Tuesday, November 26, 2019

6 Skills You Need to Become a Call Center Representative

6 Skills You Need to Become a Call Center Representative A call center representative serves customers, first and foremost. Some job responsibilities include: answering inquiries, determining requirements, fulfilling requests, resolving problems, troubleshooting, and maintaining databases. They will most often spend the bulk of their time clarifying- either the position of the company or the parameters of the problem the customer is experiencing. Sometimes they will have an opportunity to put sales skills in action- upselling accounts, or adding features to maximize the customer’s experience. And they are responsible for representing the company and bolstering its reputation among its customers and in the world- primarily by providing excellent, detailed, and attentive customer service.Now, how to become one! Here are the top skills you’ll need to market yourself successfully for a call center representative position.1. RetentionYou may have the ability to look stuff up. But for this job, you’ll need to have the abilit y to retain what you read and learn and hear. You’ll need to memorize a vast amount of information about your company, as well as typical solutions and how to implement them. And you’ll want to be able to hear the customer’s situation once without getting confused. The goal is never having to be corrected when talking a customer through a problem because you didn’t remember the details of their predicament. You also need to know when you can’t resolve an issue on your own- and who to refer your customer to instead.2. Attention to DetailYou need this in almost every job, but it’s particularly important at a call center. You’ll be fielding a lot of the same questions every day, so you’ll want to keep an ear out for nuance and make sure you’re still giving each situation unique attention. Make sure to tick all of the possible boxes so your customer feels you truly listened to the question and solved whatever needed to be so lved.3. Flexibility/FriendlinessYou’ll have to interact with a lot of different people. Some of them will be unbearably challenging. You need to be able to be effective and considerate even when the person you are speaking with is not returning the favor. Try to treat each new customer with a new and friendly stance. And try not to let the erratic (and often long) hours make you too frustrated to perform.4. Grace Under FireA good call center rep is never flustered, even when fielding a number of irate calls and having to balance a billion little tasks. Keep your cool with the chatty person who won’t get off the phone, as well as with the terse and grumpy one. Just do your job and try to score a positive outcome and you’ll do fine.5. SpeedNeither you nor the customer has enough time to waste on this call. Make sure you know what you’re doing well enough to be efficient, even fast. Both you and your customers will thank you.6. CreativityRemember, each custo mer and situation are different. Finding a workable solution can be tough- especially if your hands are tied with company policy. Being able and willing to think on your feet to treat each customer with the respect they deserve might just mean you keep customers coming back- and that makes you look extra good during reviews.

Friday, November 22, 2019

How to Make Red Fire

How to Make Red Fire Road flares contain strontium nitrate in addition to other ingredients (potassium nitrate or potassium perchlorate, sawdust, charcoal, maybe some sulfur, magnesium, or aluminum). Strontium salts burn bright red. Obtaining Strontium Salts If you want to make red fire and arent in a position to order strontium salts its easy to harvest material from a road flare. Heres what you do: Take a pocket knife or steak knife and carefully cut open the cardboard tube of the flare.Pour the powder into a bowl or jar.You can sprinkle this powder sparingly onto a campfire or fireplace fire.You can store unused powder in a paper bag. Keep it dry, but away from heat and flame. How To Create the Fire Alternatively, you can ignite the powder directly. Put about a tablespoon of powder onto a fire-proof surface. Pour a little accelerant onto the base of your powder (try ​Heet, which is methanol). Light the accelerant. If you are using methanol, it will burn out and the powder will begin to burn. The flame will be very bright. You may wish to cut the mixture with powdered sugar or charcoal before lighting it.

Thursday, November 21, 2019

No topic Essay Example | Topics and Well Written Essays - 250 words - 40

No topic - Essay Example The expertise of the knowledge is usually associated with the spokesperson’s being preferred to the product being advertised. In most cases, the products that need expertise are usually complicated and sometimes are associated with high financial risk. For instance, the product Dior is complicated; thus, it needs expert spokesperson that is also trustworthy (Sources and spokespersons 01). For instance, the Dior has used CÃ ©line Dion as the spokesperson. This celebrity is an expert with extensive public reputable image; thus, making her an expert for the advert. Additionally, she has been in many other ventures of the same type. Trustworthy persons behind ads usually influence the reception of the ads. In other words, ads with trustworthy celebrities as the spokespersons usually make consumers believe in such products unlike products or ads associated with untrustworthy celebrities as their spokespersons. It is notably, that the same spokesperson in Dior has never had any serious public scandals; thus, she remains trustworthy in her public life making her fit for the product regardless of the products complication (Sources and spokespersons 01). This characteristic is usually pegged on the attractiveness of the spokesperson on the ad. In the case of Dior ad, the image is quite attractive and it is bound to attract many since many consumers and none consumers will like the image thereby influencing their consumption decisions on the product (Sources and spokespersons

