Microbial Physiology Essay Example | Topics and Well Written Essays - 500 words

Microbial Physiology - Essay Example This lag phase needed for organism to switch over to new carbon source (lactose). Utilization of glucose and lactose is tightly regulated at gene level. All the genes which are necessary for lactose utilization are arranged in sequence called Lac operon which is regulated by catabolic repression. The following events happen during overall process. -High level of glucose leads to higher energy production and hence higher ATP and lower AMP. In this scenario there is no free cAMP which binds with CAP( activator protein which facilitates RNA polymerase binding to promoter of Lac operon)and hence there is no expression of the downstream genes. -In case of lactose, there is high level of cAMP which binds with CAP and induces the expression of Lac operon. Similarly allolactose binds to repressor protein and inhibits its binding to operator site leads to expression of lac operon. b) Here if we closely look at the data and compare the viable count of aerobic culture it indicates reduction of 1.3X105 cfu/ml when bottle heated at 80C for 10 min. Similarly, for untreated bottle anaerobic viable count is 1.22X105 cfu/ml and if heating have similar effect than there will be complete killing of anaerobic bacteria and we will not get any viable count.

CONSTITUTIONAL LAW Term Paper Example | Topics and Well Written Essays - 750 words

CONSTITUTIONAL LAW - Term Paper Example Prior to the HR Act 1998, any individual seeking to challenge the government on breach of rights as provided by the Convention, usually sought refuge at the European Court of Human Rights at Strasbourg, after proving that there was no remedy in the courts in the United Kingdom. From the perspective of individuals, the HR Act 1998 has implications at the workplace, in the development of legislation, ministerial decisions and use of government policy regarding prosecutions or the enforcement of law (Home Office, 2000). Implications of HR Act 1998 The HR Act 1998 came into force in 2000. From the time it came into force it strengthens and gives effect to the rights and freedoms that are available to all citizens through the ECHR. The HR Act 1998 on its own has not created any new statutory or common law rights, but it places the onus of responsibility on public authorities like government departments, local authorities, borough councils, health authorities and the law enforcement agenci es to take actions in such a way that it is compatible to the rights provided to individuals by ECHR. Furthermore, the HR Act 1998 also makes courts and tribunals duty bound to take into consideration any relevant judgment, decision, declaration or advisory opinion of the European Court of Human Rights into consideration when settling disputes over ECHR conferred rights in the United Kingdom. In such an exercise, it is also necessary for the courts to take into consideration any opinion or decision of the European Commission for Human Rights and the decision of the Committee of Ministers under Article 46 on the jurisdiction of the European Commission for Human Rights. In addition, the reading of primary and subordinate legislation in the United Kingdom must be read in such a way as not to reduce their validity, continuing operation and validity and given effect in a compatible manner to the ECHR (Chandler, 2003). An important distinction has to be borne in mind in that the HR Act of 1998 has only vertical direct effect. This means that only civil servants and public sector undertaking employees can sue their employees, which include government departments, local authorities, borough councils, the police and other public or quasi-public authorities for damages for any believed breaches of their rights guaranteed under ECHR. This avenue is not available for private sector employees. Workers in the private sector having grievances with regard to breach of one or more of their statutory or contractual rights may pray on the basis of a particular right as provide by the ECHR, but cannot bring proceedings against employers solely on the basis of the alleged breach of this right provided by ECHR. However, the can expect the courts in the United Kingdom to interpret the law in a way that foes no harm to their rights guaranteed trough ECHR (Chandler, 2003). Thus full implications of the HR Act 1998 to a certain degree will depend on the manner in which interpretation o f primary and subordinate legislation in the United Kingdom is read against alleged breaches of human rights as guaranteed by the ECHR. Criticism of the HR Act 1998 lies in this aspect, for it is not clearly worded and the English judiciary has been used to examining words in detail, but will now have to examine and interpret on the basis of purpose and intent and also take into consid

Literacies for Learning Essay Example for Free

Literacies for Learning Essay The necessity for educational institutions to equip students with the skills to cope in a rapidly changing, culturally diverse and globalised 21st century society, has led academics, such as the New London Group, to encourage educators to acknowledge the various literacy forms utilised in the new millennium (The New London Group, 1996) and to adopt a pedagogy of multiliteracies. This essay will explore the components of a pedagogy of multiliteracies and identify the transformations needed for the successful implementation of multiliteracies into educational practice. Likewise, the notion of language as a social practice which influences teaching content and assessment practices in secondary education will be examined, as will the use of multiliteracies in the teaching of the Mathematics curriculum. To understand the role of multiliteracies in pedagogy theory development, it is important to define the term literacy. Literacy is an evolving term that refers to an individual’s ability to construct and comprehend meaning via the accepted symbol systems of one’s country or language group (Winch, Johnston, March, Ljungdahl, Holliday, 2010). These symbol systems include written and spoken language and visual information such as icons and other graphical information. While literacy was traditionally viewed as a cognitive process with a focus on reading, writing and numeracy identification, in recent years its definition has become broadened to encompass the burgeoning text types being generated via multimedia and information technology (Winch et al., 2010). These electronic text types have quickly established themselves as integral components of a diverse range of 21st century vocations and social interactions (Tan, 2006).  