Critical thinking | Analysis

Critical thinking | Analysis Critical thinking Nowadays, critical thinking is an interest, important and vital topic in whole modern educations. Modern Education meant that all education tailored to the needs of this age because Modern education is a tool used to learn how to survive in this era. Because of that, all educators are interested to teach their students to think critically. Many academic of departments hope that the teacher, lecturers, professors and instructors will be teaching an information about the strategies of critical thinking skills and identifying areas in persons as a great place to emphasize, to develop, to improve and to use some of the problems in the tests or exams that test their critical thinking skills. The purpose of this paper is to explain the definition, the way to master, the advantages, and all about critical thinking. Manuals of critical thinking and all information have been prepared and provided shortly and clearly so that the reader will have the time and opportunity to read and follow the advice that contained in this paper and help other peoples to achieve the goal of this paper. The explanations will be emphasized in student life. DEFINITION Ennis (in the Costa, 1985) introduced critical thinking as reflective thinking that is focused on making decisions about what is believed or done. Critical thinking actually is the ability and willingness to assess claims and make objective assessments based on well-supported reasons. This is the ability to find defects in the arguments and reject the claim that doesnt have supporting evidence. However, critical thinking isnt just same as negative thinking, it also encourages the ability to be creative and constructive to generate possible explanations for the findings, think about the implications, and apply new knowledge to the variety of social and personal problems. In truth critical thinking cannot completely separate from the creative thinking, because it is only when you question what is that you can begin to imagine what could. (Wade and Tavris, pp.4-5) The best meaning of critical thinking is as the ability of thinkers to take over their own thoughts. The specific purpose of teaching this critical thinking in science or in other discipline is to improve the skills of someones thinking for better prepared to succeed in the world.And then the critical thinker is someone who can use or even master critical thinking. They can think critically and creatively, to distinguish between facts and opinions, ask questions, make detailed observations, uncovering assumptions and define their terms, and make statements based on logic sound and solid evidence. The ideal critical thinker has a sense of great curiosity, Actual, his reason can be trusted, open minded, flexible, balanced in the evaluation, honest in facing personal prejudices, be careful in making decisions, willing to reconsider, the issue of transparency, smart in finding relevant information, reasonable in choosing the criteria, the focus in inquiry, and persistent in seeking discovery. In the form of simple, critical thinking is based on the values of the universal intellectual, namely: clarity, accur acy, precision (precision), consistency, relevance, the facts are reliable, for reasons good, deep, broad, and according to (Scriven and Paul, 2007). CHARACTERISTICS OF CRITICAL THINKER To find the people who have the ability of critical thinking, there are 27 characteristics of critical thinking developed by Ennis (in Costa, 1985), namely: (1) They are looking for a clear question and a question of theory;(2) they are looking for a reason; (3) they are trying to be an Actual; (4) they are using the resources that can be trusted and express; (5) they explain the entire situation; (6) they are trying to stay relevant with the main idea; (7) they are keeping the basic and original idea in the mind;(8) they are looking for an alternative; (9) they are open-minded; (10) they are taking a position (and change the position) when the evidence and possible reasons to do so; (11) they are searching for documents with precision; (12) they agreed in an orderly manner with the parts of the whole complex; (13) they are sensitive to the feelings, knowledge, and intelligence of others; (14) they ask relevant questions; (15) they may admit a lack of understanding or information; (16) they are curious; (17) they are interested in finding new solutions; (18) they can clearly; (19) they define a set of criteria for analyzing ideas; (20) t hey are willing to examine beliefs, assumptions, and opinions and consider them against the facts; (21) they are listening carefully to others and is; (9) they are able to provide feedback; (22) they see that Critical thinking is a lifelong process of self assessment; (23) they suspend judgments until all the facts have been gathered and considered; (24) they find evidence to support assumptions and beliefs; (25) they can adjust opinions when new facts are discovered; (26) they examined the problem closely; (27) they are able to reject information that is untrue or irrelevant.[1] In addition, there are 12 indicators of critical thinking skills that are divided into five major groups below: (1) Provides a simple explanation: a) focus on the question, b) analyze the arguments, c) asking and answering of an explanation or challenge; (2) build basic skills: d) to consider the credibility of the source, e) observed and considered a report of observations; (3)concluded: f) deduce and consider the results of deduction, g) induces and consider the results of induction, h) to make and determine the value of the consideration; (4) further explanation: i) define the term and consider the definition, j) identifying assumptions; (5) setting the strategy and tactics: k) determines the action, l) to interact with others. ASPECTS OF CRITICAL THINKING Critical thinking is a manner that can influence people. That influence is called Aspects of Critical thinking and that aspects are divided by the critical thinking process which has five phases. A full cycle of critical thinking, as described below, usually leads to another triggering event and another journey through the critical thinking process. New assumptions may be challenged, new information gathered and new approaches developed. As they pass through these phases, critical thinkers will engage the four components of critical thinking. At every point they identify and challenge old assumptions, analyze context, look for bias and seek alternatives. These phases lay as follow: Phase 1: Trigger Event. Most people are motivated to start thinking critically by some kind of external event or ideal. This is usually unexpected and causes some kind of inner discomfort or confusion. Trigger events can be both positive and negative. Phase 2: Appraisal. After the triggering event, an uncomfortable period of doubt may follow. This phase can involve an attempt to make light of a concern. Others may keep worrying through this stage, and decide they need to find another approach to dealing with the issue. Phase 3: Exploration. In this phase, people accept that they are moving toward some kind of change or transformation. They ask questions, develop options and make discoveries. They find out about other people who are dealing with similar things. They gather more information. Phase 4: Finding Alternatives. This phase can also be called the transition stage when old ideas are either left behind, or clarified, and new ways of thinking or acting are started. Decisions are made about how far change