and small companies. The level of sales achieved by many toy companies will often depend on orders generated from buyers attending these international toy fairs. Therefore, it is important that prototype toys and marketing literature is ready in order to meet the requirements of these global buyers at the start of each calendar year. Jot The Jot brand was established in 1998 by husband and wife team Jon and Tani Grun. The company initially designed a small range of toys that were manufactured in their home European country. These toys proved to be very popular in their home country and Jon Grun then expanded the range of products. By 2003, within five years of starting Jot, the founders were encouraged to see Jot’s products ordered by many large toy retailers across Europe. By this stage the company had grown considerably, and had annual sales of almost â‚ ¬2 million. Commencing in 2004, Jot started outsourcing all of its manufacturing to a range of manufacturing companies in China in order to reduce its cost base and to enable the company to price its products more competitively. By the end of 2010 sales revenue exceeded â‚ ¬8 million and the company had achieved substantial sales revenue growth each year. Jot has seen its sales revenue grow by 16% in the year ended 31 December 2010 and by almost 18% in the year to 31 December 2011. A summary of Jot’s key personnel is shown in Appendix 1 on page 11. Jot’s product range and serviced age groups Jot currently has a relatively small range of 34 products aimed at only 2 age groups. These are the pre-school age group of 3 to 5 year olds and the next age group of 5 to 8 year olds. It currently does not produce any toys aimed at babies aged less than one, toddlers aged under 3 years old or children aged over 8 years old. Jot’s products include a range of toys designed by the company, for which it holds the IPR’s, as well as some licensed toys, for which it pays a license fee to the companies that hold the IPR’s. Jot’s products mainly include electronic features and this is seen as one of the strengths of its products. Jot currently launches around 5 totally new products each year. It also enhances certain aspects of some of its other products to refresh their appearance and features. It also has a range of toys that sell consistently well and have not changed materially for a few years. Jot’s products for the 3 to 5 year old age group include: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Construction toys with sound effects and electronic actions. Learning products such as mini-computers which ask questions and the child responds by pressing different keys. Toy vehicles some of which have electronic features such as sounds and lights. Plastic toys which have â€Å"animatronics† to make the toys move, for example, toy dinosaurs. Toy cameras. Electronic learning products to aid learning the alphabet and basic maths skills. Licensed soft play toys based on film and TV programme characters. Licensed plastic figures, cars and machines based on film and TV programme characters, some of which include electronic features that generate movements and sounds, including theme tunes. Jot’s products for the 5 to 8 year old age group include: †¢ †¢ †¢ †¢ Toy cameras and simple video cameras. Dolls and action figures some of which move and make sounds. Small hand-held games boxes for playing computer games and educational learning products to improve maths and readings skills. A range of games and educational learning products for the hand-held games boxes. In summary, most of Jot’s toys have simple electronics that make a sound or enable movement. Some of the more advanced toys have simple programming to enable educational aspects of the toy to be more interactive. Jot’s products are sold to toy retailers for between â‚ ¬7 and â‚ ¬38. These are Jot’s selling prices to toy retailers. Most of the retailers will then sell these toys at a large mark-up, which can be as much as 50% to 100%, i.e. a toy procured from Jot at â‚ ¬10 could be retailed to the end customer at as much as â‚ ¬20. Margins vary from product to product and whereas toys aimed at the 9 -11 age group carry more sophistication (and hence risk) they also carry higher margins. In the year ended 31 December 2011 Jot’s actual sales volumes were over 706,000 units across Jot’s entire range of products. The total sales revenue for the year ended 31 December 2011 was â‚ ¬9,866,000, which resulted in an average selling price of just under â‚ ¬14 per unit. Over 80% of Jot’s product sales are sold to retailers for â‚ ¬20 or less. Financials and shares Jot has achieved a high annual growth in sales, with sales revenue reaching â‚ ¬9,866,000 in the year ended 31 December 2011, a growth of 17.9% from 2010 (â‚ ¬8,371,000 sales revenue for year ended 31 December 2010). Additionally, it has achieved an operating profit margin of 5.58% in the year to 31 December 2011, a rise from the previous year’s profit margin of 5.41%. An extract from Jot’s accounts for the year ended 31 December 2011 is shown in Appendix 2 on page 12. Jot’s Statement of Cash Flows for the year ended 31 December 2011 is shown in Appendix 3 on page 13. Jot is a young, growing company that is dependent on loan finance. Jot has three bank loans totalling â‚ ¬1,600,000, each at an interest rate of 10% per year, which are due for repayment as follows: †¢ †¢ †¢ Bank loan of â‚ ¬500,000 due in January 2014. (about 14 months from the ‘current date’ Bank loan of