A pedagogy of multiliteracies encompasses multimedia and digital text forms as well as traditional written and spoken texts. Likewise, the central role of literacy in a diverse range of knowledge domains and vocations has resulted in educators being encouraged to view literacy as a vital skill underpinning successful teaching and learning in all curriculum areas. The New London Group (1996) viewed the role of design as an ever changing paradigm of three stage teaching and learning processes. The first step, ‘Available Designs’ is determining what resources are available. These resources include texts, symbols, audio and visual resources. The second step is ‘Designing’ which takes these ‘Available Designs’ and places them within a social context, such as the classroom or learning environment, and is facilitated by an individual such as a teacher. This step creates an output with new meaning for both the learning environment and facilitator. This knowledge or new meaning is known as ‘Redesign’ (The New London Group, 1996). Literacy is a social practice that is not just taught in secondary schools, it is something which is part of each individual’s everyday life. According to Anstey Bull (2000), the way in which an individual may read the world will be strongly linked to the contexts of their own life. The NSW Department of Education and Training (2006) maintains that literacy is a skill that continues to grow and develop and is fundamental to students’ success at school as well as for the rest of their life. For literacy to be successful in schools, it is planned in collaboration with parents and teachers. This collaborative approach reinforces that literacy is inherently a social practice. This approach must include a range of social influences and practices, in order to increase student’s knowledge and skill in the real world for real purposes (NSW Department of Education and Training, 2006). As literacy development is undoubtedly a whole school and community approach, it is essential that a multiliteracies pedagogy, be utilised in the teaching of all curriculum areas. The impact of societal and cultural change is clearly reflected in the mathematics curriculum through the use of digital technologies such as graphical programs and spreadsheets. This use of technology provides numerous opportunities for the teaching of multiliteracies. Through explicit teaching and learning  experiences of digital texts, students are provided with the skills to successfully navigate and comprehend information communicated digitally. These skills can be acquired through students being provided with opportunities to access information via Internet websites. Likewise, students can use information technology to construct their own texts, thus allowing them to communicate their understanding of concepts to others. This may be achieved by encouraging students to construct texts through the use of software programs such as Microsoft Excel and Microsoft Visio, both of which allow students to communicate information graphically. These digital mediums allow students to acquire skills which will assist them in acquiring real world skills which they can utilise to gain and construct meaning, both in and out of the classroom. (Winch et al., 2010). Technology is an essential part of the transformations taking place in the social, political, cultural and economic spheres of contemporary society (Groundwater- Smith, Brennan, McFadden, Mitchell and Munns, 2009). Secondary school teachers need to prepare students with the skills necessary for life in a rapidly changing, technological world. In order to equip students with these skills, teachers must possess deep knowledge of relevant technologies (Treadwell, 2008). The Mathematics curriculum includes teaching of: statistics, probability, algebra, financial concepts, economics, technology, measurement and trigonometry. These strands include skills applicable to an individual’s school/work life, social life and personal life. Mathematics content areas, focus on aspects of society, reform, technology and life skills. It is important for teachers to link the social practice of literacy with the factors of a pedagogy of multiliteracies to create the best teaching environment they can (The New London Group, 1996). Walsh (2006) cites an example of successfully teaching his students literacy practices, through social relationships. Students worked in groups and were able to demonstrate specific social language structures. They were able to â€Å"enact, recognise and negotiate† in a social environment (The New London Group, 1996, p. 3) by design and re-design of Internet web pages. The created web pages were diverse, with each student using their own discourse to create what they believed the web page should contain. Prior to using multi-modal and digital literacy mediums in their teaching, it is essential that teachers be aware of cognitive and language factors in learning. The  ability to use multimodal learning, digital literacies and genres specific to each curriculum area must be carefully planned by the teacher. According to Winch et al., (2010) a multiliteracy pedagogy involves developing the ability to use language purposefully and skillfully in a range of social settings, rather than learning isolated segments of knowledge such as grammar conventions and spelling. Multiliteracy includes the use and creation of multimodal and multimedia texts (Winch et al., 2010). Multiliteracy seeks to address the rapid changes in literacy brought about by globalisation, cultural and social diversity and information technology (Winch et al., 2010). In response to these societal changes, The New London Group (1996), questioned the role of schools and outlined a need for change in literacy teaching due to key changes in three areas of life: working life, public life and personal life (life worlds). Central to these changes, was the need for schools to integrate learning with life experiences that students have both in and out of the classroom. â€Å"As these three major realms of social activity have shifted, so the roles and responsibilities of schools must shift† (The New London Group, 1996, p.18). The New London Group advocated for a change in the way, education was delivered, by enhancing the existing structures and overlaying with a new â€Å"what† and â€Å"how† of literacy teaching (The New London Group, 1996). The ‘how’ of pedagogy comes from a view of how learning is acquired, embedded and utilised. The New London Group (1996) proposed that a pedagogy of multiliteracies is a complex blend of four methods of design. The first is Situated Practice which involves learning by creating meaningful learning experiences that allow students be in an environment where the learning replicates the social use of what is being learnt. It is an environment where risks can be taken and ‘trial and error’ is used to gain mastery of skills or knowledge. It should be used â€Å"developmentally, to guide learners to the experiences and the assistance they need to develop further as members of the community, capable of drawing on, and ultimately contributing to, the full range of it’s resources.† (The New London Group, 1996, p. 33). Situated Practice should be designed to motivate students to want to know, and engage students in their learning in a safe environment . Assessment or evaluation is not considered part of Situated Practice. Overt Instruction is the second method of how a pedagogy of mulitliteracies is  implemented.  This involves teachers guiding and using effective teaching techniques such as scaffolding or explicit instruction to build student’s knowledge and confidence. Examination of the current secondary school’s Mathematics curriculum, (NSW department of Education and Training, 2010) reveals many opportunities for teachers and students to collaborate and engage in dialogue related to mathematical concepts which will guide and provide a scaffold for student learning. For example, the teacher makes links with prior learning, through asking open questions to the group, and uses multi-modal methods such as mathematical symbols, diagrams, charts and pictures to add to the learning. With each progression of new learning in the lesson, the teacher labels a new part of the diagram. Overt Instruction â€Å".includes centrally the sorts of collaborative efforts between teacher and student wherein the student is both allowed to accomplish a task more complex than they can accompli sh on their own and they are conscious of the teacher’s representation and interpretation of that task.