Space Junk Danger

Space Junk Danger Earth doesnt orbit the Sun alone. Of course, there are the other planets, moons, asteroids, and comets. But, in near-Earth space, our planet is accompanied by a LOT of space junk left over from launched vehicles. Does it pose a danger? In some cases, it does. In the movie Gravity, a group of astronauts finds out first-hand what it might be like for space  explorers to run into an orbiting bit of space debris. The results are not good, although at least one  astronaut makes it through safely. When it came out, the movie has generated a lot of discussion among space experts  about its accuracy in some places, but the general story highlights a growing problem that we dont often think about here on Earth (and probably should): space junk returning home.   What Goes Up often Comes Down Theres a cloud of space debris around Earth that planners have to deal with as they set schedules for rocket launches and low-Earth missions. Most of the material out there eventually comes back to Earth, such as the object WTF1190F. It was a piece of hardware likely dating back to the Apollo mission days. Its return to Earth on November 13, 2015, told scientists a lot about what happens as material plunges through our atmosphere (and burns up on the way down). Of course, spent satellites are often de-orbited, too, with similar results. The idea is that only little pieces make it back to the planet, and the bigger stuff is destroyed. Knowing about space junk and where it is at any given moment is particularly important for people in the space launch business. This is because there are nearly  20,000 pieces of space debris up there. Most of it  ranges from such small objects as gloves and cameras to  pieces of rockets and artificial  satellites. Theres enough stuff up there to pose a real danger to observatories such as the  Hubble Space Telescope,  weather and communications satellites and the International Space Station. It also poses some risk to those of us on Earth. The good news is, the chances of something hitting us on land are fairly small. Its far more likely that a piece of space debris will fall into the oceans, or at least into an unhabitated part of a continent.   To keep launch vehicles and orbiting satellites from running into these bits of space junk, organizations  such as the North American Aerospace Defense Command (NORAD) observes and maintains a list of known objects orbiting Earth. Before every launch (and as satellites orbit the globe), the positions of all known debris must  be known so that the launches and orbits can proceed without risk. The other good news is that most space debris burns up before it hits the planet. The Atmosphere Can be a Drag (and Thats Good!) Pieces of junk in orbit can and do get caught up in our planets atmosphere, just as meteoroids do. That slows them  down, in a process called atmospheric drag. If were lucky, and a piece of orbital debris is small  enough, it will likely vaporize as it falls to Earth under the tug of our planets gravity. (This is exactly what happens to meteoroids when they encounter our atmosphere and the resulting flare of light we see as they vaporize is called a meteor. Earth regularly encounters streams of meteoroids, and when it does, we often see meteor showers.)  Ã‚  But, larger  pieces of space junk  can pose a threat to folks on Earth as well as get in the way or orbiting stations and  satellites.   Earths atmosphere is not the same size all the time. At some times it stretches out much farther from the surface due to solar activity. So, scientists monitor the density of the atmosphere changes over time in the low-Earth orbit (LEO) zone. Thats an area several hundred miles above the surface of our planet where most orbiting materials (including satellites and the International Space Station) exist.   The Sun Plays a Role in Space Junk Re-entry In addition to heating by the Sun (which helps swell our atmosphere), heat waves propagating from lower in the atmosphere can also have an effect. There are other events that affect our atmosphere and could have the effect of catapulting larger objects toward Earths surface. Occasional solar storms cause the upper atmosphere to expand. These erratic solar storms (caused by coronal mass ejections)   can zip from the Sun toward Earth in less than two days, and they produce rapid changes in air density.   Again, most space junk falling to Earth can and does vaporize on the way down. But, larger pieces can land and pose the potential for damage. Imagine being in the neighborhood if a large piece of a defunct satellite fell on your house! Or, imagine what would happen if a large solar storm resulted in enough atmospheric drag to pull a working satellite (or a  space station) into a lower and more potentially dangerous orbit? It would not be good news for anybody in the path. Predicting Re-Entry The U.S. Air Force (which is involved with NORAD), and the U.S. National Center for Atmospheric Research (NCAR), the University of Colorado at Boulder, and the U.S. National Oceanic and Atmospheric Administration Space Weather Prediction Center work together to forecast space weather events and the effects they have on our atmosphere. Understanding those events will help us all in the long run by understanding the same effects on the orbits of space junk. Ultimately, the junk trackers will be able to forecast more accurate orbits and trajectories of space debris in near-Earth space.   Fast Facts about Space Junk Space junk is made up of objects left over from space flights, such as cameras, rocket pieces, and other small pieces of debris.Occasionally space junk takes the form of a satellite directed to re-enter Earths atmosphere. Its usually directed to impact Earth in the oceans or in uninhabited areas.Agencies monitor thousands of pieces of space junk, charting the orbits of these objects.  Much space junk vaporizes due to friction with Earths atmosphere and never reaches the surface.