Tuesday, November 19, 2019

BUSINESS PROJECT MANAGEMENT Assignment Example | Topics and Well Written Essays - 3500 words - 1

BUSINESS PROJECT MANAGEMENT - Assignment Example Secondly, it was supposed to be completed in 2001 and ended up being completed in late 2004 after a prior completion period of 2005 had been rescinded and pushed back to that time in 2004. The building was to play host to a total of 129 members of the Scottish parliament and more than 1000 workers as well as civil servants. Its building and construction had been controversial right from the start. The points of controversy lay with the location choice, the design, the architect and the entire construction; everything was fully criticised. An enquiry into why the project took that long was construed and determined that the project was all flawed right from the start to the end in terms of management, finance, competence of the project management and many other aspects and issues. The location details are to it that the building was supposed to be erected on a 1.6 ha piece of land and located just 1 km east of the city of Edinburg. The Spanish architect sought a design that was representative of the national identity. This issue of design was the beginning of the project problems given that the design was delivered late and not in line with the requirements of the project previous historical requirements. Suffice is to say, what was discovered was a complex non-hierarchical low lying, organic collection of buildings that intended to integrate the environment and Scottish people. The building was later found out to be a complex of several buildings with varying designs of architecture including a section providing accommodation for the members of parliament, their staff and researchers. Many features were attached to the building and this made it very expensive attracting critical acclaim from the people and other leaders including some members of parliament t hat used it. The estimation cost of the building was put to the bar way back in 1997 before the ideal construction started. However, it was noted

Saturday, November 16, 2019

Rhetorical Analysis Franklin Delano Roosevelt Essay Example for Free

Rhetorical Analysis Franklin Delano Roosevelt Essay Yesterday, December 7th, 1941, a date which will live in infamy. Those are the words of Franklin Delano Roosevelt. Those words will be eternally repeated when discussing the topic of Pearl Harbor. The words contained in this speech show his utter disdain pertaining to the attack on Pearl Harbor. The purpose of President Roosevelts Pearl Harbor Address to the Nation was to educate the nation on what had happened on December 7th. He also wanted to justify his reasons for needing to go to war with the Empire of Japan. Each and every word in this distinguished speech played on the emotions of the american people, and it provided significant support for his purpose. The powerful words Roosevelt used in the address gave strong support that grabbed the American peoples attention, and. One convincing statement he makes was when he said, The United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. Roosevelt wanted to be sure that the congress and the nation knew the facts behind the tragedy. In that short statement he informs the people that he had no idea that the attack was coming, in his words the attack came suddenly. He also tries to explain Americas relationship with Japan before the attack in this section, The United States was at peace with that nation and, at the solicitation of Japan, was still in conversation with its government and its emperor looking toward the maintenance of peace in the Pacific. That showed the American people what events had taken place prior to the disaster at Pearl Harbor. He wanted the people to know that he was under the impression that the two nations were at peace, and that they were nowhere near a state of war. Another purpose for the address was that Roosevelt wanted to justify going to war with the Empire of Japan. One such section of the speech was when Roosevelt said, The distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time, the Japanese government has deliberately sought to deceive the United States by false statements and expressions of hope for continued  peace. Roosevelt tried to make his audience feel appalled by the actions of Japan in that excerpt. He wanted to show the audience that Japan was deliberately misleading the American People into having them believe that all they wanted was to make an effort for peace, when at the same time they were preparing for war. In the speech addressing the nation he stated that after the Japanese had attacked Pearl Harbor they did not stop their. They continued on to attack neighboring countries and city-states. He tried to convince the audience that not only the lives of the American people were at stake but the lives of surrounding countries that may not be able to defend themselves. No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory, through this passage the president wanted to reassure his audience that if they did in fact go to war the end result would be that America will obtain absolute victory. The President not only wanted to educate the American people on the events that occurred, but he also wanted to reassure them if they did in fact go to war, they would come out victorious. Roosevelts striking words helped a nation recover from one of the greatest tragedies in the nations history. Roosevelt believed that through his words the nation would hold their ground and beat back any enemy that would come their way.