â‚ ¬500,000 due in January 2015. Bank loan of â‚ ¬600,000 due in January 2020. Jot’s bank has been very responsive to the company’s needs for cash in order to fund its growth but has indicated that at the present time it would not be able to provide any additional long-term finance. Jot has an overdraft facility of â‚ ¬1,500,000, which the bank has stated is the maximum limit. The current cost of its overdraft is at an interest rate of 12% per year. At 31 December 2011, Jot’s overdraft was â‚ ¬960,000. Jot’s business is highly seasonal with a significant proportion of sales occurring in quarters 3 and 4. As Jot builds up its inventory in preparation for higher levels of sales in quarters 3 and 4, cash flow is negative during the second half of the year. This is because outsourced manufacturing for the majority of all products occurs mainly from the end of quarter 2, during all of quarter 3 and the beginning of quarter 4. Jot is a private limited company and not listed on any stock exchange. It has 40,000 shares in issue, each of â‚ ¬1 par value. The company has an authorised share capital of 200,000 shares. To date, the Board of Jot has not declared any dividends. The shares are held as follows: Number of shares held at 31 December 2011 Jon Grun Tani Grun Alana Lotz Boris Hepp Michael Werner Total 12,000 12,000 8,000 4,000 4,000 40,000 Percentage shareholding % 30 30 20 10 10 100 Production of toys Jot has its own in-house team of designers who are involved in designing toys that are unique, innovative and fun to play with. The production of new toys is split into two stages. Firstly, the design stage involves the design team developing a new toy and after it has been approved, the second stage is where the operations team is responsible for contracting an outsourced manufacturer for the mass production of each product. The head of Jot’s design team is Alana Lotz, Product Development Director. She is responsible for researching the market trends in toys globally and establishing the availability of new innovative technology that could be incorporated into new toy designs. This is what helps to make Jot’s product range innovative and at the ‘cutting edge’ of new technology, as the products incorporate new technology electronic chip components. Research and development work on new product development usually occurs between May and December each year so that the new products have been fully tested ready for the annual launch of Jot’s new range of toys each January. Jot currently launches 5/6 totally new products each year and the development costs are generally between â‚ ¬0.1 and â‚ ¬0.25 million for each new product. The total design and development costs are around â‚ ¬1.2 million each year. This is included in administrative expenses in Jot’s statement of comprehensive income. Jot has just finalised its range of new products for 2013, so as to allow time to produce marketing literature and prepare prototypes ready for the global toy fairs being held in January to March 2013 in various locations around the world. The design team which is based in the UK develops all new products through the following stages: †¢ †¢ †¢ †¢ †¢ †¢ Brainstorming for new ideas. Designing a new product using Jot’s CAD / CAM IT system. Production of first prototype. Market research and improvements through to production of second prototype. Sign off by design and management team. Application for intellectual property rights (IPR’s) for each product design. The design team is kept fresh by the introduction of new designers each year. Good designers are kept on but those that are seen as burnt out are let go. Early in 2012 a new designer was employed named Indy Kaplia who had some radical new designs to offer. One of these toys (a flying spaceship) had been rushed into production in time for the 2012 Christmas season and had been greeted well by the retailers. Jot uses a specialised company, based in Europe for the manufacture and testing of all prototype products and there are often two or three stages involved before the prototype product is produced to the satisfaction of the designers. Only when each product is signed off by the design and management team can Jot’s legal team apply for the IPR’s for the product design. Then the approved new product designs go into production by outsourced manufacturers. The designs are then electronically transferred to Jot’s operations team headed up by Michael Werner, Operations Director, for the selection and appointment of outsourced manufacturers. The stages in the production process are as follows: †¢ †¢ †¢ †¢ †¢ Designs are sent electronically to outsourced manufacturers for tender. Outsourced manufacturer(s) selected and appointed and volumes and delivery deadlines for production agreed. Packaging designs and artwork are prepared and approved. Production samples are reviewed by Jot’s in-house Quality Assurance team located both in Europe and in Asia. Production is commenced to meet agreed volume and delivery deadlines. Michael Werner is responsible for the selection, appointment and monitoring of Jot’s outsourced manufacturers and all aspects of the management of the outsourced manufacturing process for Jot’s products. Jot’s products are all manufactured by a small number of specialised outsourced manufacturing companies which are all based in China. Jot is responsible for shipments of all products from its outsourced manufacturers to its warehouses or sometimes directly to customers.