should go, and how fast. Phase 5: Integration. This phase involves finding ways to fit new ideas and information into everyday lives. In some cases this means making major changes. In other cases, it means confirming the old ideas. STAGES OF CRITICAL THINKER Critical thinking skill also has stages. These stages is a phase that Critical thinker will master the skills. There are 6 stages of Critical thinking laid out are as follows: Stage One: The Unreflective Thinker. Unreflective thinkers most are unaware of the role of determining that the thinking is to play in their lives and the many ways in thinking that the problems that caused the problem in their lives. Unreflective thinkers lack the ability to explicitly assess their thinking and improve it. Stage Two: The Challenged Thinker. Thinkers move to the â€Å"challenged† stage when they become initially aware of the determining role that thinking is playing in their lives, and of the fact that problems in their thinking are causing them serious and significant problems. Stage Three: The Beginning Thinker. Those who move to the beginning thinker stage are actively taking up the challenge to begin to take explicit command of their thinking across multiple domains of their lives. Thinkers at this stage recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it. Based on this initial understanding, beginning thinkers begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, they hence their efforts are hit and miss. Stage Four: The Practicing Thinker. Thinkers at this stage have a sense of the habits they need to develop to take charge of their thinking. They are not only recognizing that problems exist in their thinking, but they are also recognizing the need to attack these problems globally and systematically. Based on their sense of the need to practice regularly, they are actively analyzing their thinking in a number of domains. However, since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking. Principal Challenge is to begin to develop awareness of the need for systematic practice in thinking. Stage Five: The Advanced Thinker. Thinkers at this stage have now established good habits of thought which are â€Å"paying off.† Based on these habits, advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way. Stage Six: The Master Thinker. Master thinkers not only have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive. As Piaget would put it, they regularly raise their thinking to the level of conscious realization. Through extensive experience and practice in engaging in self-assessment, master thinkers are not only actively analyzing their thinking in all the significant domains of their lives, but are also continually developing new insights into problems at deeper levels of thought. Master thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature. TYPES OF CRITICAL THINKING SKILLS As explained before, critical thinking is a process of thinking about an idea or ideas in a methodical way and from a variety of angles. One method of thinking critically involves a series of questions to be applied to the idea under consideration. These questions can be broken down into three categories: (1) Questions which help us observe a text; (2) Questions which help us evaluate the text; (3) Questions which help us respond to and use (or apply) the text critically. First skill: Observation skills. Observation skills are the skill of someone to observe the case with given question. The question of observation can be divided into a two subcategories: (1) Those relating to the immediately sated assertion, reasoning, evidence, and conclusion; (2) Those relation to the derived meaning for the reader. Observational questioning includes the personal response of the reader since the reader constructs and in therefore part of the text. Here are some observation-based questions, those which help us identify the assertions, line of reasoning, and systematic explanations: 1. What are the meanings of the special terms in this text? 2. What is the point of the text, namely the authors conclusion (thesis)? 3. What evidence does the author give? 4. What is the actual path of reasoning offered? Second skill: Evaluation Skills. Evaluation Skills is evaluating the stated text in relation to the history of its ideas and imbedded beliefs and looking at contextual elements such as the method of gathering, evidence, the mode of presentation, the assumption behind the logic of the reasoning, and the events which led to the methods, presentational form, and assumptions. In other words, in evaluation questions, we historicize the stated text. Here are some examples of evaluation skill questions: 1. Are the meanings of the special terms ambiguous in any way? How so? 2. Does the evidence make sense? Why or why not? 3. Does evidence match the conclusions? If not, what might explain the mismatch? 4. Does the reasoning lead well from assertion through evidence to conclusion or are there gaps in the sequencing or ambiguity in the language? 5. What other conclusions might be drawn? 6. What other evidence might be brought to bear on the reasoning? 7. What other assertions might have been made? 8. Why might the author have left out evidence which changes the meaning of the text? Third skill: Critical Response and Application skills. To further reveal the mosaic of idea, evidence, and intention, the critical thinker will usually include him/her in some way part of the context, using a third set of questions. The following response/application questions lead to a critical understanding of the readers relationship to a text: 1. What is it about this text that interests me? 2. Did I agree or disagree strongly with the author any time during the course of reading the text? What is the precise language I disagree with? 3. Does the idea under consideration relate in any way to my own life or lives of people I know? How so? 4. Why I am interested in this text? 5. Is there something I might gain or lose by accepting the conclusion of the author? What is the gain or loss? 6. Do the values and beliefs of the author appear to match my own? If not, is this mismatch responsible for my judgment of the idea? The response/application questions, like evaluation questions, are â€Å"why† questions. They dig into the casual factors shaping ideas, evidence, methods, and presentational forms of thought. As such, they are the foundation of thoughtful critique and argumentation. HOW TO BE A GOOD CRITICAL THINKER Furthermore, the next topic is the way to be a good critical thinker. Here are the steps that can be followed by someone who wants to be critical thinkers. The questions related to each other following allows people to evaluate their own thoughts and ideas of others. If people use these questions with organized to assess their thoughts on various topics or evaluate ideas they find in articles, books, conversations and other places, they will come to the conclusion that an independent and credible. By using these questions on a regular basis, people learn to examine assumptions, facing prejudice, recognize different points of view, considering the meaning of the word, noting the implications of the conclusions and evaluate evidence.Each person can learn to think critically because the human brain is constantly trying to understand the experience. In continuing quest for meaning, the brain connects abstract ideas with real-world context.The following steps are presented in the form of a question. Because by answering questions, people involved in mental activities that they need to obtain a deep understanding. These