Thursday, November 14, 2019

Scarlet Letter, Chillingworth A Man Of Evil :: essays research papers

Chillingworth: a Man of Evil   Ã‚  Ã‚  Ã‚  Ã‚  In the novel the Scarlet Letter, Hawthorne’s character Roger Chillingworth is supposed to represent the evil in the story. Hawthorne shows Chillingworth to be evil by several means. The physical description of Chillingworth shows him as an evil character. Statements are also made by Hawthorne referring to the inner content of Chillingworth that would lead the reader to feelings of his evilness. Another good way Hawthorne expresses that Chillingworth is evil is his name. There are many methods Hawthorne uses to demonstrate the evil qualities of Chillingworth.   Ã‚  Ã‚  Ã‚  Ã‚  When Chillingworth first enters the novel he is seen in a crowd. Hester notices him because he stands out. Chillingworth is dressed all in black. Black is a color often used to represent evil, other famous characters that demonstrate this are Captain Ahab and Darth Vader. Chillingworth is also said to have a hump on the left side of his back. The left or â€Å"sinister† side is used to represent evil. Chillingworth is also gnarled and ugly. Hawthorne writes characters to appear on the outside the way he wants the reader to see them on the inside. Chillingworth appears to be an ugly person on the outside therefore he must be one on the inside. Chillingworth is shown as a dark, evil, ugly character.   Ã‚  Ã‚  Ã‚  Ã‚  The first thin one usually notices about the man in question is his eyes. These eyes have the power to read deep into a human soul. He can see whatever hangs heavy on the heart of the person and bring it to light; for example Chillingworth could use this to bring out a person’s sins. Hawthorne sees this act to be the greatest sin of all, making Chillingworth evil.   Ã‚  Ã‚  Ã‚  Ã‚  Chillingworth is a name that has a strong connotation of evil. The word chill has meanings similar to that of the word cold. Having the suffix worth makes his name mean of cold value. Cold is usually associated with evil. This can be seen in expressions like cold hearted. Chillingworth is a human being of cold value therefore he is a man of evil.