A Rose For Emily Essay -- essays research papers

William Faulker's " A Rose for Emily" tells the story of a young woman who is violated by her father's strict mentality. After being the only man in her life Emily's father dies and she finds it hard to let go. Emily was raised in the ante-bellum period before the Civil War. This story takes place in the Reconstruction Era after the war when the North takes control of the South. Like her father, Miss Emily possesses a stubborn outlook towards life and refuses to change. This short story explains Emily, her mystified ways and the townsfolk's sympathetic curiosity. The plot of the story is mainly about Miss Emily's attitude about change. "On the first of the year they mailed her a tax notice. February came and there was no reply. They wrote her a formal letter asking her to call the sheriff's office at her convenience. A week later the mayor wrote her herself, offering to call or to send his car for her, and received in reply a note on paper of an archaic shape, in a thin, flowing calligraphy in faded ink, to the effect that's he no longer went out at all. The tax notice was enclosed, without comment." (189). Miss Emily was convinced that she had no taxes in Jefferson because before the Civil War the South didn't have to pay taxes and since her father had made a contribution to the town of a generous amount, Colonel Sartoris, mayor at that time had remitted her taxes, she felt that that promise or rather gift still stood good. "After her father's death she went out very little; after her sweetheart went away, people hardly saw her at all."(190). Miss Emily might have stayed out the public eye after those two deaths because she was finally alone, something she in her life was not used to. Emily's father never let her alone and when he died Homer Baron was a treat she was never allowed to have. Miss Emily's stubborn attitude definitely came from her father's strict teachings. The characters of this story are very briefly mentioned, Miss Emily and Mr. Homer Barron are the two main characters described. Miss Emily was described as a short, fat, aged and mysterious women during her later years. Miss Emily had been through much and had seen many generations grow before and around her. This brings to reason her strong Confederate beliefs. Homer Barron; on the other hand was quite the opposite, "A Yankee... ..., and leaning forward, that faint and invisible dust dry and acrid in the nostrils, we saw a ling strand of iron gray hair."(195). This excerpt leaves the reader shocked and disgusted. Faulkner's style is quite difficult to read because it isn't written in chronological order. It begins by telling about Emily's past and her family history. This information explains her future behavior and opinions. The ending seems rather abrupt and sudden, but very chilling and non-expectant. The diction and sentence structures are fairly advanced, but soon lead to a greater understanding of the passage because it sets the mood of that specific time. "And now Miss Emily had gone to join the representatives of those august names where they lay in the cedar-bemused cemetery among the ranked and anonymous graves of the Union and Confederate soldiers who fell at battle of Jefferson". (194). Terms like this were used throughout to aid in setting the Reconstruction Era mood. In conclusion, "A Rose for Emily" is a shocking tale about Emily Grierson, her love, and her inability to accept change. Emily is a prime example of the Old South and it's changing hardships.

Change over Time Renaissance Essay

Because of the Middle ages and the crusades, the Renaissance and the humanistic art and literature and the Protestant Reformation and the splitting of the Catholic Church. Those three ages brought upon important historical events which we all know and study. The Middle Ages and the crusades where first and then came the Renaissance with humanistic art and then the Protestant Reformation and the splitting of the Catholic Church. Middle Ages were one of the most destructive and important times in our history with the bubonic plague and the crusades. The bubonic plague was the cause of invading and unhealthy living when mice and small fleas from a town where transported on to boat with survivors and brought to Europe. It came into Europe because of Mongol invaders, and it killed over 100 million of the world’s population. The crusades began their â€Å"heavenly war† because of Pope urban urging the English and all his subjects to go out to war and recapture the holy land. ————————————————- Around the 1400’s after all the crusades and plague had gone by, the kings work had been done so his subjects were at peace and feudalism was through, so the cultural movement of middle ages(salvation) was gone and was replaced by a new artistic movement called Humanism. Leonardo da Vinci was one of the most fascinating people of the 14th century as he was not only an artist but an inventor, a scientist, an engineer and a botanist among other things, he would often praise the human intellect to achieve things( as was the theme for this time period). Galileo Galilei is also fascinating as he is the first scientist to say the earth revolves around the sun, thus â€Å"defying† the word of god, which no one in the time of the Middle Ages would do as they wanted and believed that they had to work to get to heaven and never blaspheme the word of god. ————————————————- ————————————————- ————————————————- ————————————————- The protestant reformation was a reforming act that was led by Martin Luther and many other early Protestants who thought that you should go to heaven for your acts and not by working towards it unlike the past two ages. The ninety-five theses were written by Martin Luther and were 95 ideas on how to change the Christian church to make it sacred and unsecular again. Since the church only made slight changes to their rules, Martin Luther and his followers created protestism, If it was in the Middle Ages, Martin luther would’ve been slain, and if in the Renaissance he would have been shunned. ———————————————— ————————————————- As These passages tell you there where major changes in Europe have shaped the way the world is today. The Middle ages , the Reniassan ce and the protestant reformation all made the world different . The crusades, humanistic art and ninety five theses are very important. ————————————————-

Philosophy of Life Essay

The hardest part of any journey is the first step. Human life would be so much easier if we were born into it with a roadmap and a flashlight some say we actually were, but we forgot where we put them. Nonetheless, part of life is clearing your own path, making your own map, finding life’s meanings, and defining your philosophy or world view, the next hardest part of the journey, once you’ve found your truth, is living it every day walking your talk. I believe we are each here for a purpose and everything happens for a reason. We chose who we are physically, when and where we were born, and the life circumstances presented to us. Why nobody really knows. There are many possibilities. To learn lessons, like a school to be part of the overall evolution of human consciousness , to atone for karma, make up for errors and omissions in past lives, to play a role in a universal game or dramatic production, to satisfy spiritual cravings for the sensual, tactile pleasures of human life. I even read/heard someplace that Earth is the penal colony of the Universe . â€Å"Hell on Earth,† the place where sinners do badders have to work out their sentences for their evil deeds. I also heard recently that human life on earth is like a vacation: leave home, travel to wonderful new places, experience the joy and awe, then return home. I must admit that at times it feels like the vacation from hell car gets a flat tire or two it pours rain every day at the beach or worse, while camping intestinal illness on a cruise ship. Could be any of these things, could be all. I tend to lean toward the evolving karmic classroom approach. But the ultimate truth is that we are born to die. Our physical human lives are temporary, blips on the screen, a dash between the date of birth and the date of death on your tombstone. But while we are here, anything can occur, there are no accidents, nothing is impossible, miracles happen.