† (The New London Group (1996, p. 20). Thirdly, Critical Framing focuses on the â€Å"how† of a pedagogy of multiliteracies, through the use and application of real world knowledge. This method is where assessment and evaluation of one’s self understanding can begin in relation to cultural, social, political and historical influences on what has been learned (New London Group, 1996). Teachers are able to encourage students to apply their learning in a practical sense and assess the transfer of student’s knowledge or skill. This knowledge is based on what they have previously learned, and requires students to â€Å"constructively critique it, account for its cultural location; creatively extend and apply it and eventually innovate own† and strengthen their ability to demonstrate what they have learned (The New London Group, 1996, p. 37). A mathematical example of this process is the conversion of degrees to radians. Its real life use is the calculation of the speed of a piece of machin ery. This calculation includes the formula in terms of radians rather than degrees. Finally, Transformed Practice is â€Å"where we try and re-enact a discourse by engaging in it for our real purposes† (The New London Group, 1996, p. 36).  Students need to think and learn outside their own discourse and think about how they can re-create their meaning, linking their own discourses to understand what they have learned. An example of this practice was where students were asked to plan and present a lesson including a Wiki activity and a Prezi (presentation tool) that teaches the concepts from a previous mathematics lesson. In groups, students collaboratively utilised the Internet to research topics, and create: work sheets for others to complete, interactive wiki activities, team tasks, and their own YouTube clips. The lesson included the use and creation of multimodal texts and scaffolding of existing knowledge. Students developed new knowledge through authentic multimodal texts such as image, sound, video and written text (Tan, 2006). Gunning (2002) explores the impact of reading and writing difficulties in a social stance, and highlights that poor instructions given by teachers can contribute to a student’s difficulties. Gunning’s (2002) observations and research serve as a reminder that teachers must be sure to provide the ‘what’ and ‘how’ of multiliteracies, to ensure each student has the opportunity to progress. Teachers need to evaluate their current practice and identify the text types typically used in the Mathematics content areas and consider the social needs and teaching strategies that will develop student’s literacy skills (Goos, Stillman., Vale, 2007). In a mathematics lesson, students were introduced to the ‘Simpson’s rule’ formula. The lesson’s aim was for students to measure the area beneath a real life object, gain an understanding of what is needed to complete the formula and how the variables are calculated. Students were required to work collaboratively in pairs, discussing various ways in which measurements were taken in order to obtain an accurate result in working out the area of the object. Likewise, students were required to engage in higher order thinking, in order to formulate possible solutions to the dilemma. These experiences provided students with the opportunity to be inclusive in their learning, and consolidate their understanding of key concepts that are relevant to the lesson goals (Prain Hand, 1999). Teacher observations and questioning during group work, guided the student’s discussions, with the teacher embracing a teaching style where multiliteracies were used. The New London Group (1996) have profoundly impacted on teaching practices, literacy research, policy curriculum and pedagogy (Mills, 2006). Gee (1991) explores  social literacy and the impact of a student’s discourse that are established outside the classroom, from their social group, fa mily and cultural ties. Their view of literacy as social practice and their emphasis on incorporating the rapidly increasing number of electronic and multimodal text types in 21st century society into teaching practice represents a clear break away from the single dimensional teaching of literacy. However, for multiliteracies such as digital literacies, multimodal resources and ICT to provide best learning for students, teachers must be prepared to embrace the view that literacy is a social practice and and an essential skill underpinning all curriculum areas. Teachers also need to recognise that each lesson they teach to students provides the opportunity to develop the student’s literacy skills. In order to facilitate this change in pedagogical ideology, teachers must be prepared to evaluate their current teaching practice and adopt a more holistic approach to developing literacy skills in their students. As a consequence, students should be exposed to participative learning experiences with re al life learning outcomes. References Anstey, M., Bull, G. (2000). Developing multiple and critical readings of text. Reading the visual: Written and illustrated children’s literature (pp. 201-214). Sydney: Harcourt. Gee, J. (1991) What is literacy? In C.Mitchell K. Weiler (Eds.), Rewriting literacy. New York: Bergin Garvey Goos, M. Stillman, G. Vale,C. (2007). Teaching secondary mathematics. Crows Nest, NSW: Allen Unwin. Gunning, T. (2002). Factors involved in reading and writing difficulties. Assessing and correcting reading and writing difficulties (2nd ed., pp. 26-62). Sydney: Allyn Bacon. Mills, K. (2006). Discovering design possibilities through a pedagogy of multiliteracies. Journal of Leading Design, 1(3), 61-72 NSW Department of Education and Training. (2010). NSW Department of Education and Training. (2007). Literacy K-12 Policy Retrieved from https://www.det.nsw.edu.au/policies/curriculum/schools/literacy/PD20050288.shtml?query=literacy+policy New South Wales Department of Education and Training. (2006). State literacy plan 2006-2008: Equitable literacy achievements for all students. Retrieved from http://www.curriculumsupprt.education.nsw.gov.au/policies/literacy/guidelinies/plan/index.htm Prain Hand (1999) Tan, L. (2006). Literacy for the 21st Century. Retrieved from http://iresearch.osprey.url3.net/iresearch/slot/u110/litreviews/literacy4_21st_century.pdf The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. In B.Cope M. Klantzis (Eds.), Multiliteracies, literacy learning and the design of social futures (pp. 9-37). London: Macmillan. Walsh, C. (2006). Beyond the workshop. Doing multiliteracies with adolescents. English in Australia, 41(3), 49-58 Winch, G., Johnston, R., March, P., Ljungdahl, L., Holliday, M. (2010). Literacy: Reading, writing and childrens literature (4th ed.). Melbourne: Oxford University Press Cope, Bill and Mary Kalantzis (eds), Multiliteracies: Literacy Learning and the Design of Social Futures, Routledge, London, 2000, 350pp. | link