Violence and Teachers Perception of the Zero Tolerance Policy Essay

Violence and Teachers Perception of the Zero Tolerance Policy - Essay Example Further, the high profile incidents of school violence that culminate in death instigate fear and undermine various stakeholders’ belief in safety of schools and the children they accommodate. The worrying trend of heightened school violence, coupled with the acute need for students to learn in a secure environment, necessitates further analysis into the extant "get tough" disciplinary measures, their efficacy or lack thereof, teachers’ perception of the same and potential improvement strategies. Following the occurrence of serious cases of violence in schools over the past ten years, dealing with and preventing violence and consequent disruption of learning is a crucial and urgent concern for all parties involved. While these efforts are directed towards preventing deadly violence, they also aim at restoring security within learning environments. It is common knowledge that instructors cannot convey crucial lessons to learners and neither can the latter get adequately educated in a setting characterized by disruptive violence and insecurity. With the increase in fears of violence, children’s safety as well as education is put at risk and a chance for success in academia and later in professional fields is significantly jeopardized (Smith, 2000). This is because both students and teachers fear going to school. Further, the sole perception of violence is capable of causing physical and psychological harm to individuals, impeding them from reaching their optimal level o f social and academic potential. Currently, "Zero Tolerance" is the official disciplinary policy used in schools to counter cases of violence. At the policy’s inception, it constituted actions like expulsion and enforced suspension, as a response to possession or use of weapons, violent acts and drug possession or usage within school environs. The policy has progressively come

Argument and Persuasion Essay Example | Topics and Well Written Essays - 500 words - 2

Argument and Persuasion - Essay Example Marijuana is a drug which has a susceptibility of being misused and the wrong use of the drug can produce deleterious effects on the health of people. Opponents argue that marijuana is an addictive drug and it should not be allowed to be used in any circumstances. This is owing to the fact that the drug affects the normal conscious state of the people and it intoxicates them. The permission of using it in medical conditions will pave ways for the misuse of the drugs by the patients and by other people owing to its easy availability. They believe that this will not only affect the people but it will also have negative effects on the society. Thus, opponents of the allowing of marijuana in medical conditions present that this drug should not be legalized. In the United States, a few states have allowed the usage of marijuana for the management of certain medical problems. California is one of these states. Certain medical conditions like AIDS and cancer are life taking diseases. The management of these diseases is focused upon improving the quality of life of the patients by prescribing them pain killers. Marijuana is a drug which can truly be helpful for the patients suffering from such life hampering pathologies. It can assist in improving their living and help them to live an easier life. Considering the health status of these patients, the usage of marijuana should be permitted for these health conditions. Substances like alcohol and cigarette also have deleterious effects on the health of the people who use them. If marijuana is banned, these substances should also be made illegal. The true fact is that every individual is responsible for his own health and actions. Thus, the medical benefits that the patients would achieve by using marijuana should not be blocked owing to a small group of people who would use this drug for addiction. Furthermore, illegal drug

E-Businesss Impact on Organizational Flexibility Annotated Bibliography

E-Businesss Impact on Organizational Flexibility - Annotated Bibliography Example In this study, the previous literature has been explored by the authors and combining five case studies a model of seven critical factors depicting the impact of flexibility, in the e-business market and on the organizational effectiveness has been proposed. Moreover, this paper proposes the model framed to be utilized as a benchmark and thus can be considered as an essential learning mechanism. The model entails organization-wide change management, joint verdict intelligence and management/ alliance, process orientated agility, organizational learning, information management focused on network, transformational leadership, and knowledgeable meetings. This work offers an interesting insight into the in-progress academic interest in e-business and its influence on the flexibility of organization. The study describes a number of matters linking with human factors, culture, and people as being the most significant to deal. To accomplish efficient organizational change demands actual buy-in from the individuals that are either involved in the change process or are impacted by it i.e. it entails the end-users of the novel technology as well as the central organizational individuals who induce the essential changes. This article provides a comprehensive source on the key factors that can enhance flexibility in an online business and does not limits itself to the technological factor only but also includes the human factor that can help in achieving this goal. It has been evidenced by the authors that the successful implementation of technology depends on task designs, work environment, appropriate training and implementing proper organi zational change. Setting rules and regulations for technological use is recommended to be forbidden to enhance flexibility in the work process, as rules create rigidity in the process.  