questions are presented in the order thoroughly examine each problem, issue, project, or the decisions faced by the people especially the students in the face of learning in the classroom or personal experience.The steps of critical thinking are as follows: Ask questions; be willing to wonder. Always be on the lookout for questions that have not been answered in the textbooks, by the experts in the field or by the media. Be willing to ask whats wrong here? and/or Why is this way it is, and how did it come to be that way? Define the problem. An inadequate formulation of question can produce misleading or incomplete answers. Ask neutral questions that dont presuppose answers. Examine the evidence. Ask yourself, What evidence supports or refutes this argument and its opposition? Just because many people believe, including so-called experts, it doesnt make it so. Analyze assumptions and biases. All of us are subject to biases, beliefs that prevent us from being impartial. Evaluate the assumptions and biases that lie behind arguments, including your own. Avoid emotional reasoning: If I feel this way, it must be true. Passionate commitment to a view can motivate a person to think boldly without fear of what others will say, but when gut feelings replace clear thinking, the results can be disastrous. Dont oversimplify. Look beyond the obvious, rest easy generalizations, reject either/or thinking. Dont argue by anecdote. Consider other interpretations. Formulate hypotheses that offer reasonable explanations of characteristics, behavior, and events. Tolerate uncertainty. Sometimes the evidence merely allows us to draw tentative conclusions. Dont be afraid to say I dont know. Dont demand the answer. REQUIREMENTS TO BE A CRITICAL THINKER If there is a way, there is also a requirement. This matter also occurred in Critical thinking. These are 16 requirements to be Critical Thinker that must be fulfilled to reach the goal: (1) state and explain goals and purposes; (2) clarify the questions they need to answer and the problems they need to solve; (3) gather and organize information and data; (4) explicitly assess the meaning and significance of information you give them; (5) demonstrate that they understand concepts; (6) identify assumptions;( 7) consider implications and consequences; (8) examine things from more than one point of view; (9) state what they say clearly; (10) test and check for accuracy; (11) stick to questions, issues, or problems; and not wander in their thinking; (12) express themselves precisely and exactly; (13) deal with complexities in problems and issues; (14) consider the point of view of others (15) express their thinking logically; (16) Distinguish significant matters from insignificant ones.[2] APPLYING CRITICAL THINKING In peoples life there are many types of Critical thinking can be applied, but in this explanation will be focused just on two Applications. They are Application Critical thinking in Reading and American History. Apply to Reading (Critical Reading). One alternative to increase students critical thinking skills is to become familiar with critical reading. Habituation is not only done by teachers or Lecturers language (more specifically the faculty to read) but also by all teachers of all disciplines. Is not the modern learning process, in the field / discipline of any kind, theres always reading.There are equal parts between the activities of critical thinking with reading activities. Both require the brain works. The core activities of critical thinking are the use of reason in judging the truth of something. Similarly, reading activities, in which there is a process of reasoning to understand the meaning of written symbols. Thus, the process of learning and habituation to read is essentially a process of learning and habituation to think too. One type of reading activity in which obviously requires the ability to think critically is a critical reading. Critical Reading is the ability and willingness to assess claims and make objective assessments based on well-supported reason in the reading. These seven critical reading strategies can be learned readily and then applied not only to reading selections in a Literature class, but also to your other college reading. Mastering these strategies will help to handle difficult material with confidence. Annotating. Annotating is an important skill to employ if you want to read critically. Successful critical readers read with a pencil in their hand, making notes in the text as they read. Instead of reading passively, they create an active relationship with what they are reading by talking back to the text in its margins. And annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following: (1) Make a brief comments in the margins. Use any white space available inside cover, random blank pages; (2) make brief comments between or within lines of the text. Do not be afraid to mark within the text itself; (3) circle or put boxes, triangles, or clouds around words or phrases; (4) use abbreviations or symbols brackets, stars, exclamation points, question marks, numbers, etc; (5)Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows; (6) underline (CAUTION: Use this method sparingly). Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets; (7) highlight See underline. You cannot write with a highlighter anyway; (8) create your own code. (9) Use post-it notes only if you have exhausted all available space (unlikely). Previewing. Previewing is learning about a text before really reading it. Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation. Previewing is especially useful for getting a general idea of heavy reading like long magazine or newspaper articles, business reports, and non-fiction books.It can give you as much as half the comprehension in as little as on tenth the time. For example, you should be able to preview eight or ten 100-page reports in an hour. After previewing, youll be able to decide which reports (or which parts of which reports) are worth a closer look.Heres how to preview: Read the entire first two paragraphs of whatever youve chosen. Next read only the first sentence of each successive paragraph. Then read the entire last two paragraphs.Previewing doesnt give you all the details. But it does keep you from spending time on things you dont really want-or need-to read.Notice that the previewing gives you a quick, overall view of long, unfamiliar material. For short, light reading, theres a better technique. Contextualizing. The contextualizing is the way to placing a text in its historical, biographical, and cultural contexts. When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text. Questioning. Questioning is about understanding and remembering by asking questions about the content. Questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph. Reflecting. It means that reflecting on challenges to your beliefs and values by examining your personal responses. The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. The steps are bellow: (1) As you read a text for the first time, mark an X in the margin at each point where you fell a personal challenge to your attitudes, beliefs, or status. (2) Make a brief note in the margin about what you feel or about what in the text created the challenge. (3) Now look again at the places you marked in the text where you felt personally challenged. (4) Then check the patterns that you see. Outlining and summarizing. Outlining and summarizing is identifying the main ideas and restating them in your own words. Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selections main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, dont use the texts exact words. Summarizing. Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again in your own words and in a condensed form shows how reading critically can lead to deeper understanding of any text. Evaluating an argument. Evaluating an argument means testing the logic of a text as well as its credibility and emotional impact. All writers make assertions that want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion an idea, an opinion, a judgment, or a point of view that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent w ith one another. Comparing and contrasting related readings. Comparing and contrasting related readings means Exploring likenesses and differences between texts to understand them better. Many of the authors on the subject of thinking critically approach the topic in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did. Apply to American History. Being able to distinguish between a statement of fact, an opinion or an inference is an important skill to critical thinking. It involves knowing what can be proven directly, what is a legitimate implication derived from the facts, and what is fair to conclude from the historical record. Historians typically interweave statements of fact, inferences they derive from the facts, and statements of their own opinion into a seamless historical narrative. Critical thinkers must be able to distinguish among these three types of communication. (1) FACT: reports information that can be directly observed or can be verified or checked for accuracy. (2) OPINION: expresses an evaluation based on a personal judgment or belief which may or may not be verifiable. (3) INFERENCE: a logical conclusion or a legitimate implication based on factual information. Generally, facts are constants in historical study. But a compendium of facts is inevitably incomplete and deathly dull to read. Historians construct history by closing the gaps in their knowledge about the past, enlarge our under- standing, and enliven their narrative by drawing logical inferences from their assembled facts. Often, they then use their expertise to arrive at a considered judgment about the wisdom or significance of past decisions and events. ADVANTAGES BECOME CRITICAL THINKER Each good manner must have its advantages. If people have succeeded mastering Critical Thinker, he/she will get big advantages. Many advantages that they can get, ten of them is: (1) They will learn content at a deeper and more permanent level; (2) They will be are better able to explain and apply what they learn; (2) They will be better able to connect what they are learning in one class with what they are learning in other classes; (3) They will ask more and better questions in class; (4)They will understand the textbook better; (5) They will follow directions better; (6)of course, they will understand more of what you present in class; (7) They will write better; (8) They will apply more of what they are learning to their everyday life; (9)They will become more motivated learners in general; (10) They will become progressively easier to teach. Advantages in education Some research in education was indicated that critical thinking can prepare students to think in different disciplines, and can be used to fulfill the intellectual needs and development of potential students, because it can prepare students for careers in real lives (Liliasari, 1996; Adams, 2003). Furthermore, Chiras (1992, in Kurniati, 2001) explains that critical thinking that is learned in science class also affects the lives of students long after they leave their formal education by providing a tool where they can analyze a large number of issues they will face in their daily lives days. Unfortunately, the education system does not teach how to think. Education system more focused on delivering information rather than developing the ability to think. And yet the information into knowledge to analy

A Technical Analysis of Ergonomics and Human Factors in Modern Flight D

I. Introduction Since the dawn of the aviation era, cockpit design has become increasingly complicated owing to the advent of new technologies enabling aircraft to fly farther and faster more efficiently than ever before. With greater workloads imposed on pilots as fleets modernize, the reality of he or she exceeding the workload limit has become manifest. Because of the unpredictable nature of man, this problem is impossible to eliminate completely. However, the instances of occurrence can be drastically reduced by examining the nature of man, how he operates in the cockpit, and what must be done by engineers to design a system in which man and machine are ideally interfaced. The latter point involves an in-depth analysis of system design with an emphasis on human factors, biomechanics, cockpit controls, and display systems. By analyzing these components of cockpit design, and determining which variables of each will yield the lowest errors, a system can be designed in which the Liveware-Hardware interface can promote safety and reduce mishap frequency. II. The History Of Human Factors in Cockpit Design The history of cockpit design can be traced as far back as the first balloon flights, where a barometer was used to measure altitude. The Wright brothers incorporated a string attached to the aircraft to indicate slips and skids (Hawkins, 241). However, the first real efforts towards human factors implementation in cockpit design began in the early 1930's. During this time, the United States Postal Service began flying aircraft in all-weather missions (Kane, 4:9). The greater reliance on instrumentation raised the question of where to put each display and control. However, not much attention was being focused on this area as engineers cared more about getting the instrument in the cockpit, than about how it would interface with the pilot (Sanders & McCormick, 739). In the mid- to late 1930's, the development of the first gyroscopic instruments forced engineers to make their first major human factors-related decision. Rudimentary situation indicators raised concern about whether the displays should reflect the view as seen from inside the cockpit, having the horizon move behind a fixed miniature airplane, or as it would be seen from outside the aircraft. Until the end of World War I, aircraft were manufactured .. ...anifest. The discussion of biomechanics in chapter three was purposely broad, because it is such a wide and diverse field. The concepts touched upon indicate the areas of concern that a designer must address before creating a cockpit that is ergonomically friendly in the physical sense. Controls and displays hold a little more relevance, because they are the fundamental control and feedback devices involved in controlling the aircraft. These were discussed in greater detail because many of those concepts never reach the conscious mind of the operator. Although awareness of these factors is not critical to safe aircraft operation, they do play a vital role in the subconscious mind of the pilot during critical operational phases under high stress. Because of the unpredictable nature of man, it would be foolish to assume a zero tolerance environment to potential errors like these, but further investigation into the design process, biomechanics, control and display devices may yield greater insight as far as causal factors is concerned. Armed with this knowledge, engineers can set out to build aircraft not only to transport people and material, but also to save lives.