Mobile Maintenance Overview

Mobile Maintenance Overview MOBILE MAINTENANCE OVERVIEW THE PROJECT Over the last decade, we have seen the pace of technology development increase hugely. From mobile phones to tablet devices to smart televisions, right up to connected vehicles and homes. This technology shift is inevitably moving into aviation travel sector. Both the Boeing 787 and Airbus A380 require connectivity, and digital tools, to maintain them. Engineering needs to have integrated systems and hardware within the business to keep pace. Achieving such integration will provide us with the latest tools in support of our drive for greater efficiency and improved productivity. Our goal is to use technology to help us become market competitive. The Mobile Maintenance project is one of Engineerings primary Tier 1 programmes and forms part of the Our Plan business objective to use digital technology to transform our business. It aligns with the work we are doing under the banner of the Capella change programme. With investment being made in mobile hardware, a new content management solution and significant enhancements to the SAP, the project will roll out over the next 18 months. Beginning in the ramp arena, online/mobile working will cascade on into hangar maintenance, and then component workshops. The new content management solution will come on stream one aircraft type at a time, with component maintenance manuals shortly thereafter. INVESTING IN OUR FUTURE In the current financial climate, the decision by BAs Capital Investment Committee to approve this capital investment should be seen as a fantastic endorsement of everything Engineering intends to achieve via the project. Once the cost of the original mobile working trial is added in, the total capex underpinning Mobile Maintenance comes to some  £8million. The graphic below provides an indication of how the funds have been invested. 33% 22% 45% INVESTMENT BREAKDOWN Hardware SAP Enhancements INVESTMENT EXPLAINED BENEFITS Of course, the investment decision was driven by the compelling benefits case Engineering were able to make. As well as the obvious productivity and efficiency opportunities, successful implementation opens up the possibility of achieving a wide variety of non-financial gains across Engineering. PEOPLE AND PROCESSES Drive up the quality of information underpinning resource and load planning activities. Reduce the frustration caused by having to leave the aircraft side mid-job. SAFETY AND QUALITY Improve access, and adherence, to maintenance manuals, procedures and processes. Reduce the risk of unrecorded work. OPERATIONAL PERFORMANCE Reduce ADDs and delays through easier, quicker and more accurate access to technical information. Vastly improved situational awareness both in the satellite control and for the production teams. SAP Enhancements Just over 1/5 of the investment has gone into the largest single group of changes to SAP since it was introduced in 2004. Resulting in new transactions and improvements to exisiting ones, in addition to the new eTask app. Hardware 1/3 of the investment has been on hardware. From the devices to servers and WIFi infranstructure. This portion of the investment was vital in ensuring the implementation becomes a success. ICMS The largest portion of the investiment is in the new integrated content management system. A replacement for the TI Portal and Knowledge warehouse, ICMS will provide remote, direct, accurate technical documentation to all engineers. For additions or queries regarding the MMHandbook contact [emailprotected] Ensure colleagues carry out their role with the most up-to-date information at their fingertips. Increase the productivity and efficiency of the delivery and support teams in the organisation. Provide the opportunity for greater visibility of task work steps. Remove SAP data entry lag, and risk of data transcription errors, to improve compliance data timeliness and quality. Better quality data will provide greater richness of information to improve the quality, and delivery, of the daily production plan. DELIVERABLES DELIVERABLES OVERVIEW Mobile maintenance often attracts the immediate thought of iPads and the eTask app, mobile maintenance is a huge amount more than just an app on a device. The SAP enhancements upstream all interlink with one another, from enhancing the notifications we rely on for compliance, to creating a balanced plan and managing our operation. The information produced upstream of the app allows the engineer to work with accurate, well planned information on his device, while the app offers him/her immediate benefits with the functionality offered by eTask. DEFECT WORKBENCH The defect workbench is a new SAP transaction available for use by both production and the EOCC. It allows a user to search, review and fully define a D3 or D7. The transaction is data rich and allows accurate definition of notifications ensuring the user has all the information available to make informed decisions on what action should be taken. Notifications can be directed to relevant departments using the new milestone function while communication lines between planning, production and the engineer at the aircraft side are opened up with the remarks function. SLOT PLAN The slot plan is an engineering version of the airops software we use today to monitor the operation, it is a graphical display of our aircrafts flying schedule allowing a planner to select and analyse maintenance opportunities to plan revisions. The slot plan is the point of entry to the planning workbench and is the first step in the process to creating a new revision or editing an existing one. PLANNING WORKBENCH A data rich transaction allowing a planner to analyse the outstanding notifications of an aircraft. A compliance pane, defect pane and modification pane organise the notifications in a logical manner while quick review columns offer immediate information about a notification including; material status, life rule and number of re-assess alongside many others. The main function of the planning workbench is to create accurate plans for work in the production environment. LOAD AND CAPACITY Once the notification definition process we will have going forward with mobile maintenance improves and the data is more accurate the load and capacity tool will be a very important tool for engineering. The load and capacity tool will offer a graphical representation of the capacity (resource available) vs the Load (the planned work). This will allow a planner to balance revisions and ensure the plan is achievable. The tool depends on engineering working together to define notifications properly, most importantly defining man hours on ADDs. RESOURCE PLANNING DASHBOARD (RPD) The resource planning dashboard is a digital T card board and interlinks with both the load and capacity tool and the TACD. The RPD (resource planning dashboard) allows a shift manager to organise a shifts colleagues in to teams based on who is available. The transaction offers information of the colleagues skills, cover and availability and so the teams can be planned accurately and efficiently. There will also be a crew room view which will show everyone which teams they are allocated to. The RPD relies on data fed from the HR