Eichmann in Jerusalem Holocaust Museum Essay Example | Topics and Well Written Essays - 750 words

Eichmann in Jerusalem Holocaust Museum - Essay Example In 2002 Maya Kodnani sponsored the killing of 95 in Gujarat riots by handing out swords to the mobs. He was sober, but he committed the crime with diligence. Maya is sane as he operates a clinic and he is the gynecologist by profession (Haugen 189). In addition, Tytler Jagdish was among the key individuals who participated in the Program of 1984 against the Sikhs. He was a normal human being and not insane compared to Eichmann. This means that Eichmann was murdered as a sacrifice for many others who committed the crimes. The diagnosis made by the doctors contributed more of the inhuman activities against him. The writer who is Arendt was trying to shelter herself using the crimes that Eichmann was accused of committing. She used sarcasm in her presentation for readers to understand her contempt on Eichmann instead of presenting Eichmann’s internal instances. Arendt considered and described Eichmann as a self-absurd and pathetic creature who does not understand the alternatives steps in his actions (Haugen 91). The presentation was meant to shock readers that Eichmann cannot understand even the obvious things. This also described Eichmann that he does not exist in the universe of morality where normal things are done. The strategy in which Arendt used did not allow Eichmann to defend himself in the court. The readers were made to understand that the judges made decisions on their own understanding and not as per Arendt’s narrative. The judges viewed how Eichmann’s followed his external orders and not by his defense. Arendt disagreed with those who described the narrative about Eichmann as being unreliable. She said that the defense and the prosecution have their judicial roles. The prosecutors did not believe on what Eichmann was saying because he believed they were not among his duties.