Classes In Religious Instruction To Public School Pupils Religion Essay Example

Classes In Religious Instruction To Public School Pupils Religion Essay Example Classes In Religious Instruction To Public School Pupils Religion Essay Classes In Religious Instruction To Public School Pupils Religion Essay at pages 15, 16 of 330 U.S.. The bulk in the Everson instance, and the minority as shown by citations from the dissenting positions in our notes 6 and 7, agreed that the First Amendment s linguistic communication, decently interpreted, had erected a wall of separation between Church and State. They disagreed as to the facts shown by the record and as to the proper application of the First Amendment s linguistic communication to those facts. Acknowledging that the Illinois plan is barred by the First and Fourteenth Amendments if we adhere to the positions expressed both by the bulk and the minority in the Everson instance, advocate for the respondents challenge those positions as pronouncement and impulse that we reconsider and repudiate them. They argue that historically the First Amendment was intended to prohibit lone authorities penchant of one faith over another, non an impartial governmental aid of all faiths. In add-on they ask that we distinguish or overrule our retention in the Everson instance that the Fourteenth Amendment made the establishment of faith clause of the First Amendment applicable as a prohibition against the States. After giving full consideration to the statements presented we are unable to accept either of these contentions. To keep that a province can non systematically with the First and Fourteenth Amendments use its public school system to help any or all spiritual religions or religious orders in the airing of their philosophies and ideals does non, as advocate impulse, manifest a governmental ill will to faith or spiritual instructions. A manifestation of such ill will would be at war with our national tradition as embodied in the First Amendment s guarantee of the free [ 212 ] exercising of faith. For the First Amendment rests upon the premiss that both faith and authorities can outdo work to accomplish their lofty purposes if each is left free from the other within its respective domain. Or, as we said in the Everson instance, the First Amendment had erected a wall between Church and State which must be kept high and inviolable. Here non merely are the province s tax-supported public school edifices used for the airing of spiritual philosophies. The State besides affords sectarian groups an priceless assistance in that it helps to supply students for their spiritual categories through usage of the province s mandatory public school machinery. This is non separation of Church and State. Mr. Justice FRANKFURTER delivered the undermentioned sentiment, in which Mr. Justice JACKSON, Mr. Justice RUTLEDGE and Mr. Justice BURTON articulation. We dissented in Everson v. Board of Education, 330 U.S. 1, because in our position the Constitutional rule necessitating separation of Church and State compelled annulment of the regulation sustained by the bulk. Illinois has here authorized the commingling of sectarian with secular direction in the public schools. The Fundamental law of the United States forbids this. . . . [ 214 ] The development of colonial instruction, mostly in the service of faith, into the public school system of today is the narrative of altering constructs sing the American democratic society, of the maps of State-maintained instruction in such a society, and of the function therein of the free exercising of faith by the people. The modern public school derived from a doctrine of freedom reflected in the First Amendment. It is appropriate to remember that the Remonstrance of James Madison, an event BASIC in the history of spiritual autonomy, was called Forth by a proposal which involved support to spiritual instruction. See Mr. Justice Rutledge s sentiment in the Everson instance supra, 330 U.S. at pages 36, 37. As the impulse for popular instruction increased and in bend evoked strong claims for State support of spiritual instruction, contests non unlike that which in Virginia had produced Madison s Expostulation appeared in assorted signifier in other States. New York and Mass achusetts provide celebrated chapters in the history that established dissociation of spiritual learning from State-maintained schools. In New York, the rise of the common schools led, despite ferocious sectarian resistance, to the blackball of revenue enhancement founds to church schools, and subsequently to any school in which sectarian philosophy was [ 215 ] taught. In Massachusetts, mostly through the attempts of Horace Mann, all sectarian instructions were barred from the common school to salvage it from being rent by denominational struggle. The consequence of these contentions, frequently long and fierce, is reasonably summarized by stating that long before the Fourteenth Amendment subjected the States to new restrictions, the prohibition of promotion by the State of spiritual direction became the guiding rule, in jurisprudence and feeling, of the American people. . . . Separation in the field of instruction, so, was non imposed upon unwilling States by force of superior jurisprudence. In this regard the Fourteenth Amendment simply reflected a rule so dominant in our national life. To the extent that the Constitution therefore made it adhering upon the States, the footing of the limitation is the whole experience of our people. Avid wakefulness against merger of secular and spiritual activities by Government itself, through any of its instruments but particularly through its educational bureaus, was the democratic response of the American community to the peculiar demands of a immature and turning state, unique in the composing of its [ 216 ] people. A wholly different state of affairs elsewhere, as illustrated for case by the English commissariats for spiritual instruction in State- maintained schools, merely serves to exemplify that free societies are non cast in one cast. Different