system and time manager, with this in mind, it is vital that any time manager data is entered in advance of the event, this includes overtime, leave, sickness and any other absence. Failure to do so will result in the colleagues absent or on overtime failing to show correctly in the RPD. This is important as the RPD feeds the allocation system in the TACD which allocates work to the engineers devices. TASK ALLOCATION AND CONTROL DASHBOARD (TACD) TACD is the new version of the electronic whiteboard we use today to manage our operation in the satellites. It allows the FSDE to view and analyse the progress of the work being carried out by the engineers on the aircraft, while having the ability to create tasks from VHF calls and allocating them directly to an engineers device instantly. The TACD interlinks directly with the eTask app and the functionality provided allows the progress of tasks and revisions to be monitored in real time offering a substantial operational awareness improvement. ETASK APP (IPAD BASED) The eTask app is the next generation Ramp app. Following on from the trial version, the eTask app has an abundance of functionalities available that allow an engineer to work more efficiently and effectively. Greater task detail, allocation flexibility, stores integration and reporting functions offer huge improvements to the initial ramp app. The major benefit being increased engagement time at the aircraft side, integration to the content management system and access to up to date technical documentation supports the information already on offer within each task pushed to the device. INTEGRATED CONTENT MANAGEMENT SYSTEM (ICMS) The new content management system is engineerings single solution for technical documentation and procedures. ICMS replaces the TI Portal and knowledge warehouse bringing considerable aesthetic, control and accessibility improvements. Desktop and device access provides aircraft manuals in the same format, hyperlinked and integrated with the eTask app whilst offering smart search functionality. Offline content also allows manuals to be saved to a device for review with automated updates adding in any TRs directly to the manual ensuring adherence to the most recent version. TRAINING TRAINING SOLUTION With engineering investing in one of the biggest change projects since the introduction of SAP it is vital that the training solution provided gives all colleagues the most support in the movement towards mobile working. This section will explain the training solution offered as well as where supplementary information and support can be found. TRAINING DEVELOPMENT Mobile maintenance training was developed in house by a team of hard working experienced engineering colleagues. They are volunteers who devoted their time to the project to ensure that the content developed was in the best interests of their own colleagues and engineering as a whole. The training concepts were developed alongside the GLA and their own experts to ensure it adhered to training guidelines. In respect of the practical training the colleagues whom deliver the courses are also engineering production colleagues who volunteered to support the work areas in the road towards mobile working. ASCEND British Airways corporate learning tool is Ascend, it allows courses to be built and stored online for completion at a time that suits without being off lined from the work areas. Ascend also allows learning to be tracked and audited by quality. SAP ENHANCEMENTS ASCEND COURSES The mobile maintenance ascend courses were designed to give a how to demonstration of the new SAP enhancements. Software is a difficult product to train and the team toyed with different methods. One being the use of screenshots and annotations, however, when analysed, it was found that around 2000 screenshots would need to be produced which was both unmanageable and counterproductive as a training tool. The chosen method was to use videos of the transaction actually in a realistic scenario. Many software products use this method for training and a professional software was sourced to produce the content over a period of 2 months. The videos can be stopped, paused and scrolled through if further time is required on a certain point or notes need to be taken. ETASK ASCEND COURSE BALEARNING APP The eTask ascend course is a little different to that of the SAP Enhancements, the ascend course serves as a placeholder for the competency assessment but the content itself is based on a BA corporate app named BALearning on the iPad device itself. The BALearning app allows an identical mimic of the real eTask app to be created. The content can then be manipulated to direct a user to choose the correct process and function resulting in the user becoming familiar and aware of how the eTask app works. If a user makes an error it is not a problem as the learning app offers a safe environment to practice in. The eTask training app that is released is available at any time allowing a user to refresh on functionality when required. BALEARNING APP FIX Some users have reported the BALearning app is malfunctioning and the screen blanks on opening. This is due to a problem Mobile Enabled Operations encountered in March with corporate apps across the BA network having issues. The fix: Delete BALogin App and Device Doctor App and then reinstall, following that enter the BA App store and ensure all apps are up to date including the BALearning app. This should remedy the fault. ASCEND COMPETENCY ASSESSEMENTS The ascend competency assessments are a quality requirement. PRACTICAL TRAINING The training team were very keen to have a practical element of training included in the solution, one that allows candidates to practice using the new tools in a safe environment with instructors who are experts in the developments. The solutions were again developed by the SME team alongside the GLA. EOCC PRACTICAL TRAINING The EOCC have developed a comprehensive practical training and readiness programme. This includes a full 1 day training course using the new tools in a safe environment while learning new processes and procedures attached to those tools. They also assess individuals on a 1 on 1 basis prior to going live ensuring the candidates are capable and ready to use the tools, assessing competency in addition to setting up layouts and variants applicable to their role. MVS MAINTENANCE VISIT SIMULATION Production colleagues, once they have completed the mandatory ascend modules will be allocated to an MVS course. A Maintenance Visit Simulation course is a 1 day offline course where a candidate will experience and use all of the tools produced from mobile maintenance in a simulated aircraft visit. The simulation begins prior to the aircraft visit highlighting the process of data enrichment and timely entering of HR data, from there the simulation moves through the satellite to the aircraft arrival and through to the aircraft departure. At each point of the aircraft visit the instructors demonstrate functionality and highlight any key points while the candidates actually work the aircraft on the devices like they would in a real life scenario. The candidates are assessed by monitoring their engagement throughout the session as well as a written exam at the end of the session. POST TRAINING SUPPORT For additions or queries regarding the