Albert Einstein :: essays research papers

“The search for truth is more precious than its possession'; Albert Einstein, also known as “The Father of The Nuclear Age,'; perhaps one of the most brilliant minds ever to exist was a very quiet man. “Einstein’s Theory of Relativity revolutionized scientific brought with new conceptions of time, space, mass, motion, and gravitation'; (Unknown, World Book Inc.)   Ã‚  Ã‚  Ã‚  Ã‚   Albert Einstein contributed more than any other scientist to the modern vision of physical reality. His theory of relativity is held as human thought of the highest quality. (http://www-history.mcs.st-andrews.ac.uk/history/Mathematicians/Einstein.html) Interested in human affairs and was one of the first supporters of a World Government, and had great compassion for people who were politically oppressed or economically oppressed. He was also fond of classical music, and was a great player of the violin. He was born to Hermann and Paulina Koch Einstein on March 14, 1879 in Ulm, Wà ¼rttemberg Germany. As a young boy at the age of five his father Hermann, showed him a little pocket compass. Einstein was deeply impressed by the mysterious behavior of the compass, because it always pointed at the same direction no matter what direction he was holding the compass itself. He later said “something deeply hidden had to be behind things.'; He attended public school in Munich, Germany and also in Aarau, Switzerland. Later Einstein Studied mathematics and physics at the Swiss Polytechnic institute in Zurich. From 1902 until 1909, Einstein worked as an examiner at the Swiss Patent Office in Bern. This job gave him much time for scientifi c research. Einstein became a Swiss Citizen in 1905. In 1933 while visiting the U.S. and England, Nazi Germany took seize of Einstein’s property and deprived his of his citizenship. Einstein on the other hand had been invited to study at Princeton, NJ at the Institute for Advanced Study. Einstein gladly accepted the invitation and lived there until his death in 1955. His influential letter to President Roosevelt on August 2, 1939 started the Manhattan Project and through this project, without his influence many more Allied Power lives would have been lost in WWII   Ã‚  Ã‚  Ã‚  Ã‚  Albert Einstein’s study of Physics and Mathematics was ingenious. Although I do not know much about the great mathematicians of the 20th century, I feel as if Albert Einstein contributed most to modern math than any other modern mathematician that I know of. His study of Physics and the progress he made in the understanding of physics gave him world-renowned attention.

Eating disorders: a problem Essay

Eating disorders are a world-wide problem. There are many types of eating disorders. There are programs out there to help people with eating disorders. With so many types we must understand the differences by looking at each type, how it affects teenagers, and what influence the media has on this issue. Eating disorders come in many different types. One of these is anorexia. Anorexia is a serious disease which causes a severe lack of eating. The proper name is anorexia nervosa.  Anorexia nervosa causes people to lose more weight than is considered healthy for their age and height. Persons with this disorder may have an intense fear of weight gain, even when they are underweight. They may diet or exercise too much or use other ways to lose weight. Their self-esteem is usually overly related to body image. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001401/) Anorexia nervosa has many warning signs that can tell someone if they have a problem. Someone may refuse to eat certain foods/food categories and deny their hunger all together. A person may develop â€Å"food rituals† in which they arrange foods in a certain way, excessively chew, eat in a certain order, etc†¦ One may withdraw themselves from their friends, family, or society. They may frequently make a comment about being â€Å"fat† or â€Å"overweight† despite their weight loss. (http://www.nationaleatingdisorders.org/anorexia-nervosa) Another type of eating disorder is bulimia nervosa. Bulimia is an illness in which a person binges on food or has regular episodes of overeating and feels a loss of control. The person then uses different methods — such as vomiting or abusing laxatives — to prevent weight gain. Many (but not all) people with bulimia also have anorexia nervosa. The purging of food usually  brings a sense of relief. ( http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001381/) One form of an eating disorder is binge eating. Binge eating is an eating disorder in which a person eats a much larger amount of food in a shorter period of time than he or she normally would. During binge eating, the person also feels a loss of control. Some causes of binge eating include genes, such as having close relatives who also have an eating disorder. Depression or other emotions, such as feeling upset or stressed. Unhealthy dieting, such as not eating enough nutritious food or skipping meals. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some symptoms of binge eating are, eating large amounts of food in a short period, for example, every 2 hours. A person is not able to control overeating, for example is unable to stop eating or control the amount of food. A person may keep eating even when full (gorging) or until uncomfortably full. Sometimes a person feels guilty, disgusted, ashamed, or depressed after eating so much. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some treatment can be done for people with a binge eating problem. The goals are to lessen and then be able to stop the bingeing incidents. Be able to get to and stay at a healthy weight. Get treated for any emotional problems, including overcoming feelings and managing situations that trigger binge eating. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/)