Professional Development And Reflective Practice Education Essay

Professional Development And Reflective Practice Education Essay Counsellor self-awareness has been frequently emphasised as a critical professional competency for all counsellors (Remley Herlihy, 2007). To support this key competency, reflective practice is an important means of supporting self-awareness in students and beginning counsellors. This paper will look at some definitions of reflective practice, and how it is far more than just thinking about what has happened. Reflective practice is an approach used in counselling and other health professions where models of reflection offer a way to evaluate applied learning: it is a method of refining skills and expertise by scrutinizing actions while they are being carried out, and then assessing them through discussion, writing exercises such as journalling, similar assessments or by professional supervision. Reflective practice has been developed in a variety of fields over the last few decades, most markedly in professions where interpersonal relationships are central and a high degree of intuitive judgement and decision-making is needed. Because of this, counselling and teaching make great use of reflective practice methods, along with community and youth workers, and allied health professionals. Professional practice was pioneered by Donald Schà ¶n in the 1980s. Several models exist, but basically reflective practice and learning involves growth and development as a professional by considering at an event or incident, understanding it and learning from it. Different models may emphasise different areas of reflective learning, or broaden the process to include a range of peers, communities and professional or learning colleagues Reflective practice is a continuous process and involves the learner considering critical incidents in their life experiences. As defined by Schà ¶n, reflective practice involves thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline. It has been described as an unstructured, self-regulated process approach directing understanding and learning. Reflective practice as a way of working that involves acting consciously and deliberately on the basis of critical insight and understanding. A reflective practitioner needs to develop an awareness of new ways to look at situations, consider new opportunities and techniques, and finds fresh means to challenge states an circumstances. A reflective practioners is a Iifelong learner, as each experience will shape their practice and approach. A belief which underpins reflective practice is that counsellors should consolidate or frame our understanding. Framing is an inevitable thing: There is no way of perceiving and making sense of reality except through a frame, for the very task of making sense of complex, information-rich situations requires an operation of selectivity and organisation, which is what framing means à ¢Ã¢â€š ¬Ã‚ ¦(Schà ¶n, 1994, p29). To be reflective does not imply disregarding all assumptions and prior opinions. Instead, it is about being aware of what practioners bring with us when we meet with others. Reflective practitioners must be able to put themselves in the shoes of other actors, but and they must also have the complementary ability to consider how their own frames may contribute to problematic situations (Schà ¶n, 1994, p187). Reflective practice is consequently something that takes persistent and constant time, commitment and practice. To help counsellors, particularly as beginning counsellors, this can be where an good supervisor is so important, inspiring the counsellor to grow as a person and a professional, to think and act outside of the box and avoid falling into self-deception or pitfalls. An continuing commitment to education and also an essential basic requirement to aid this growth and development. In reflective practice it is possible to distinguish three different phases. Schà ¶n (1983) distinguished between reflection-in-action (at the same time as the practice takes place) and reflection-on-action (afterwards). reflection on practice which involves stepping back from an experience and exploring (a) what happened (b) what can be learned from it and (b) what should be done next time. This approach is used widely with students in various disciplines who are encouraged to keep a journal of learning experiences and their practice implications. Kolbs learning circle (experience _reflection _ making sense _ planning for action) is a common tool used by supervisors to help students learn this process in systematic form. Secondly, there is reflection in practice which involves being aware and conscious in the here-and-now moment; i.e. during supervision/counselling as its actually happening. This is, in some respects, an advanced-level application of reflection on practice and essential for those engaged in counselling and supervision approaches that involve working primarily with immediacy (e.g. psychotherapy: recognising transference, projection, parallel process etc.). It is also especially valuable for people working in crisis situations where conditions change rapidly and the ability to think continually on ones feet is critical. the difference between reflection on and reflection in is, in essence, the difference between What happened thenà ¢Ã¢â€š ¬Ã‚ ¦? and What is happening nowà ¢Ã¢â€š ¬Ã‚ ¦?. The practice dimension reminds us that for learning-through-reflection to become genuinely transformational, it needs to be applied. The role of supervisor, therefore, involves not only helping the counsellor to learn through reflection but to support application of that learning to enhance his or her counselling practice. When these dimensions are drawn together in continual process, the counsellor can be described as a reflective practitioner. According to Schon (1983), reflection-in-action is a rigorous professional process involving acknowledgement of and reflection on uncertainty and complexity in ones practice leading to a legitimate form of professional knowing (p.69). Reflection-in-action is defined by Schà ¶n as the ability of professionals to think what they are doing while they are doing it. the only way to manage the indeterminate zones of (professional) practice is through the ability to think on your feet, and apply previous experience to new situations. This is essential work of the professional, and requires the capability of reflection-in-action. Schà ¶n also offers his thoughts on how this kind of professional is produced. He describes a number of key concepts: The Reflective Practicum. a term for the educational setting, or environment: A practicum is a setting designed for the task of learning a practice. This is where students learn by doing, with the help of coaching. The practicum is reflective in two senses: it is intended to help students become proficient in a kind of reflection-in-action; and, when it works well, it involves a dialogue of coach and student that takes the form of reciprocal reflection-in-action.    Tacit knowledge: his comes from the work of Michael Polanyi3. He describes for example the remarkable way we are able to pick out a familiar face in a crowd. This does not require thinking about, or a systematic analysis of features. We cannot verbalise how this is done, and so the knowledge is unspoken or tacit.   Knowing-in-action derives from the idea of tacit knowledge. It refers to the kinds of knowledge revealed in the way we carry out tasks and approach problems. The knowing is in the action. It is revealed by the skilful execution of the performance we are characteristically unable to make it verbally explicit. This tacit knowledge is derived from research, and also from the practitioners own reflections and experience.   Reflection-in-action: reflection that occurs whilst a problem is being addressed, in what Schon calls the action-present. It is a response to a surprise where the expected outcome is outside of our knowing-in-action. The reflective process is at least to some degree conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (because knowing-in-action forms the basis of assumption). It is about thinking again, in a new way, about a problem we have encountered.   Reflection-on-action: reflection after the event. Consciously undertaken, and often documented.   Willing suspension of disbelief: describes the process of entering into an experience, without judgment, in order to learn from it. Schà ¶n uses the term in relation to the idea of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only arise from experience. So it is necessary first to allow the experience to happen.   Operative attention: listening and absorbing information, in a state of readiness to apply and experiment with the new information. An everyday example would be when we listen to directions on how to find an obscure address. This participation is important in the learning process a learner needs to be already engaged in activity for further information to have meaning. This in turn is partly derived from Wittgensteins5 contention that the meaning of an operation can only be learned through its performance. Hence mechanical or imperfect performance of an activity prepares the learner for new information (feedback) on that activity, in order to develop understanding.   The ladder of reflection: Schà ¶n speaks of a vertical dimension of analysis that can happen in the dialogue between learner and teacher. To move up a rung on the ladder involves reflecting on an activity. To move down a rung is to move from reflection to experimentation. This ladder has more than two rungs it is also possible to reflect on the process of reflection. The importance of this concept is in its potential for helping out with stuck situations in learning. Being able to move to another level may assist coach and learner to achieve together what Schà ¶n refers to as convergence of meaning.   Professional reflective practice is an intricate and challenging activity. It takes time, commitment and support, ongoing professional development and supervision to mature. It should leads to new action and a confirmation of existing actions. Reflective practice needs to be more than just thoughtful practice, it needs to be a continual process of turning practice into educational opportunities. Also very useful in expressing an approach to reflective practice is Kolbs experiential learning theory. Kolb (1984), a leader in the contemporary experiential education movement, defined experiential learning as the process whereby knowledge is created through the transformation of experience (p. 38). His model of experiential learning was based on the works of developmental theorists John Dewey, Kurt Lewin, and Jean Piaget. Ideally there is a learning cycle or spiral where the learner passed through a four stage learning cycle: first a cycle of experiencing, then of reflecting, thirdly thinking, and finally acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences. As learners continue to have new concrete experiences, by reflecting and thinking about them, we can plan, test hypotheses, and have a positive impact on new experiences. Kolbs learning circle (experience, reflection, making sense, then planning for action) is a practical tool to help students learn (Wright, 202) . (a) concrete experience, (b) reflective observation, (c) abstract conceptualization, and (d) active experimentation. The process of experiential education and learning begins with the concrete experience itself (e.g., participating as a member in a small group) and continues with intentional and guided reflection on or debriefing of that experience. Abstract conceptualization represents both the integration of learning experiences and the generation of new ideas. This might include identifying and understanding the monopolizing behaviour on the part of a group member and brainstorming ways to address it in the next group session. Through active experimentation, these new ideas can be tested and explored. the process of reflection is one of the necessary stages of learning (Kolb 1984; Bennett-Levy 2006) and therefore Part of clinical wisdom is reflection on practice. Supervision provides the reflective space in which to consider the difficulties and particulars of counselling, within a supportive relationship. Supervision provides the opportunity to develop skills and understanding, and provides an avenue for comparing different approaches to managing and conceptualising client problems. Supervision can provided the reflective space to help the supervisee learn about their own thoughts and feelings, and the effect of self on clients. As a beginning counsellor, there a variety of excellent refection strategies to assist in personal and professional growth and development, to help improve counselling skills, and to prevent burn out and being overwhelmed by worries and concerns of clients. Appropriate and effective supervision (as well as group and peer supervision), journalling, feedback from clients and supervisors, measures of client progress, and continued education. Padesky (1996: 273-4) wrote: The art and skill of therapy are best developed in a therapist who consistently analyses and learns from both positive and negative client feedback and outcome.