Tuesday, November 12, 2019

Language Investigation Essay

How gender affect linguistics in programmes. For this investigation I aim to produce a theory on the language of gender orientation in programming. I think it will be interesting to observe how the role of male and female in our society can affect the programmes that are broadcasted and the linguistics that feature when a programme adheres to a particular gender roles. I will take into account the contextual factors to fully assess whether it is gender, or other factors such as age, class or culture, that affects the language of a programme. The type of programming I am going to study are children’s television programmes because they are commonly reflective of society’s stereotypical views of gender. It is important to assess the influence of heavily male or female based language on children, and whether it forms a gender identity within them and affects how they linguistically interact with those around them. My hypothesis is that language will be heavily male orientated, following from the stereotypical role males have to assert dominance in society. I have chosen to study the children’s cartoon X-Men because it has an interesting reflection of gender portrayed through language. I am going to begin by analysing the title of the programme I am going to study – ‘X-Men’. This title introduces the influence of male superiority through the language it uses, instantaneously using the word ‘men’ to portray the themes of the programme. Instead of the programme only containing men as the title suggests, there is actually an equal number of men as there is women in the ‘X-Men’, so we can conclude that they play a dominant role in the programming, and the influence of stereotypical gender views have responsibility for this. It should also be considered that the women in this programme are represented through male characteristics, and by conforming to this and seen as part of the ‘X-Men’, they are not inferior, but instead seen as equal through another gender. The title clearly suggests that the programme is male orientated, and degrades the influence of the female gender in association with the themes of power and battle. Looking into the idea that the female characters in the ‘X-Men’ are represented with male traits, I am going to study the language of the names used for each character. Without knowing the gender beforehand, it is difficult to associate any of the names with an influence of the female gender. Nearly every name is associates with male traits. For instance when looking at the name ‘Wolverine’ we can clearly determine that the wolf is a origin for power, teamwork and male dominance, which is appropriate to the male character. In comparison to ‘Rogue’, a name which has no female influence, and disassociates the gender from the character, giving her a power orientated name, but suggests that the male represents power. This transcript is of a mostly male conversation, and reveals how the programme orientates towards this gender through it’s language. The use of M1-4 represents the 4 different male characters in this scene, and F1 represents the only female character. M2/3 are very aggressive, using phrases such as ‘Let’s crush him’ and ‘I think me and my buds are gonna squash this slimeball’. This associates the male figure as one of violence. This is disconcerting that this view could influence young children, because they will associate power and dominance with aggression, which could have all sorts of implications of their behaviour. Other male characteristics in the language of this scene are using last names for refer to each other, and imperatives to dominate the conversation and assert their authority. This fits in with George Keith and Jon Shuttleworth’s theory, found in Living Language, that men are competitive in conversation, as opposed to women, who are more supportive. The role of the female in this transcript is very brief, but she clearly supports the other character of Scott, rather than tries to compete with him. This transcript show how female characters are represented as weaker than male. It is interesting to consider that F1 is a dominating powerful character, with many male traits, when the programme deals with the super heros and battle scenes. In comparison, in this scene, she is represented as the supporting character, and inferior to the males. This suggests that the programme still has connotations of the weakness of the female gender. For instance when F1 says – â€Å"Oh, you poor baby!† her language suggests she is being supportive. The use of the word â€Å"baby† has maternal connotations, which is representative of stereotypical domestic and mothering views of females. The language associated with this programme portrays how the male gender dominates the linguistics of ‘X-Men’ which gives an insight into the general view of gender orientation of the programme. These two examples are more substantial in that they are repeated with every episode that a young child watches. It is important to analyse how a heavily male orientated programme effects children. We should consider that a child’s perception of the reality of a television programme is somewhat unclear, and it’s influence could change their gender associated behaviour and understandings. When watching ‘X-Men’ a young child receives language that has strong connotations of male dominance and power, which leads young children to gender roles themselves, which society have been trying to break for some time now.