In the play “Twelfth Night” Shakespeare bases the plot around a variety of different themes

In the play ‘Twelfth Night', Shakespeare bases the plot around a variety of different themes. The themes of disguise, music, loss and death are subtly introduced, however, the main theme of love is dramatically introduced by Orsino's first line; ‘If music be the food of love play on'. As well as using a variety of themes, ‘Twelfth Night' incorporates the different kinds of love that can have an effect on people. These types of love range from brotherly love to instantaneous love and from unrequited love to impossible love. The use of the theme of love enables almost everybody to relate to events in the play. Love evokes a number of emotions and is a main ingredient, which brings comedy into the play. In Act 1:1 we see Olivia's reaction to the death of her brother. Olivia takes grieving very seriously; ‘†¦she hath abjured herself from the sight and company of men', and takes a vow of chastity. She plans to mourn her brother for seven years and she hides herself from the world; ‘But like a cloisters she will veilà ¯Ã‚ ¿Ã‚ ½d walk'. Olivia chooses to dwell on her loss and her strict mourning period could be seen as selfish as life must go on. However, Olivia uses her brother's death to shut herself away from life. In Act 1:5 Feste tries to prove Olivia a fool for taking her mourning period to such an extent. Feste cleverly tells Olivia that her brother's soul is in hell. She protests and insists that his soul is in heaven; Feste then uses his quick-witted nature and says; ‘The more fool madonna, to mourn for your brother's soul being in heaven†¦' Another example of brotherly love is shown when we meet Viola after the shipwreck in Act 1:2. She too ‘suffers the loss' of a beloved brother but unlike Olivia, Viola takes decisive action following his apparent death. She reacts sensibly and practically to a traumatic situation. She desperately wants her brother to be alive; ‘O my poor brother! And so perchance may he be!'. However she realises that she must react calmly and productively to get by in life; ‘I'll serve this Duke†¦.'. Viola's love for Sebastian makes her determined and persistent to carry on. In Act 2:1 we see Sebastian's caring nature and his mourning for his sister; ‘She is drownà ¯Ã‚ ¿Ã‚ ½d already, sir, with salt water though I seem to drown her remembrance again with more'. Sebastian shows intense feelings of love and the desire to be reunited with his sister. When he sees Viola dressed as Cesario, he says if she were a woman; ‘I should let tears fall upon your cheek, And say, ‘Thrice welcome, drownà ¯Ã‚ ¿Ã‚ ½d Viola'. Viola's determination and Sebastian's deeply affectionate feelings towards his sister depict the closeness between he siblings. Instantaneous love is the most frequent type of love experienced by the characters throughout the play. In Act 1:1 we learn how Orsino fell in love with Olivia from a distance; ‘When mine eyes did first see Olivia first, me thought she purged the air of pestilence'. This sighting of Olivia puts Orsino in a melodramatic, melancholy, lovesick mood. These feelings, however, start to eat away at him. Here he uses food imagery, ‘If music be the food of love play on' and also shows his changeable fickle character when he says, ‘Enough; no more. ‘Tis not so sweet now as it was before.' This could also mean that if he has too much of a good thing, i.e. love, he will become sick of it and stop loving Olivia. Orsino can't express his feelings for Olivia and it is not long before we find that Olivia is actually in love with Viola/Cesario. We know that this is instantaneous love because Viola is dressed as a man, and she has fallen for his appearance. It is evident that Olivia likes Viola/Cesario because she takes off her veil, ‘†¦in the sight and company' of a ‘man', when he/she comes to woo her for Orsino. She tells Viola/Cesario that she cannot love Orsino and says, ‘Let him no more-unless you come to me again.' Here she tells Orsino to stop wooing her, unless he is to send Viola/Cesario to do so. Olivia does not comprehend how it is possible to fall in love so quickly; ‘Even so quickly may one catch the plague?'