Standardized Tests Do Not Measure Student Achievement Essay example --

Standardized testing has been around since the mid 1800’s. Even though testing has been around for a long time it is still debated whether or not it should precisely â€Å"score† students. Students have been subjected to standardized tests frequently through their years in school due to laws which have been passed by Congress. Decisions about the evaluation of schools and students are recurrently made by government authority and are often not in the best interest of teachers, students, or their classroom environments. What do students achieve from standardized testing? Achievement means something that somebody has succeeded in doing. â€Å"Achievement is more than just test scores but also includes class participation, students’ course-taking patterns, and teachers’ professional development patterns†(Harris, Harris, Smith). How can a test score show someone’s satisfaction or what they believe success is? The tests aren’t that advanced in today’s technology. The tests do prepare students for more important tests such as the ACT, SAT, ASVAB, ect†¦Testing patterns have also been disputed such as drawing a Christmas tree, or limit a letter choice to a certain number of blanks filled in. This does not help the students or the educators in this essence. It does not test the students’ full potential to what they have learned from their educator, it just simply tests the students’ ability to guess quickly under pressure (Walberg). These tests a re usually briefly timed. Depending on how the student paces his or herself depends on how well he or she can take the test, because the student still needs to think logically. Under these circumstances students rush to finish the test forcing them to think illogically, resulting in a low score ul... ...8 Nov. 2013. Popham, W.James. "Why Standardized Tests Don't Measure Educational Quality." Educational Leadership. N.p., n.d. Web. 8 Nov 2013. www.ascd.org/publications/educational-leadership/mar99/vol56/num06/Why- standardized-tests-don't-measure-educational-quality/ "Standardized Tests." procon.org. N.p., 01 Nov. 2013. Web. 11 Nov 2013. . "Standardized Testing: No Child Left Behind." Lawserver. N.p.. Web. 13 Nov 2013. Walberg, Herbert J. "Standardized Tests Effectively Measure Student Achievement." Standardized Testing. Ed. Dedria Bryfonski. Detroit: Greenhaven Press, 2012. At Issue. Rpt. from "Stop the War Against Standardized Tests." Defining Ideas: A Hoover Institution Journal (20 May 2011). Opposing Viewpoints In Context. Web. 8 Nov. 2013.