establishments evolve from different historic fortunes. It is pertinent to remind that the constitution of this rule of separation in the field of instruction was non due to any diminution in the spiritual beliefs of the people. Horace Mann was a devout Christian, and the deep spiritual feeling of James Madison is stamped upon the Remonstrance. The secular public school did non connote indifference to the basic function of faith in the life of the people, nor rejection of spiritual instruction as a agency of furthering it. The claims of faith were non minimized by declining to do the public schools bureaus for their averment. The non-sectarian or secular public school was the agencies of accommodating freedom in general with spiritual freedom. The crisp parturiency of the public schools to secular instruction was a acknowledgment of the demand of a democratic society to educate its kids, in so far as the State undertook to make so, in an atmosphere free from force per unit areas in a kingdom in which force per unit areas are most resisted and where struggles are most easy and most bitterly engendered. Designed to function as possibly the most powerful bureau for advancing coherence among a heterogenous democratic people, the public school must maintain scrupu- [ 217 ] lously free from web in the discord of religious orders. The saving of the community from dissentious struggles, of Government from unreconcilable force per unit areas by spiritual groups, of faith from censoring and coercion nevertheless subtly exercised, requires rigorous parturiency of the State to instruction other than spiritual, go forthing to the person s church and place, indoctrination in the religion of his pick. This development of the public school as a symbol of our secular integrity was non a sudden accomplishment nor attained without violent struggle. While in little communities of relatively homogenous spiritual beliefs, the demand for absolute separation presented no urgencies, elsewhere the growing of the secular school encountered the opposition of experiencing strongly engaged against it. But the inevitableness of such efforts is the really ground for Constitutional commissariats chiefly concerned with the protection of minority groups. And such religious orders are switching groups, changing from clip to clip, and topographic point to topographic point, therefore stand foring in their entirety the common involvement of the state. Enough has been said to bespeak that we are covering non with a matured rule, nor one holding the determinateness of a surveyor s boundary lines and bounds. But by 1875 the separation of public instruction from Church webs, of the State from the instruction of faith, was steadfastly established in the consciousness of the state. In [ 218 ] that twelvemonth President Grant made his celebrated comments to the Convention of the Army of the Tennessee: Encourage free schools and decide that non one dollar appropriated for their support shall be appropriated for the support of any sectarian schools. Decide that neither the province nor the state, nor both combined, shall back up establishments of larning other than those sufficient to afford every kid turning up in the land the chance of a good common school instruction, plain with sectarian, heathen, or atheistical tenet. Leave the affair of faith to the household communion table, the church, and the private school, supported wholly by private parts. Keep the church and province everlastingly separated. So strong was this strong belief, that instead than rest on the comprehensive prohibitions of the First and Fourteenth Amendments, President Grant urged that there be written into the United States Constitution peculiar amplifications including a specific prohibition against the usage of public financess for sectarian instruction,[ 6 ]such as had [ 219 ] been written into many State fundamental laws. By 1894, in pressing the acceptance of such a proviso in the New York Constitution, Elihu Root was able to sum up a century of the state s history: It is non a inquiry of faith, or of credo, or of party ; it is a inquiry of declaring and keeping the great American rule of ageless separation between Church and State. The extent to which [ 220 ] this rule was deemed a presupposition of our Constitutional system is strikingly illustrated by the fact that every State admitted into the Union since 1876 was compelled by Congress to compose into its fundamental law a demand that it keep a scho ol system free from sectarian control. . . . [ 226 ] How does released clip operate in Champaign? Public school instructors distribute to their students cards supplied by church groups, so that the parents may bespeak whether they desire spiritual direction for their kids. For those wanting it, spiritual categories are conducted in the regular schoolrooms of the public schools by instructors of faith paid by the churches and appointed by them, but, as the State tribunal found, subject to the blessing and supervising of the Superintendent. The classs do non profess to give secular direction in topics refering faith. Their blunt intent is sectarian learning. While a kid can travel to any of the spiritual categories offered, a peculiar religious order wishing a instructor for its fans requires the permission of the school overseer who in bend will find whether or non it is practical for said group to learn in said school [ 227 ] system. If no proviso is made for spiritual direction in the peculiar religion of a kid, or if for o ther grounds the kid is non enrolled in any of the offered categories, he is required to go to a regular school category, or a survey period during which he is frequently left to his ain devices. Reports of attending in the spiritual categories are submitted by the spiritual teacher to the school governments, and the kid who fails to go to is presumptively deemed a hooky player. Religious instruction so conducted on school clip and belongings is obviously woven into the on the job strategy of the school. The Champaign agreement therefore presents powerful elements of