. ‘To creep in at mine eyes' could also indicate love at first sight. Desperate to see Viola/Cesario again, Olivia sends Malvolio after the youth, telling him; ‘He left this ring behind him'. It is in Act 2:2when Malvolio confronts Viola with the ring, Viola realises that Olivia loves her; ‘She loves me sure; the cunning of her passion, Invites me in this churlish messenger.' Instantaneous love is also introduced when Olivia and Sebastian meet, when she tries to prevent Sir Toby from drawing sword on whom she believes to be Cesario. Sebastian immediately falls in love with Olivia; ‘If it be thus a dream, still let me sleep!' and despite her calling him Cesario, agrees to marry her. Although Orsino loves Olivia for her outward appearance he also falls for Cesario's inner character. He appreciates Viola/Cersario's trustworthy character and after only a short period of time a strong bond ahs between the two; ‘I have unclasped to thee my secret soul'. In Act 1:5 Orsino comments on Viola's womanly attributes and nature; ‘Diana's lip is not more smooth and rubious; thy small pipe is as the maiden's organ shrill and sound'. This is a good example of irony as Orsino is not yet aware that Viola/Cesario is actually a woman. After spending much time alone with Orsino, Viola falls in love. Her feelings start to fester, as she can't express her love due to her disguise; ‘But let concealment like a worm i'th' bud Feed on her damask cheek'. Viola is very subtle about her feelings towards Orsino yet she cleverly and indirectly tells him that she loves him; ‘As it may be perhaps, were I a woman, I should your lordship.' It is in Act 5:1 that Viola openly declares her love for Orsino. Orsino angrily leaves and Viola follows telling Olivia that she is going; ‘After him I love, more than I love these eyes, more than my life. ‘ This explicit declaration of love comes despite Viola being disguised as a man. She also declares her love implicitly in the ‘willow cabin' speech in Act 1:5 during, which she expresses the passion and rawness in the love that she has for Orsino. Impossible/forbidden love is also featured in the play. In Act 1:3 Sir Andrew tells of how he plans to woo Olivia but worries; ‘Your niece will not be seen, or if she be, it's four to one, she'll none of me'. Sir Toby, then, misleadingly says to Sir Andrew; ‘Tut there's life in't man.' Here Sit Toby is telling Sir Andrew where there is life there is hope. Sir Andrew does not realise when people are taking advantage of his gullibility to make him the butt of their jokes. In Act 3:2 Sir Toby persuades Sir Andrew to challenge Viols/Cesario to a duel in order to impress Olivia; ‘there is no love-broker in the world can more prevail in mans commendation with woman that report valour.' In a final attempt to woo Olivia Sir Andrew agrees to the duel with Cesario. This is an example of irony, as we know his attempts will not be triumphant as Olivia is in love with Cesario. Malvolio also has feelings for Olivia but his feelings are for selfish motives; ‘To be count Malvolio!' Here Malvolio dreams of marrying Olivia even though he is merely a steward. He then says ;'There is example for it: the Lady of the Strachy married the yeoman of the wardrobe.' He says this to justify his dreams and to make himself believe that he will have a chance of ‘love' with Olivia. He is gulled into feeling that he in fact does have a chance with Olivia when Maria leaves a fraudulent letter ‘from Olivia'. Malvolio's self-love allows him to assure himself that Olivia did in fact write the letter and that she does love him. Malvolio doesn't need much persuading and he immediately sets about following the letters instructions; ‘He's in yellow stockings' which are ‘most villainously cross gartered.' It seems that Malvolio ‘does obey every point of the letter', showing his foolish, self-absorbed nature. We, again, know that Malvolio doesn't have a chance of happiness with Olivia, not only because she is in love with Cesario but also because he is ‘merely a steward'. One of the more successful relationships that develops from friendship to love is that between Sir Toby and Maria. In the earlier scenes of the play we see the flourishing relationship between the two. They subtly show their feelings to one another throughout the play. This is evident whilst they indulge in verbal banter. Maria makes their early friendship obvious when she tells how she worries about Toby's luxurious lifestyle; ‘That drinking and quaffing will undo you'. Toby, however, expresses his feelings in a more crude way; ‘board her, woe her, assail her'. The formulating plan to ‘gull' Malvolio strengthens Maria and Toby's relationship; ‘I could marry that wench for this device'. Toby refers to Maria using comic comparisons, ‘she is a beagle true bred' and ‘good night Penthesila', commenting on her diminutive size. In Act 2:5 Toby greet Maria with; ‘How now, my metal of India?' proving that he thinks highly of her, comparing her to pure gold. We see how far their relationship has progressed when in Act 5:1 Fabian informs the characters; ‘Maria writ the letter, at Sir Toby's great importance, In recompense whereof he hath married her'. The most memorable example of love in the play is that of Orsino's for Viola. Not only does the idea of a man falling for ‘another man' add comedy value to the play, it also provides some touching heart rendering scenes. Many of these scenes evoke sympathy towards Viola as she can't express her returned feeling for Orsino due to her disguise; ‘my father had a daughter loved a man as it might be perhaps, where I a woman I should your lordship'. In Twelfth Night the theme of love brings comedy to the play and evokes a number of feelings such a sympathy, wonder, confusion and of course laughter. It also confronts issues, which many people can relate to, making Twelfth Night a fun and memorable play.