MMHandbook contact [emailprotected] As with any training programme there are often further questions and clarity required by a candidate. For that reason a post training support structure has been implemented. KEY USERS Key users in each area are the first port of call for any clarifications or questions regarding mobile maintenance and they will be on hand to every shift to aid in the process of implementation and beyond. Again key users are engineering colleagues and have candidates best interests in mind. YAMMER Yammer is BAs business social media option. There is a mobile maintenance group which is monitored daily by the project team. Any questions or queries will be answered in a timely and accurate manner so dont hesitate to ask for any clarity or report any issues found. Yammer is available via a desktop or via the app store on the iPad. KEY FUNCTIONS QRH This mobile maintenance handbook offers an overview of the project, deliverables, training as well as offering a comprehensive quick reference handbook (QRH) for functionality of the new deliverables. It is a working document so if there is anything that is missing please report it to the owner or mobile maintenance yammer page. ENGINEERING PROCEDURES BA ENGINEERING TECHNICAL PROCEDURES AND WORK INSTRUCTIONS Mobile Maintenance is now part of British Airways Engineering Technical Procedures/Work Instructions. Alongside this there will be local procedures which will be briefed and cascaded by your business area representatives. Follow the instructions below to access the engineering procedures and work instructions related to Mobile Maintenance

Medical Ethics :: essays research papers

Physician-assisted suicide refers to the physician acting indirectly in the death of the patient -- providing the means for death. The ethics of PAS is a continually debated topic. The range of arguments in support and opposition of PAS are vast. Justice, compassion, the moral irrelevance of the difference between killing and letting die, individual liberty are many arguments for PAS. The distinction between killing and letting die, sanctity of life, "do no harm" principle of medicine, and the potential for abuse are some of the arguments in favor of making PAS illegal. However, self-determination, and ultimately respect for autonomy are relied on heavily as principle arguments in the PAS issue. Daniel Callahan, author of When Self-Determination Runs Amok, is against any social policy that would allow for PAS to be practiced. Callahan believes that the argument for PAS does not have a firm foundation, because self-determination and mercy, the two principles that are in support of PAS, may become separated (711). If mercy is seen as a core element in support of PAS, why restrict PAS only to those who can ask for it -- don't the unconscious or incompetent deserve mercy also? Callahan is in opposition to the belief that the essence of human dignity is the notion that a person should be free to choose how and when they want to die. Callahan questions the absolute nature of autonomy and self-determination and the extent to which these values can be applied. Self-determination by definition entails human freedom of action and respect for persons but those in support of PAS want it to be restricted to those who are terminally ill. Human suffering and an individual‘s outlook on the quality of their life, are, in Callahan’s opinion, subjective and there is no one standard to compare individual suffering. If we just focus on autonomy/self-determination, why restrict PAS only to those who are terminally ill and competent? Are the incompetent less deserving of relief from suffering than the those competent individuals? If physician-assisted suicide is legally permitted yet restricted to the terminally ill adult with full decision-making capacity, it will certainly raise legal concerns about discrimination. PAS will probably broaden to include incompetent, non-consenting, and non–terminally ill persons. The final extreme of the slippery slope argument is that PAS will be abused, run amok and ultimately become involuntary euthanasia. Physician-assisted suicide refers to the physician acting indirectly in the death of the patient -- providing the means for death.

Growth of Online Shopping Around the World Essay -- Technology, Amazon

Introduction When Amazon.com launched its online retailing strategy in 1995 and began to reap benefits, many analysts viewed doing business and shopping online with great optimism (Denise, 2004). They anticipated for a day when people would be able to order their shopping items from the comfort of their homes. Consequently, customers would see little or no need at all to physically visit traditional in-stores to make their purchases. It is now a decade and a half down the line and online shopping has taken the business world by storm with more and more companies opting to test the sweet waters of online retailing. Analysts foresee a rapid growth of online shopping in the next decade or so though some reports still show a significant number of consumers across the world who have never attempted to do their shopping online. The growth in popularity of online shopping points to the presence of certain advantages, which are not available in traditional shopping. At the same time, it alludes to the existence of differences between the two types of shopping. This paper shall discuss the growth of online shopping around the world and provide statistical evidence of this growth in the United States, Australia, and the United Kingdom. It shall also elucidate the differences between online shopping and traditional shopping. The Internet has significantly transformed how consumers shop for goods or services. While traditional in-store shopping still dominates in some industries in various countries, it has done little to increase convenience, efficiency, and ease of shopping and making travel arrangements. According to a survey conducted by the Nielsen Company in March 2010, there are some products that are universally bought online ... ...d shoppers have to keep themselves up to date with the ever evolving technology. On the other hand, technology used to facilitate traditional in-store shopping has remained the same for many years and does not change as often as is the case in online shopping. Online shopping is not dependent on geogaphical location as transactions can take place across borders. Consequently, access to items offered by retailers is not impeded by factors related to geographical location. In other words, consumers whether local, regional, or international can shop anywhere in the world through the Internet. On the other hand, traditional shopping is limited by geographical considerations. As a result, the number of customers who are able to access the premises may be greatly determined by the location (Differences Between Online Retail & Traditional Retail Businesses, 2007).

Night World : Huntress Chapter 5