built-in force per unit area by the school system in the involvement of spiritual religious orders. The fact that this power has non been used to know apart is beside the point. Separation is a demand to abstain from blending maps of Government and of spiritual religious orders, non simply to handle them all every bit. That a kid is offered an option may cut down the restraint ; it does non extinguish the operation of influence by the school in affairs sacred to conscience and outside the school s sphere. The jurisprudence of imitation operates, and nonconformity is non an outstanding feature of kids. The consequence is an obvious force per unit area upon kids to go to. Again, while the Champaign school population represents merely a fraction of the more than two 100 and 50 religious orders of t he state, non even all the practising religious orders in Champaign are willing or able to supply spiritual direction. The kids belonging to these non-participating religious orders will therefore hold inculcated in them a feeling of segregation when the school should be the preparation land for wonts of community, or they will hold spiritual direction in a religion which is non that of [ 228 ] their parents. As a consequence, the public school system of Champaign actively furthers ingraining in the spiritual dogmas of some religions, and in the procedure sharpens the consciousness of spiritual differences at least among some of the kids committed to its attention. These are effects non conformable to statistics. But they are exactly the effects against which the Constitution was directed when it prohibited the Government common to all from going embroiled, nevertheless innocently, in the destructive spiritual struggles of which the history of even this state records some dark pages . . . . [ 231 ] Separation means separation, non something less. Jefferson s metaphor in depicting the relation between Church and State speaks of a wall of separation, non of a all right line easy overstepped. The public school is at one time the symbol of our democracy and the most permeant agencies for advancing our common fate. In no activity of the State is it more critical to maintain out dissentious forces than in its schools, to avoid confusing, non to state fusing, what the Fundamental law sought to maintain purely apart. The great American rule of ageless separation-Elihu Root s phrase bears repetition-is one of the critical trusts of our Constitutional system for guaranting integrities among our people stronger than our diversenesss. It is the Court s responsibility to implement this rule in its full unity. [ 232 ] We renew our strong belief that we have staked the really being of our state on the religion that complete separation between the province and faith is best for the pr ovince and best for faith. Everson v. Board of Education, 330 U.S. at page 59. If nowhere else, in the relation between Church and State, good fencings make good neighbours. Mr. Justice REED, dissenting. . . . [ 240 ] I find it hard to pull out from the [ bulk and agring ] sentiments any decision as to what it is in the Champaign program that is unconstitutional. Is it the usage of school edifices for spiritual direction ; the release of students by the schools for spiritual direction during school hours ; the alleged aid by instructors in passing out the petition cards to students, in maintaining lists of them for release and records of their attending ; or the action of the principals in set uping an chance for the categories and the visual aspect of the Council s teachers? None of the change by reversaling sentiments say whether the intent of the Champaign program for spiritual direction during school hours is unconstitutional or whether it is some ingredient used in or omitted from the expression that makes the program unconstitutional. . . . [ 244 ] The phrase an constitution of faith may hold been intended by Congress to be aimed merely at a province church. When the First Amendment was pending in Congress in well its present signifier, Mr. Madison said, he apprehended the significance of the words to be, that Congress should non set up a faith, and implement the legal observation of it by jurisprudence, nor compel work forces to idolize God in any mode contrary to their scruples. Passing old ages, nevertheless, have brought about credence of a broader significance, although neer until today, I believe, has this Court widened its reading to any such grade as keeping that acknowledgment of the involvement of our state in faith, through the granting, to measure up representatives of the chief religions, of chance to show faith as an optional, extracurricular topic during released school clip in public school edifices, was tantamount to an constitution of faith. A reading of the general statements of high solons of forme r yearss, referred to in the sentiments in this and Everson v. Board of Education, will demo that fortunes such as those in this instance were far from the heads of the writers. The words and spirit of those statements may be wholeheartedly accepted without in the least impugning the judgement of the State of Illinois. [ 245 ] Mr. Jefferson, as one of the laminitiss of the University of Virginia, a school which from its constitution in 1819 has been entirely governed, managed and controlled by the State of Virginia, was faced with the same job that is before this Court today: The inquiry of the constitutional restriction upon spiritual instruction in public schools. In his one-year study as Rector, to the President and Directors of the Literary Fund, dated October 7, 1822, approved by the Visitors of the University of whom Mr. Madison was one, Mr. Jefferson set forth his positions at some length. These suggestions of Mr. Jefferson were [ 246 ] adopted and ch. II, 1, of the Regulations of the University of October 4, 1824, provided that: Should the spiritual religious orders of this State, or any of them, harmonizing to the invitation held out to them, set up within, or next to, the precincts of the University, schools for direction in