Saturday, November 9, 2019

Introduction to Equality and Inclusion in Health and Social Care

Diversity is the differences in values, attitudes, cultures, beliefs, skills and life experiences of an individual in any group of people. In the UK, frameworks emphasise that the importance of developing every child’s sense of individuality and encouraging an optimistic sense of pride in each child’s family origins. Children can develop a sense of belonging to the local community and begin to appreciate and respect less familiar cultures.Equalityâ€Å"Equality does not mean that everyone has to be treated the same.† Meggitt (2011, p.32) I agree with the above quote because it is telling you that just because most things in life are equal, it does not mean that everyone has to be treated the same. Everyone is their own individual self, having different needs, situations and ambitions. No child is equal and the same, everyone is different from one another. However, the aims of the practitioners are to have a part in the child’s life to support children to l ive in the way they value and choose, to be themselves but to be different if they wish to be. Every person in the world should have equality of opportunities.InclusionInclusion is all about making sure that equality of opportunity for all children and young people whatever their disabilities or disadvantages. This means that all children have the right to have their needs met in the best possible way for them. They are seen as being a part of the community even if they need particular help to live their full life within the community.DiscriminationDiscrimination is where people are treated in a less-favourable way because others have negative views on the characteristics of a person. Children may discriminate against others because of how different some people can be compared to themselves. This action takes form of being name-calling and teasing. It could be something as simple as someone being a little skinnier  than another child or if there is so many children with brown hair and there is just the one ginger. It could also be something as simple as the difference in clothing. 1.2 – Describe ways in which discrimination may deliberately or inadvertently occur in the work setting.There is always discrimination going on, deliberate or not, it is always happening. Children and practitioners get labelled and stereotyped all the time. Sometimes labels are given to children such as the â€Å"spoilt child† or the â€Å"attention seeker†. Some children are liked more than others because they might have a calmer attitude rather than the child that might be known as â€Å"mardy† because they are always moaning and crying etc. Children realise that things change and they realise differences in other people and make comments.There is a quite a few different ways in which discriminating may deliberately or inadvertently occur in the work setting. There is racism and racial discrimination which is the belief that some races are superior to others which is based on the idea that different characteristics such as skin colour or background children have make some people better than others. It is deliberately discriminating if a child is refused from the nursery place just because they are black.It is failing to address the needs of children from a minority religious or cultural group. It is also racist discrimination when travellers are failed a place in a nursery just because they do not celebrate festivals from the mainstream culture such as Easter and Christmas. There is also sexism and sex discrimination always going on. It may not be deliberate to discriminate the sex of somebody but it does happen.This occurs when people of one gender support the stereotype that they are greater to the other. This happens when boys are always offered to do activities such as football and physical sports that are rough. Whereas the girls are stereotyped to perform the more traditional ‘female’ tasks; such as washing, co oking, pushing the pushchairs and playing with the dolls. Another discriminating offence that can be deliberately made in placement is ageism and age discrimination.Negative feelings are expressed towards other people because of their age. It is usually in the western society the older people whereas young people are often excluded because they are thought to be too young to be able to participate in things. A good example is that people are not permitted to vote until the age of 18. Another act of discrimination is disablism and disability.Disabled people are seen as the  disability that they have, they are not seen as an individual with special needs. Children and young people that have disabilities or impairment are sometimes deprived of the equality of opportunity with their non-disabled class peers. For example; failing to provide the appropriate facilities and services in organising activities in a way that ignores the physical, emotional and intellectual needs of a certain child. There are many other stereotypes that can be leaded to discrimination deliberately and inadvertently such as concerning gay and lesbian groups in the work setting and also the people from low income groups and those who practise the minority religion.Explain how promoting equality and inclusion reduces the likelihood of discriminationWhen promoting equality and inclusion such as in books and displays in and around the work setting there should be positive images of children and young people that may have disabilities, or are from different cultures, gender roles.Doing the above does reduce the likelihood of discrimination very much because children grow up to understand as to why people are different. If a nursery did not do anything or promote anything about equality and inclusion then children would not know anything about disabled people or about different cultures so then if they saw someone different they may make a comment on the person and hurt that persons feelings wh ere as if they grew up to know that not everyone is the same and some people may need more help than others in things it would increase the amount of discrimination made and people would understand and accept that people are different but still a human being and was brought into the world the same way they was.When in the work setting if positive images are put across about people such as black people, a female women and a disabled person can take on the responsibility of active roles in society whereas a man can take on the caring and domestic roles then this helps children to develop the strong prospects about their life and their future. Making them then think about what they might want to achieve in their life.They will have optimistic ideas about the positions of effects and responsibility they will take on in the society whatever their ethnic, gender, cultural or social background or disability. 2.1 – Identify which legislation and codes of practice relating to equality , diversity and discrimination apply to own role. There are various pieces of legislation in place to promote equality and reduce discrimination.These  include:†¢ The Disability Discrimination Act 2005 †¢ The Special Educational Needs and Disability Act 2001 †¢ The Race Relations Act Amendment 2000 †¢ Convention on the Rights of the Child (UN, 1989) †¢ The Human Rights Act 1998 †¢ The Sex Discrimination Act 1975 †¢ Employment Equality Regulations 2003Describe how to challenge discrimination in a way that encourages change.If you see children discriminating against somebody else then you would challenge them about why they have done it and you would make them apologise. You then would explain to them as to why they are wrong and aware them as to why it is inappropriate. You should at all times refuse to laugh at jokes that are based on stereotypes.As a role model you should talk positively and handle a situation such as dealing with discrimination and bullying appropriately. You should listen to their views and opinions on things and then try and help change their views on things. Books, nursery rhymes, cultural activities can change how people see things. If the child is to say something that is not right you would immediately point it out and give the correct information.You would help the child learn from the situation, to see the consequences of their actions and help them to understand why their behaviour was cruel and inappropriate. Remember not to leave the child feeling upset or thinking that you dislike them because of the situation that has happened. Let them know that you do not tolerate the behaviour they have shown and the way they have made somebody else feel because of their actions but explain to them that it does not make you dislike them anymore than how you felt about them before.You would then support the child that has be in the object of discrimination reassuring them and supporting them to maintain the ir self-esteem. You can change children’s points and opinions on things by showing them things such as books and stories on people that are different and show the child why they are that way and as to why it hurts. You explain to them that the things they say can hurt other people’s feelings and explain to them and try and make them understand that they wouldn’t like it was them in the other person’s point of perspective.Identify a range of sources of  information, advice and support about diversity, equality and inclusionsThere are many sources of information that you can use for advice on equality, diversity and inclusion.There are:Managers and senior staff within each setting. You can get help from the settings policies and procedures on diversity, equality and inclusion.The internetContact outreach agencies, The NSPCC, Child line and local servicesDescribe how and when to access information advice and support about diversity, equality and inclusionT here are plenty of different methods of finding information on, diversity, equality, and inclusions. You can get access to websites, leaflets, booklets, journals and magazines to give advice and support about anything, they usually have ways of you contacting them such as phone number, email or even letters. There are all kinds of ways to get in contact for you to be able to get advice and support about diversity, equality and inclusion.You can contact certain groups, such as AGE UK, direct.gov and much more who can supply materials to hand out advice and support on discrimination, equality etc. There are lots of different ways on how and when to access information about a certain problem that you may have or some other individual but all ways of getting support and advice is really easy and simple for anybody. Support and advice is all around you, but professional help on certain problems such as diversity, equality and inclusion is mainly found in the government.