The boy's light hair was longish, falling over his forehead in disarray. He had a nice face, serious, but with an unexpected dimple in his chin that gave him a slightly mischievous look. His body was nicely muscled but compact; standing, Jez knew, he'd be no taller than she. There was a large bump coming up on his forehead, just under the falling hair. The ghoul had probably slammed him against something. Jez jumped up and got a blue plastic cup full of water from her nightstand. She grabbed a clean T-shirt from the floor and dipped it into the water, then she gently brushed back the hair from the boy's forehead. It was silky under her fingers. Even softer than she would have thought. Jez kept her face expressionless and began to wipe his face with the damp cloth. He didn't stir. Jez's heart, which was already thumping distinctly, speeded up. She took a deep breath and kept wiping. Finally, although it probably didn't have anything to do with the water, the boy's dark eyelashes moved. He coughed, breathed, blinked, and looked at her. Relief spread through Jez. â€Å"Don't try to sit up yet.† â€Å"That's what they all say,† he agreed, and sat up. He put a hand to his head and groaned. Jez steadied him. â€Å"I'm fine,† he said. â€Å"Just tell the room to stop moving.† He looked around the room, bunked again and suddenly seemed to focus. He grabbed her arm, his eyes wide. â€Å"Something followed me-â€Å" â€Å"A ghoul. It's dead.† He let out his breath. Then he smiled wryly. â€Å"You saved my life.† â€Å"And I don't even charge,† Jez said, embarrassed. â€Å"No, I mean it.† His smile faded and he looked straight at her. â€Å"Thank you.† Jez could feel heat trying to rise to her face, and she had a hard time holding his gaze. His eyes were gray and so intense-fathomless. Her skin was tingling. She looked away and said evenly, â€Å"We should get you to a hospital. You might have a concussion.† â€Å"No. I'm okay. Let me just see if I can stand up.† When she opened her mouth to protest, he added, â€Å"Jez, you don't know why I'm here. It can't wait.† He was right; Jez had been so intent on getting him conscious that she hadn't even wondered what he was doing here. She looked at him for a moment, then nodded. She helped him up, and let go of his arm when she saw he could stand without falling over. â€Å"See, I'm fine.† He took a few steps, then made a circuit of the room, loosening his muscles. Jez watched him narrowly, ready to grab him if he fell. But he walked steadily except for a slight limp. And that wasn't from his encounter with the ghoul tonight, Jez knew. He'd had the limp from childhood, from when the werewolves took his family. How he'd been able to get over that and join Circle Daybreak, Jez would never know. He'd lost his parents almost as young as she had. He'd lost his two sisters and his brother, too. His entire family had been on a camping trip atLake Tahoe , when in the middle of the night they'd been attacked by a pack of werewolves. Renegade ‘wolves, hunting illegally because Night World law wouldn't let them kill as often as they liked. Just like Jez's old gang. The ‘wolves had ripped through theDavis family's tents and killed the humans, one, two, three. Easy as that. The only one they left alive was seven-year-old Hugh, because he was too little to have much meat on his body. They had just settled down to eat the hearts and livers of their victims, when suddenly the one too little to be worth eating was dashing at them with a homemade torch constructed of kerosene-soaked underwear wrapped around a stick. He was also waving a silver cross on a chain the werewolves had torn from his sister's neck. Two things werewolves don't like: silver and fire. The little boy was attacking with both. The ‘wolves decided to kill him. Slowly. They almost did it. They managed to chew one of his legs almost off before a park ranger arrived, attracted by the spreading fire from the dropped torch. The ranger had a gun, and the fire was getting out of control. The ‘wolves left. Hugh almost died of blood loss on the way to the hospital. But he was a tough kid. And a very smart one. He didn't even try to explain to anybody what he'd been doing with the silver necklace. He knew they would never believe him if he said he'd suddenly remembered a bunch of past lives, including one where he'd seen a werewolf killed. Hugh Davis was an Old Soul. And a wakened Old Soul, which was even more rare. It scared Jez a little. He was human and she was from the Night World, but she didn't pretend to understand the magic that brought some humans back again and again, reincarnating them in new bodies. Letting them remember all their past lifetimes, making them smarter and more clearheaded every time they were born. In Hugh's case, also gentler every time. In spite of the attack on his family, when he got out of the hospital the first thing he did was try to find some Night People. He knew they weren't all bad. He knew some of them would help him stop the werewolves from hurting anyone else. Fortunately, the first people he found were from Circle Daybreak. Circles were witch organizations, but Circle Daybreak was for humans and vampires and shapeshifters and werewolves, too. It was an underground society, as secret within the Night World as the Night World was secret within the human world. It went against the most basic tenets of Night World law: that humans were not to be told about the Night World, and that Night People shouldn't fall in love with humans. Circle Daybreak was fighting to unite everybody, to stop the killings, and to bring peace between the races. Jez wished them luck. She suddenly realized that Hugh had stopped walking and was looking at her. She blinked and focused, furious with herself for her slip in concentration. As a huntress-of vampires or anything else-you stayed alert all the time, or you were dead. â€Å"You were miles away,† Hugh said softly. His gray eyes were calm but intense as always. That look Old Souls get when they're reading you, Jez thought. She said, â€Å"Sorry. Um, do you want some ice for that bump?† â€Å"No, I like it. I'm thinking of getting one on the other side, to match.† He sat on the bed, serious again. â€Å"Really, I've got some stuff to explain to you, and it's going to take a while.† Jez didn't sit. â€Å"Hugh, I think you need it. And I need to take a shower or my aunt will get suspicious about what I'm doing in here for so long. Besides, the smell is driving me crazy.† Although she couldn't use her vampire powers without bringing on the bloodlust, her senses were still much more acute than a human's. â€Å"Eau de Ghoul? And I was just starting to enjoy it.† Hugh nodded at her, switching from gentle humor to gentle gravity as always. â€Å"You need to do what will keep your cover here. I shouldn't be so impatient.† Jez took the fastest shower of her life, then dressed in clean clothes she'd brought to the bathroom. As she returned carrying a glassful of ice from the kitchen and a washcloth, she saw that Claire's bedroom door was ajar and Claire was watching her narrowly. Jez raised the glass in a mock toast, and slipped into her own bedroom. â€Å"Here.† She made an ice pack and handed it to Hugh. He accepted it docilely. â€Å"Now, what is it that's so urgent? And how come you're so popular with ghouls all of a sudden?† Instead of answering, Hugh looked into a middle distance. He was bracing himself for something. Finally he lowered the ice pack and looked straight at her. â€Å"You know I care about you. If anything happened to you, I don't know what I'd do. And if anything happened because of me†¦Ã¢â‚¬  He shook his head. Jez told her heart to get down where it belonged. It was pounding in her throat, choking her. She kept her voice flat as she said, â€Å"Thanks.