the faith of their religious order, the pupils of the University will be free, and expected to go to spiritual worship at the constitution of their several religious orders, in the forenoon, and in clip to run into their school in the University at its declared hr. [ 247 ] Therefore, the wall of separation between church and State that Mr. Jefferson built at the University which he founded did non except spiritual instruction from that school. The difference between the generalization of his statements on the separation of church and province and the specificity of his decisions on instruction are considerable. A regulation of jurisprudence should non be drawn from a figure of address. Mr. Madison s Memorial and Remonstrance against Religious Assessments relied upon by the dissenting Justices in Everson is non applicable here. Mr. Madison was one of the chief oppositions in the Virginia General Assembly of A Bill Establishing a Provision for Teachers of the Christian Religion. The monies raised by the taxing subdivision of that measure were to be appropriated by the Vestries, Elders, or Directors of each spiritual society, aˆÂ ¦ to a proviso for a Minister or Teacher [ 248 ] of the Gospel of their denomination, or the providing topographic points of Godhead worship, and to none other usage whatsoever aˆÂ ¦ . The conclusive legislative battle over this act took topographic point in the autumn of 1785 before the acceptance of the Bill of Rights. The Remonstrance had been issued before the General Assembly convened and was instrumental in the concluding licking of the act which died in commission. Throughout the Remonstrance, Mr. Madison speaks of the estab lishment sought to be effected by the act. It is clear from its historical scene and its linguistic communication that the Remonstrance was a protest against an attempt by Virginia to back up Christian religious orders by revenue enhancement. Issues similar to those raised by the instant instance were non discussed. Therefore, Mr. Madison s blessing of Mr. Jefferson s study as Rector gives, in my sentiment, a clearer indicant of his positions on the constitutionality of spiritual instruction in public schools than his general statements on a different topic. This Court summarized the amendment s recognized range into the spiritual field, as I understand its range, in Everson v. Board of Education. The Court s sentiment quotes the effect of the Court s logical thinking in Everson. I agree as at that place stated that none of our governmental entities can set up a church. I agree that they can non aid all or any faiths or prefer one over another. But aid must be understood as a purposeful aid straight to the church itself or to some spiritual group or organisation making spiritual work of such a character that it may reasonably be said to be executing ecclesiastical maps. Prefer must give an advantage to one over another. I agree that students can non be released in portion from their legal responsibility of school attending upon status that they attend spiritual categories. But as Illinois has held that it is within the discretion of the School Board to allow absence from school for spiritual instruc- [ 249 ] tion no legal responsi bility of school attending is violated. If the sentence in the first sentiment, refering the students release from legal responsibility, is intended to intend that the Constitution forbids a school to pardon a student from secular control during school hours to go to voluntarily a category in spiritual instruction, whether in or out of school edifices, I disagree. Of class, no revenue enhancement can be levied to back up organisations intended to Teach or pattern faith. I agree excessively that the province can non act upon one toward faith against his will or penalize him for his beliefs. Champaign s spiritual instruction class does none of these things. It seems clear to me that the aid referred to by the Court in the Everson instance could non hold been those incidental advantages that spiritual organic structures, with other groups likewise situated, obtain as a by- merchandise of organized society. This explains the well-known fact that all churches receive aid from authorities in the signifier of freedom from revenue enhancement. The Everson determination itself justified the transit of kids to church schools by New Jersey for safety grounds. . . . [ 253 ] The patterns of the federal authorities offer many illustrations of this [ voluntary and educational ] sort of aid by the province to faith. The Congress of the United States has a chaplain for each House who daily invokes godly approvals and counsel for [ 254 ] the proceedings. The armed forces have commissioned chaplains from early yearss. They conduct the populace services in conformity with the liturgical demands of their several religions, ashore and afloat, using for the purpose belongings belonging to the United States and dedicated to the services of faith. Under the Servicemen s Readjustment Act of 1944, eligible veterans may have preparation at authorities disbursal for the ministry in denominational schools. The schools of the District of Columbia have opening exercisings which include a reading from the Bible without note or remark, and the Lord s supplication. In the United States Naval Academy and the United States Military Academy, schools entirely supported and wholly controlled by the federal authorities, there are a figure of spiritual activities. Chaplains are attached to both schools. Attendance at church services on Sunday is compulsory at both Military and Naval Academies. At West Point the Protestant services are [ 255 ] held in the Cadet Chapel, the Catholic in the Catholic Chapel, and the Judaic in the Old Cadet Chapel ; at Annapolis merely Protestant services are held on the reserve, midshipmen of other spiritual persuasions attend the churches of the metropolis of Annapolis. These facts indicate that both schools since their earliest beginnings have maintained and enforced a form of engagement in formal worship. With the general statements in the sentiments refering the constitutional demand that the state and the provinces, by virtuousness of the First and Fourteenth Amendments, may make no jurisprudence esteeming an constitution of faith, I am in understanding. But, in the visible radiation of the significance given to those words by the case in points, imposts, and patterns which I have detailed above, I can non hold with the Court s decision that when students compelled by jurisprudence to travel to school for secular instruction are released from school so as to go to the spiritual categories, churches are unconstitutionally aided. Whatever may be the wisdom of the agreement as to the usage of the school edifices made with The Champaign Council of Religious Education, it is clear to me that past pattern shows such cooperation between the schools and a non-ecclesiastical organic structure is non fo

