Dick Smith Cover Letter Essay Example for Free

Dick Smith Cover Letter Essay Please accept my enthusiastic application for the Retail salesperson. As soon as I saw your advertisement on Trademe.com, I knew I was the perfect candidate for the position. I believe my experience of encountering lots of different types of people from all of the activities i have joined before will be very helpful and useable for the position as i am a very patient person. Besides, i am not entering school until term 1 of 2015 because I just arrived here 3 weeks ago and was advised to start school only on term 1 of 2015 since term 4 of 2014 is ending soon. So i will be able to work whenever needed and i will be able to help out in any way. Also, it is only a few minutes away from my house so that won’t be a problem. My passion about getting more experience about working and gaining knowledge about technologies would make me an excellent position for the retail salesperson. I have participated in lots of sports activities such as Karate, which i am in a brown-black belt now which is the one last stage before the black belt, got gold in kumite category in regionals and silver in kata category. Also been in the school Volleyball team and participated at Regionals, school Athlete (track and field) and managed to get silver at regionals, also a Dancer and got champions in competitions with my crew several times. Also do Rhythmic Gymnastics and Artistic Gymnastic and got 5th placing in Rhythmic Gymnastic Malaysia Nationals senior category 2014. Lastly, i also join Cheerleading and was the captain of my team back in Malaysia and managed to get champions at inter school competition during my first year of leading. By joining all sorts of activities from all different ages ranging from youngsters to elderly, I have became a confident person and a much better person. I am also the type of person that loves to keep everything in order and tidy so i can ensure the place would always be tidy.  Since i was a kid, I was a natural leader of a certain group. I was also a school prefect for several times and i will always take care of my responsibly. By becoming a leader, i learned to gain confidence in speaking to groups. I have also been told that I have an approachable attitude and i myself know that cause I smile a lot and be friendly. I have an average understanding of the general knowledge and interests of technologies. Also encountered lot of different type of people from all the activities i have joined before. I therefore know what sorts of attitude and types of people there are and can easily handle and talk to them. I have the skill to be able to talk in multiple languages. Such as Mandarin, and Malay. So i am pretty sure that may be an advantage as they are quite some Chinese’s here. I have been always been the problem solver between my friends and my all my teams in whatever the situation is since i have a very high patience. I am not schooling until 2015 so i will be free and be prepared to work on weekend/holiday shifts and to be able to work on odd occasion when needed. have enclosed my resume, thank you for taking you time to read this resume of mine and also Thank you so much for your time and consideration.

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Introduction Gone with the Wind is a classic fictional love story that depicts life in the old south before, during and after the Civil war. The book was originally written in 1936 by Margret Mitchell, the movie adaptation was released in 1939, directed by Victor Fleming, and staring Clark Gable and Vivian Leigh. Ms. Mitchell grew up listening to Civil war stories from confederate veterans. It was reported that they told her everything; everything that is, except that they had lost the war, she found that out when she was 10 years old. Though the book was written 71 years after the Civil War ended, Ms. Mitchell did her research and appears to have drawn inspiration from those childhood stories that she was told. This is apparent in the detailed description of the clothing, houses, and everyday discussions and interactions of the characters throughout the book. Though not all historically correct most of what is in the book is accurate. During the time the movie was released, â€Å"damn† was considered to be vulgar and controversial and they used the term â€Å"darkies† to describe the slaves. Summary of the movie The movie revolves around the sometimes love hate relationship between Rhett Butler and Scarlett O’Hara and how she will do whatever it takes to survive. It over romanticizes the old south and how the plantations were run and deals with topics such as slavery, reconstruction of the south and has a strong feminist survival theme to it. Scarlett â€Å"makes her uncontrollable self-centeredness seem like the most charming thing in the world.† She is a young southern belle and every man in the county is smitten with her. Though she could have any man she wanted, her eyes are set on the Mr. Ashley Wilkes who is engaged to marry his c... ...e (Ashley’s wife) dying and a promise to take care of their son, Scarlett realizes her true love to Rhett though it is to late as Rhett walks away from the marriage. She will return back to Tara plantation to find a way to win him back. Mitchell, Margaret, Margaret Mitchell's Gone with the Wind Letters, 1936-1949, Edited by Richard Harwell, New York: Macmillan, 1976. â€Å"Gone with the Wind Letters† is essentially a collection of letters written by Ms. Mitchell to those that wrote to her about Gone with the wind. One letter in particular is to Vivian Leigh who plays Scarlett in the movie. Thompson, C. Mildred. Reconstruction in Georgia: Economic, Social, Political, 1865-1872, Gloucester, Mass.: P. Smith, 19641915. This book contains the history of the Reconstruction of Georgia. It gives you an insight to the economic, social, and political aspects of Reconstruction