† Something like hurt flashed in his eyes and was gone instantly. â€Å"You don't think I mean it.† Jez still spoke flatly, in a clipped, hurried voice. She wasn't good at talking about emotional stuff. â€Å"Hugh, look. You were my first human friend. When I came to live here, nobody at Circle Daybreak would have anything to do with me. I don't blame them-not after the things my gang did to humans. But it was hard because they wouldn't even talk to me, much less trust me, and they wouldn't believe I wanted to help them. And then you showed up that day after school. And you did talk to me-â€Å" â€Å"And I did trust you,† Hugh said. â€Å"And I still do.† He looked distant again. â€Å"I thought you were the saddest person I'd ever seen, and the most beautiful-and the bravest. I knew you wouldn't betray Circle Daybreak.† And that's why I love you, Jez thought before she could stop herself. It was easier to live with if she didn't put it into words. Because it was hopeless, of course. You couldn't hang on to an Old Soul. Nobody could-not unless they were one of those tiny fraction of people who were soulmates. Wakened Old Souls were too†¦ old. They knew too much, had seen too much to get attached to any one person. Much less a person who was tainted with vampire blood. So all she said was â€Å"I know. That's why I work with Circle Daybreak. Because you convinced them I wasn't some kind of spy for the Night World. I owe you, Hugh. And-I believe you care about me.† Because you care about everybody, she added silently. Hugh nodded, but he didn't look any happier. â€Å"It's about something dangerous. Something I don't want to ask you to do.† He dug into his jeans pocket and came up with a thick packet of what looked like folded newspaper articles. He held it out to her. Jez took it, frowned, then paged through the first few articles. Headlines jumped out at her. â€Å"‘Four-year old dies in coyote attack.' ‘Record heatwave in Midwest; hundreds hospitalized.' ‘Mother confesses: I killed my babies.' ‘Mystery virus erupts in eastern U.S.: Scientists baffled.'† There were lots more, but she didn't look at them. She looked at Hugh, her eyebrows drawn together. â€Å"Thanks for sharing this. Am I supposed to fight the coyote or the virus?† His lips smiled, but his eyes were bottomless and frighteningly sad. â€Å"Nobody can fight what's happening-at least not in the ordinary way. And all that's just the beginning.† â€Å"Of what?† She loved Hugh, but sometimes she wanted to strangle him. Old Souls loved being mysterious. â€Å"Have you noticed the weather lately? It's either floods or droughts. Record cold days in winter, record heat in the summer. Record number of hurricanes and tornadoes. Record snowfall and hail. It just gets weirder and weirder every year.† â€Å"Well-sure.† Jez shrugged. â€Å"They talk about it on TV all the time. But it doesn't mean any-â€Å" â€Å"And the earth's being disturbed, too. Earthquakes. Volcanoes. Last year four dormant volcanoes erupted and there were dozens of major quakes.† Jez narrowed her eyes. â€Å"Okay†¦Ã¢â‚¬  â€Å"And there's another weird thing, even though it's not as obvious. You have to kind of dig a little to get to the statistics. There's been an increase in animal attacks all over the world. All kinds of animals.† He tapped the pile of newspaper articles. â€Å"This coyote attack-a couple of years ago you never heard about coyotes killing kids. Just like you never heard of mountain lions attacking adults. But now it's happening, and it's happening everywhere.† Prickles of unease were going up Jez's arms. It was true, what Hugh was saying. Not that she'd paid much attention to the human news when she was a vampire-but it did seem as if animal attacks were getting more frequent. â€Å"A bunch of elephants stomped their trainers last year,† she said slowly. â€Å"Dog attacks are up four hundred percent,† Hugh said. â€Å"According to the California state police. In New Mexico there's an epidemic of rabid bats. In Florida they've had seven tourists killed by alligators since last January-and believe me, that information was hard to find. Nobody wanted to report it† â€Å"I bet.† â€Å"Then there are the insects. We're seeing more and more people get attacked by them. Killer bees. Fire ants. Tiger mosquitoes-and, no, I'm not joking. They're for real, and they carry dengue fever, a really nasty disease.† â€Å"Hugh†¦Ã¢â‚¬  â€Å"Which brings me to diseases. You have to have noticed that. There are new diseases popping up all over. Ebola. Mad cow disease. That flesh-eating bacteria. Hanta viruses. Lassa. Crimean-Congo hemorrhagic fever. You bleed from your ears and nose and mouth and into the whites of your eyes-â€Å" Jez opened her mouth to say â€Å"Hugh† again, but he was racing on, his chest rising and falling quickly, his gray eyes almost feverish. â€Å"And they're resistant to antibiotics the same way that the insects are resistant to pesticides. They're all mutating. Changing. Getting stronger and more deadly. And-â€Å" â€Å"Hugh.† She got it in while he took a breath. â€Å"-there's a hole in the ozone.† He looked at her. â€Å"What?† â€Å"What does it all mean?† It means that things are changing. Spiraling out of control. Heading for†¦Ã¢â‚¬  He stopped and looked at her. â€Å"Jez, it's not those things themselves that are the problem. It's what's behind them.† â€Å"And what is behind them?† Hugh said simply, â€Å"The Old Powers are rising.† Chills swept over Jez. The Old Powers. The Ancient Magic that had controlled the universe in the old days of the Night World. No one could see or know the Old Powers; they were forces of nature, not people. And they had been sleeping like giant dragons for thousands of years ever since humans had gained control of the world. If they were waking up again now†¦ If magic was coming back again, everything would change. â€Å"It shows in different weird ways,† Hugh went on. â€Å"Night People are getting more powerful. Lots of them have noticed it. And they say the soulmate principle is back.† The soulmate principle. The idea that for every person there was one destined soulmate, one true love, and that the two souls were bound for eternity. Jez lifted her shoulders and dropped them without meeting Hugh's eyes. â€Å"Yeah, I heard. Don't believe it, though.† â€Å"I've seen it,† Hugh said, and for a moment Jez's heart stopped. Then it started again as he continued, â€Å"In other people, I mean. I've seen people our age who found their soulmate, and it's really true; you can see it in their eyes. The Old Powers really are rising, Jez†¦ for good and for evil. That's what's behind all these other changes.† Jez sat very still. â€Å"And so what happens if they keep rising?† â€Å"What happens is†¦Ã¢â‚¬  Hugh paused and then looked at her. â€Å"It means a time of darkness is coming,† he said simply. â€Å"A time-?† â€Å"Of serious darkness. The worst. We're talking the end of the world, here.† Jez could feel gooseflesh on the back of her neck, where her wet hair touched her skin. She might have been tempted to laugh if it were anybody else telling her this. But it was Hugh, and he wasn't joking. She had no desire to laugh. â€Å"But then it's all over,† she said. â€Å"There's nothing we can do. How can anybody stop the end of the world?† â€Å"Well.† He ran a quick hand through his hair, pushing it off his forehead. â€Å"That's why I'm here. Because I'm hoping you can.†