11 Easy Meal Ideas for College Students

11 Easy Meal Ideas for College Students Cooking in college presents a challenge to even the smartest student. These ideas and recipes can quickly- and cheaply- transform a lackluster meal or snack option into something much more exciting (and delicious!). Breakfast Ideas 1. Spruced-Up Bagels Grab some bagels and cream cheese, slice a tomato (save the rest for later) and pour yourself some fresh orange juice to create a quick and energizing meal. 2. Quick Pancakes Dont have a lot of time, supplies (like eggs, milk, and flour), or cooking tools? Grab a container of Bisquick Shake n Pour, add water, pour into a frying pan, and voila ... hot, steamy pancakes! Dont forget to bring the syrup. 3. Blueberry Pancakes in Disguise Krusteaz makes a pretty decent- and usually pretty low-priced- Wild Blueberry Muffin Mix. (Its in a box, usually on the same aisle as the flour.) However, thanks to a recipe on the back of the carton, you can quickly turn it into blueberry pancakes. 4. Egg Sandwich to Go Crack an egg into a coffee mug, sprinkle in some cheese and beat it with a fork. Microwave for 45 seconds, then scoop the cooked egg onto an English muffin (toasted, if you can). Youre out the door with a filling sandwich in hand in less than 5 minutes! Just make sure you rinse out the mug before the egg is permanently caked on. Lunch andDinner Ideas 5. Macaroni and Cheese With multiple, easy-to-make options available, theres no reason why you cant enjoy a dish of mac and cheese now and then. You can add ingredients yourself and cook it on the stove top, or you can buy the simple stuff that just requires you add water and microwave it. Add some veggies on top to up the nutritional value. 6. Simple Bread and Cheese Grab a small baguette, a chunk of your favorite cheese and something nice to drink. This makes a great snack or small meal and is easy to eat while studying. Add salami if youre extra hungry or a dollop of jam if you want to sweeten it. 7. Grilled Cheese and Tomato Soup If you have a stove or toaster oven, making grilled cheese is about as easy as it gets when it comes to comfort food. Melt some butter in a frying pan to crisp both sides of the bread, then add some cheese between the slices. Heat up tomato soup on the stove or in the microwave to complete this classic meal. 8. Microwave Quesadillas Grab some tortillas and shredded cheese, and pop em in the microwave. In under two minutes, youve got a delicious snack that leaves very little mess behind. 9. Roasted Veggies Anything If you have an oven, chop up some of your favorite vegetables, toss them in olive oil, add salt and pepper and roast them at 375 degrees Fahrenheit for 45 to 60 minutes. Broccoli, cauliflower, tomatoes, onions, and carrots make a good mix. You can use them in a different dish every day: roasted veggie burritos, roasted veggies over rice, roasted veggie pizza, roasted veggie pasta or roasted veggie panini. You can do a lot with them, and they keep in the fridge for about a week. Desserts 10. Fruit and Yogurt Parfait Its pretty self-explanatory: Add fresh (or thawed frozen) fruit to a cup of yogurt, top with your favorite granola and voila- a healthy-ish dessert. 11. Mug Cake You can find all sorts of recipes online, but heres the gist: Put together all the ingredients you need to make a cake in a microwave-safe coffee mug, microwave them for about 2 minutes, then let your creation cool for 30 seconds before adding toppings or diving in.

Breastfeeding and Population Assignment Example | Topics and Well Written Essays - 750 words - 47

Breastfeeding and Population - Assignment Example The mother also loses the protection against the development of ovarian and breast cancer that breastfeeding can give, in a later life. Most recent studies have illustrated breast and ovarian cancer as the greatest population detriments to the female population. There are a number of strategies, which are used to encourage mothers to breastfeed their children. For example, lactation amenorrhea, which relates to natural post-partum fertility that occurs when a woman is not menstruating, is one of the strategies employed to encourage mothers to breastfeed their newborns. Through this, breastfeeding is regarded as a population control technique where women, in the underdeveloped countries, are considerably advised to breastfeed for six months exclusively, by their government and other non-governmental organizations. Most mothers also have different myths associated with pregnancy especially in the rural settings. For example, breastfeeding cannot be relied upon to prevent pregnancy, which evidently is not the case because various scientific studies and experiments have proven this undoubtedly true. Mothers, therefore, are always advised to breastfeed their children exclusively through certain accurate criteria to give perfect results. In many high-income countries, like Australia, women do not exclusively breastfeed infants for the required period of six months as stipulated by the World Health Organization. In many cases, they tend to prefer an early gradual introduction of other forms of nutrition like the infant formulas due to job pre-occupation hence no time for the baby.