Thursday, November 7, 2019

Analysis of Grendel, by John Gardner essays

Analysis of Grendel, by John Gardner essays The Novel Grendel by John Gardner gives the reader a different viewpoint of the good against evil plot scenario.   From the beginning of the book the reader can see that this book is very well written and that Gardner has a very unique way of writing it.   It is clear that the narrator is a very attentive and how he changes his writing to illustrate the growing up of Grendels writing as well.   The reader many times before has dealt most likely with a hero defeating an evil villain.  Although the twist to the story is that, the traditional, evil monster is telling his side of the story.   Having to be forced to now view the events from Grendels eyes, Gardner allows his readers to see the other side of the coin.   Thus, during the events that play out in the entire novel, it gives the reader a chance to comprehend how Grendel plays an important role to how humans are conveyed. Whenever Grendel first encountered humans, he was fairly young at the time, and described it as a bad experience.   After unintentionally catching himself in a tree he was noticed by a group of Hrothgars men walking through the woods.   As the men got nearer, Grendel tries to communicate to them, having no intention of harming these "ridiculous" (Gardner 24) creatures that "moved by clicks." (Gardner 24). After the men bump into Grendel, they are very confused and dont know what to make of the situation. Like wild animals, they are afraid of anything that they are not used too.   Whenever Grendel tries to speak and connect to the men, while hanging from the tree, the men showed ignorance.   Instead of taking the time to understand the abnormality in their world they panic and do the only thing they know how to do to best, destroy it.  Had the reader not read Grendels side of the story, the reader would have assumed that the men had every reason to attack Grendel, but in r eality they didnt.   An altern...