Compare Two Theories Of Learning Education Essay

This essay is traveling to be discoursing two different theories of larning within the Early Years Foundation Stage. The two theories that are traveling to be compared are the theory of Operant Conditioning which was conducted by Skinner and the second was the Social Learning Theory which was conducted by Bandura. The first theory that will be discussed is Operant Conditioning. B F Skinner was a behaviorist who studied kids ‘s behavior and from this he developed the theory of Operant Conditioning. Skinner developed the thought of Operant Conditioning the work of Edward Thorndike. One definition of Operant Conditioning is: â€Å" behavior that is followed by pleasant effects tend to be repeated and therefore learned. Behaviour that is followed by unpleasant effects tends non to be repeated and therefore non learned. † ( Alberto and Troutman, 2006 ; pg. 12 ) . Operant Conditioning consists of two different types of support. The first type of support is positive support. Positive support is a manner of reenforcing a coveted behavior in kids through positive feedback or wagess. For illustration, in footings of acquisition, a practician may praise a kid for giving the correct reply to a inquiry. There are two different types of positive support. These are positive reinforcing stimuluss and negative reinforcing stimuluss. Positive reinforcing stimulu ss are when a positive result is used as a wages. So for illustration, if a kid is acting a spine will be given to them at the terminal of the twenty-four hours. Negative reinforcing stimuluss are when something negative is taken off when the kid does something good. So for illustration, if a kid has non behaved and have been told that they are traveling to be losing some of their drama and the kid does something good subsequently on the kid will hold their drama returned. The 2nd type of support is negative support. This is besides known as penalty. Negative support can be explained by the remotion of a negative stimulation to increase the likeliness of the kid moving in the coveted manner. For illustration, if two kids are systematically speaking to each other negative support would affect dividing the two kids so that they can non speak to each other. There are two different types of negative support. These are negative penalty and positive penalty. Negative penalty is where some thing positive the kid has been given is taken off from them after bad behavior. If the school uses a chart system such as a rainbow chart to demo kids ‘s behavior and a kid has behaved throughout the twenty-four hours and had their name put on the rainbow, if they so misbehave they will be moved lower down the chart towards the cloud. Positive penalty is where the kid is misconducting and they have a negative response for it. An illustration of this is where the kid a child gets scolded for hapless behavior. Another illustration of this is where a kid stones on their and are told off for it. If they do it once more and fall off of the chair and hurt themselves they will larn non to make it once more. Children within the Early Years Foundation Stage are still larning the difference between what is right and what is incorrect. Operant Conditioning Theory is relevant to kids of this age group due to the fact that the cardinal construct of this theory is reward and penalty. If ki ds are rewarded for good behavior and punished for bad behavior systematically, they are more likely to larn the right manner to act. Skinner ‘s Operant Conditioning Theory can clearly be seen within my scene. Throughout my puting each of the categories use Operant Conditioning a batch with the kids. In my peculiar schoolroom, the instructor uses a system known as the rainbow system. The kids ‘s names start off on the Sun at the beginning of the twenty-four hours and if they behave truly good and work truly difficult so there name will be moved up to the rainbow and if they continue to work hard so their names move up to the pot of gold. At the terminal of the twenty-four hours if there are kids whose names are still on the pot of gold so they receive a spine. However, if the kids are being riotous, they are given a warning by the instructor and if they carry on so their names and moved down to the cloudy sky image and so if they still carry on their names will be moved down to the rain cloud. I feel that Operant Conditioning theory is relevant in my scene as it is used systematically throughout the sch ool. First, it is non merely in the EYFS it is used, it is besides used in all of the other categories through a virtue system. The virtue system is really good as if the kids get adequate virtues throughout the twelvemonth and their clip in the school they receive a wages. Besides, on Sports Day, they school is split into six different groups and if the virtues each kid gets throughout the twelvemonth for their group is added