Great Expectations: A Synopsis Essay

â€Å"The worst prisons are those we create for ourselves. † To what extent do you agree? Set in the 19th Century Victorian England, many of the main characters in Great Expectations’ are imprisoned either virtually or metaphorically. Magwich is an actual prisoner of the English penal system, and is also a prisoner of his own desire to revenge Compeyson and the class system. Miss Havisham ad Pip create prisons for themselves out of their own fixations and obsessions. It could also be argued that Pip and Estella are both metaphorically imprisoned by Miss Havisham and Magwitch’s need to revenge. Although the description of Newgate is ghastly, and the effects of the prisons imposed upon Pip and Estella are difficult to overcome- the detrimental lite and psychological effects on Pip, Miss Havisham and Magwitch resultant of their self imposed prisons are the worst prisons of all, because they are so illusive and deceptive, that the characters often dont know of their existence until the damage is done. Through his exposure to Satis House and Estella’s taunting malice, Pip becomes aware of his social inferiority, and thus sprouts the first seeds of discontent with his class. Like a distant yet alluring star, Pip is tantalised by Estella’s wealth and beauty, and out of his exposure to her his all consuming obsession with becoming a gentelman emerges. Ironically, when this idea first emerged, Pip really had very little understanding of what a gentleman was. Although he cannot articulate whether he has this desire â€Å"to spite her or to gain her over,† this fervent urge dictates the direction of his life. He becomes imprisoned into a superficial and narrow be. cf that a gentleman is someone with wealth, status and learning, and will go to any lengths to achieve this aim, albeit rejecting Joe and Biddy. Pip gains his great expectations frorn Magwitch, and although he was metaphorically imprisoned by Magwitch’s exploitation of him to revenge the class system- Pip had already begun to laud the false values of gentilify. Pip could have used Magwitch’s money to become a member of the upper class, but still retain qualities of kindne ss and compassion (like Herbert. Instead, Pip becomes locked into the world of lavish expenditure, greed and corruption. Despite his unhappiness, shown clearly the Finch Club â€Å"there was a gay fiction that we were constantly enjoying ourselves, and a keleton of truth that we never did†, it takes him many years and trials to free himself from this elusive self imposed prison. Despite the guilt that he feels, he still manages to Justify his treatment of Joe because the prison he has created for himself is so difficult to break out of. Miss Havisham is the epitome of the devastating consequences of creating ones own prison. After being swindled and left at the alter, Miss Havisham is so emotionally ruined that she creates her own virtual and rnetaphorical prison. She confines herself to her mansion, which â€Å"had a great many iron confines bars to it’? and tells Pip that she had â€Å"never seen the sun since you were born. † But she also confines her and raising her purely as an instrument to â€Å"wreak havoc† in the hearts of men. Miss Havisham creates her own prison to revenge all males, and this prison envelops her existence. So consumed by hatred, Miss Havisham’s heart begins to decay, as is symbolic in her surroundings â€Å"covered in dust and mould and dropping to peices†, as well as her spider infested rotten wedding cake. Like Pip, it takes Miss Havisham many yearsand much suffering to understand that she was actually imprisoned. The urning point for her came when she realised that Estella could not lover her because â€Å"l stole her heart away and put ice in its place. Pip acknowledges that Miss Havisham’s imprisonment of Estella was a â€Å"greivous thing† but recognised that her own seclusion from the world and from the healing influcences to her mind and broken heart were infinitely worse. Conversly, Magwitch is a prisoner of the penal system. Although he committed a crime that saw him placed in a Jail, Magwitch did not create this prison because he was forced into imp risonment by the authorities, and was basically forced to commit rime in order to survive. His imprisonment was not a conscious choice, as was Pip and Miss Havisham’s, and unlike the others, Magwitch was well aware of this imprisonment. Despite his loss of freedom and years immersed in sub-human conditions, his mental imprisonment in the need to revenge Compeyson and class system, which he creates for himself, has the most damaging effect on his life. After escaping from the prison ship, Magwitch could have been free had it not been for his revenge upon Compeyson. Because of these acitons, Magwitch finds himself again imprisoned and sent for life to Australia. Again, it was his self-imposed imprisonment that caused the most damage. Magwitch spends most of his time in Australia working to convert Pip into a gentleman to revenge the class system, instead of Just forgetting his past and moving on with his life. He even goes so far as to come back to Englas to see â€Å"my gentleman†, and is consequently sentenced to death for returning. Through the stories of Pip, Miss Havisham and Magwitch, Dickens is clearly expressing that the worst prisons are those we create for ourselves, as their damage is subtle to the victim who may be unaware of their existence.

Distribution for Customer Convenience Essay

There are several ways in which businesses arrange distribution to provide customer convenience. The methods used may vary slightly based on what sort of business is being operated. For example, those who are running an e-commerce business will have different techniques than those who have a standard â€Å"real world† business headquarters. Also, different real world businesses may have different techniques dependent upon the size of the business and where they may be dealing with customers. First, let’s look at e-commerce. Amazon.com is a great example of how distribution can be arranged to make things more convenient for customers. Amazon offers free standard shipping for items that are advertised through Amazon. One of the reasons that they are able to do this is because they have distribution centers located all over the place. When you make a purchase from the site, you will receive your packages from a particular distribution center and the location of the center is based on whichever one of the Amazon fulfillment centers is nearest you and contains the item within its standard inventory. This results in savings for the customer as well as faster receipt of items purchase, as they often do need to travel very far. It also means that packages are less likely to arrive damaged or in poor condition, as they don’t have to be in transit as long or switch hands as many times. Next, there are stores that you can walk into and order from their display inventory. The item will then be sent to you from a local distribution center that is found in another part of your city or state. This method allows stores to cut down on transportation costs as items don’t have to be shipped in large quantities to each individual store. They are just housed at a central distribution warehouse instead. The savings that companies see in their own transportation, warehousing, labor and other costs translate to savings in final prices for customers. They also usually mean that fulfillment processes are more reliable as well, as the network for handling distribution isn’t as complex and prone to problems of challenges.