Tuesday, November 5, 2019

Meteorologists Are Scientists Who Study the Weather

Meteorologists Are Scientists Who Study the Weather While most people know a meteorologist is a person who is trained in the atmospheric or weather sciences, many may not be aware that there is more to a meteorologists job than simply forecasting the weather. A meteorologist is a person who has received a specialized education to use scientific principles to explain, understand, observe, and forecast the earths atmospheric phenomena and how this affects the earth and life on the planet. Weathercasters, on the other hand, do not have specialized educational backgrounds and merely disseminate weather information and forecasts prepared by others. Although not many people do it, its rather easy to  become a meteorologist- all you need to do is earn a bachelors, masters, or even doctorate in meteorology or in atmospheric sciences. After completing a degree in the field, meteorologists can apply to work for science research centers, news stations, and a variety of other government jobs related to climatology. Jobs in the Field of Meteorology While meteorologists are well-known for issuing your forecasts, this is only one example of the jobs that they do- they also report on the weather, prepare weather warnings, study long-term weather patterns, and even teach others about meteorology as professors. Broadcast meteorologists  report the weather for television, which is a popular career choice as it is entry-level, which means you only need a Bachelors degree to do it (or sometimes, no degree at all); on the other hand, forecasters are responsible for preparing and issuing weather forecasts as well as watches and warnings, to the public. Climatologists  look at long-term weather patterns and data to help assess past climate and to predict future climate trends while research meteorologists include storm chasers and hurricane hunters and require a Masters degree or a Ph.D. Research meteorologists generally work for the National Oceanic and Atmospheric Administration (NOAA), the  National Weather Service  (NWS), or another government agency. Some meteorologists, like  forensic  or  consulting meteorologists, are hired for their expertise in the field to help other professionals. Forensic meteorologists investigate claims for insurance companies on past weather or research past weather conditions pertaining to court cases in a court of law while consulting meteorologists are hired on by retailers, film crews, large corporations, and other non-weather companies to provide weather guidance on a variety of projects. Still, other meteorologists are more specialized.  Incident Meteorologists work with firefighters and emergency management personnel by providing  onsite weather support during wildfires and other natural disasters while  tropical  meteorologists focus on tropical storms and hurricanes. Finally, those with a passion for meteorology and education can help to create future generations of meteorologists by becoming a meteorology teacher or professor. Salaries and Compensation Meteorologist salaries vary depending on position (entry level or experienced) and the employer (federal or private) but typically range from $31,000 to over $150,000 per year; most meteorologists working in the United States can expect to make $51,000 on average. Meteorologists in the United States are most often employed by either the National Weather Service, which offers between 31 to 65 thousand dollars per year; Rockwell Collins, which offers 64 to 129 thousand dollars per year; or the U.S. Air Force (USAF), which offers salaries of 43 to 68 thousand annually. There are  many reasons to become a meteorologist, but ultimately, decided to become a scientist who studies climate and the weather should come down to your passion for the field- if you love weather data, meteorology might be the ideal career choice for you.

Sunday, November 3, 2019

Can ICT Enhance Education In The 21st Century Essay

Can ICT Enhance Education In The 21st Century - Essay Example However, little information is known about the value of the information technology in schools in the developing nations. This article looks at how ICT has influenced the level and standards of education in the 21st century, using the ICT theory and tools and the using of the relevance theory to explain how it applies to education. In the recent past, the teachers have learnt the importance of embracing ICT in their teaching programs, which have given them the relevant knowledge and made work easier for themselves as well as the students. Ager found out that there are diverse ICT tools used by different teachers in different countries, which causes a variation in the level of students understanding. The use of ICT tools in teaching and learning in the 21st century can enhance the level of education as well as the quality of education among the students, and the teachers (Ager, 1998, p.8). Using ICT will mastermind the changes in the teacher’s knowledge, beliefs, and attitudes. This is because using ICT in the education reform will bring into effect the importance of the teachers changing their attitudes in the order of teaching to create long-term sustainable change. One main hindrance to the effective implementation of this course is that the projects normally fall short of their expectations since the educationalists carry on work within the old-style vision of rote learning (Ager, 2000, p.7). In order to oversee effective implementation of the ICT tools in education, the teachers ought to realize this modern methodology of teaching is effective and should make a modification for their students. In addition, the teachers ought to have understanding and commitment, which should be particularly important in order to sustain changes in these areas, for instance project based learning systems, and the student center teaching techniques. However, the implementation of this methodology needs some primary changes for instance as a teacher instructional practic e (Blamires, 1999). Additionally, ICT can enhance changes in education in the way students engage their contents. According to (Cook, & Finlayson, 1999, p.7) the use of ICT in education can enhance changes especially in the areas, which engages research, such as the research projects. This is because research in learning science topics has proven that constructivist models of learning offer a supplementary reliable indulgence of how humans learn than previous behaviors. Besides, the different researches conducted have identified that the use of ICT technology encourages students to participate in-group activities such as teamwork or students make products, which symbolize what they are learning. Therefore, use of ICT technology can help improve the way the students interact and obtain their learning contents. Moreover, using ICT tools in education has created changes in relationships among the students, the teachers, and the parents. This has been achieved using a supportive and col laborative effort between the students and the teachers, which supports learning. The introduction of technology in learning also has enhanced the changes in the roles played by the students and the teachers. The various challenges brought about by the use of ICT in education have also enhanced the need for more involvement by the teachers and the students so that they can learn and master its use. Some various factors such as the teacher’s knowledge, time, and the tools, which are to be used, are an important factor to be considered. More importantly, the use of ICT technology has to be in line with the pedagogical goals (Forester, & Morrison, 1992, p.8), which are set forth by the education fraternity. ICT tools such as the internet has helped the students gain a self-governing