to the sum they receive on Sports Day and the group that wins is given the House Cup. Another ground why I feel that Operant Conditioning is relevant in my scene is due to the fact that it is consistent throughout the whole school. It is non merely used in the schoolroom, they besides use it in assemblies. For illustration, throughout the assemblies the practicians walk around and detect the kids and those that are acting throughout the whole of the assembly will have virtue points to manus to their instructor. However, there are some failings in the ways in w hich this system in used within my scene. For illustration, although it is a good thought, I feel that non all of the kids are recognised for their good behavior. Although I understand that it may be hard for the practicians to recognize all of the kids that are acting good, some of the kids may experience that they are non noticed for acting suitably. The 2nd theory in which is traveling to be discussed within this essay is Albert Bandura ‘s Social Learning Theory. Albert Bandura is a behavioristic theoretician. Social Learning Theory is based chiefly on Behaviourism and Cognitive Theory. The chief thoughts behind the Social Learning Theory are patterning and observation. An illustration of Social Learning Theory within a school scene is when a kid is misconducting and another kid who is really familiar with kid imitates their behavior. Social Learning Theory is relevant to the Early Years Foundation Stage due to the fact that the cardinal construct of this peculiar theory is fake and patterning. Children of this degree and age tend to copy others in footings of how they behave. They besides tend to copy those that are function theoretical accounts to them. Bandura ‘s Social Learning Theory is besides apparent within my arrangement. Throughout the school the instructors act as good function theoretical accounts for the kids and they try to acquire kids to retroflex good behavior. For illustration in my arrangement the instructors try to acquire the kids to retroflex good behaviors that they see within the schoolroom scene. So if a kid is non sitting softly and another kid is the instructor is likely to notice on the kid ‘s good behavior. Then the instructor will state the kid misconducting that should move how the other kid is moving. The theory is besides apparent within my arrangement through the practicians themselves. For illustration, kids tend to copy the ways in which their instructors behave, so the practicians within my puting behave in ways in which they want the kids to act so that the kids will retroflex good behavior. I feel that this theory is besides relevant in my arrangement. There are some strengths and wea knesses to this theory being used in the EYFS. First of all the strengths of utilizing this theory in my arrangement are that if a kid is acting good in the schoolroom, other kids around them are more likely to copy this behavior. However, a failing of this theory being used within my arrangement is that kids who are non behaving and are non addressed by the practician are besides likely to hold that behavior imitated by other kids in the category which could take to many of the kids acting in this manner. Operant Conditioning and Social Learning Theory are different in many different ways. First of all ; in Operant Conditioning the chief focal point is on honoring good behavior and penalizing bad behavior, but in Social Learning Theory the chief focal point is on kids retroflexing behaviors that they have observed and witnessed from their function theoretical accounts. Another manner in which operant conditioning and societal acquisition theory differ from each other is in footings of when kids learn. First of all, in operant conditioning, kids learn how to act from what they have experienced antecedently, whereas with societal larning theory, kids learn from each experience when they imitate a behavior from the practician or their schoolmates. Both of these theories are besides similar in many different ways. First of wholly, both of the theories focus on kids detecting behavior and behaving in a manner that they have learnt is the appropriate manner. So for illustration in operant conditioning the kids observe other kids around them acting to acquire wagess or they themselves have behaved in order to acquire wagess and they have learnt that to acquire the wages they need to act the same manner in which they did earlier. In societal acquisition theory the kids observe other people around them acting in a peculiar manner and they imitate this behavior, particularly if it is person they consider a function theoretical account or it is person who they are really good friends with. To reason, both of these theories are really utile to utilize in a schoolroom puting when working with younger kids. However, from my experience I feel that Bandura ‘s Social Learning Theory, may non be the best theory to utilize when working with the EYFS due to the fact that the kids are really immature and make non rather understand the construct of good and bad behavior and they do be given to copy the behavior of those around them that they are friends with. Overall, I do experience that although there are restrictions when utilizing Social Learning Theory both Operant Conditioning and Social Learning Theory do work good together in helping practicians in educating the kids within the EYFS.

Radiation How Much Is Safe

Growing public concern about possible radiation exposure during the 2011 nuclear crisis in Japan raised questions about radiation safety: What is the relative safety of radiation at various levels?How much radiation is safe?How much radiation is dangerous or, potentially, lethal? Such concerns about radiation safety and public health prompted officials in many countries to quickly offer assurances that the radiation exposure experienced by people in the United States and other countries, and most parts of Japan, is safe and poses no health risk. In their eagerness to calm public fears about the safety of radiation and the short-term health risks of radiation exposure from the damaged nuclear reactors in Japan, however, government officials may have ignored or glossed over the potential long-term health risks and cumulative effects of radiation. Radiation Is Never Safe There is no safe level of radiation, said Dr. Jeff Patterson, immediate past president of Physicians for Social Responsibility, a radiation exposure expert, and a practicing family doctor in Madison, Wisconsin. Every dose of radiation has the potential to cause cancers, and we know that there are other damaging effects of radiation as well. The history of the radiation industry, all the way back [to] the discovery of X-rays ... is one of understanding that principle. Radiation Damage Is Cumulative We know that radiation is not safe. The damage is cumulative, and so we try and limit how much radiation exposure we get, Patterson said, noting that even during medical procedures, such as dental or orthopedic X-rays, patients wear thyroid shields and lead aprons to protect them from radiation. Radiologists may add to their protective wardrobe lead-lined gloves and special glasses to protect their corneas because you can get cataracts from radiation. Patterson made his remarks to reporters during a panel discussion about the Japan nuclear crisis at the National Press Club in Washington, DC, on March 18, 2011. The event was hosted by Friends of the Earth and featured two other nuclear experts: Peter Bradford, who was a member of the U.S. Nuclear Regulatory Commission during the Three Mile Island nuclear accident in 1979 and is a former chair of the Maine and New York utility commissions; and Robert Alvarez, senior scholar at the Institute for Policy Studies and former senior policy adviser for six years to the U.S. Energy Secretary and the Deputy Assistant Secretary for National Security and the Environment. To support his statements, Patterson cited a National Academy of Sciences report, The Biological Effects of Ionizing Radiation, which concluded that radiation is a direct linear relationship [of] dose to damage, and that every dose of radiation has the potential to cause cancers. Radiation Effects Last Forever Patterson also addressed the difficulty of managing the risks of nuclear energy, and assessing the health and environmental damage caused by nuclear accidents such as Chernobyl, Three Mile Island, and the earthquake-and-tsunami-generated crisis at the Fukushima Daiichi nuclear complex in Japan. Most accidents [and] natural [disasters], like Hurricane Katrina, have a beginning, a middle, and an end, Patterson said. We pack up, we repair things, and we carry on. But nuclear accidents are much, much different ... They have a beginning, and ... the middle may go on for some time ... but the end never comes. This just goes on forever. Because the effects of radiation go on forever. How many of these incidents can we tolerate before we realize that this is absolutely the wrong path to be taking? It’s an attempt to manage the unmanageable, Patterson said. There’s no way to be sure that this won’t happen again. In fact, it will happen again. History repeats itself. More Honesty About Radiation Safety Needed And speaking of history, the history of the nuclear industry has been one of minimization and cover up ... in regard to the effects of radiation [and] what has happened in these accidents, Patterson said. And that really has to change. Our government has to be open and honest with us about what’s happening there. Otherwise the fear, the concerns, just get greater. Radiation Safety and Damage Cannot Be Assessed Short-Term Asked by a reporter to explain reports that the Chernobyl nuclear accident has had no serious lasting effects on people or wildlife in the area, Patterson said the official reports on Chernobyl dont match the scientific data. Documented effects of radiation released during the Chernobyl accident include thousands of deaths due to thyroid cancer, studies showing genetic defects in many insect species around Chernobyl, and animals hundreds of miles from Chernobyl that still cant be slaughtered for meat because of the radioactive Cesium in their bodies. Yet Patterson pointed out that even those assessments are inevitably premature and incomplete. Twenty-five years after the Chernobyl accident, the people in Belarus are still eating radiation from the mushrooms and things that they gather in the forest that are high in Cesium, Patterson said. And so this does, indeed, go on and on. It’s one thing to say in a brief picture that there’s no damage. It’s another thing to look at this over 60 or 70 or 100 years, which is the time length we have to follow this. Most of us are not going to be around for the end of that experiment, he said. We’re putting it on our children and grandchildren. Edited by Frederic Beaudry