Sunday, May 31, 2020
An Enormous Earthquake Hits San Francisco (Essay Sample) Content: Name: Instructor: Course: Date An Enormous Earthquake Hits San Francisco A few years ago, my family used to live in the city of San Francisco. The city is a coastal city and also one of the biggest urban centers in the state. It is a beautiful city, whereby many Americans and other nationals from other countries like to visit. The beaches around the City are one of the most attractive in America. Being a resident of San Francisco, we used to visit the beach every weekend. The beaches were a few miles from our house. We used to visit the beach to enjoy ourselves, and as such, we were not interested in the geology of the area. None of my friends and relatives who accompanied me to the beaches ever thought about any geographical or geological hazard that would unveil from the ocean. However, being residents, we were aware of some of the history in the area. From the history we knew, we were mindful of the fact that the area experiences earthquakes occasionally, however, small they might be. The extent of damage that this natural phenomenon caused the city at times made the town an excellent learning environment for people who wanted to learn more about earthquakes. The geological formation of the sea around the city and the land mass around the town was responsible for some of these hazards. In fact, it is reported in a US Geological Survey that San Andreas Fault is responsible for generating some of the earthquakes in the area. One of the most memorable events that took place was back in 2014. I had just completed my daily routine at the school gym when my friends and I decided to sunbathe at the beach. As we drove towards the beach, Curtis, one of my friends turned on the radio. The presenter read the news that caught my attention. In the Bulletin, it was reported that some students from the University of California had recorded some few earthquakes a few hours before. However, the strength of the quakes was small, since they only measured around 3.0 to 4.0 on the Richter scale. As a security measure, the Geological Department of the state warned people around the beaches to stay alerted. This was because the aftershocks of the quakes originated from the Pacific Ocean next to the town. We took that just like a usual warning that we are used to in this side of America. Few people if any took this advice seriously. Being, a sunny evening, a lot of people had gathered around the beaches to enjoy themselves. We arrived and shortly, we were swimming in the ocean and playing beach volleyball. At around 5 oÃ ¢Ã¢â ¬Ã¢â ¢clock in the evening, the unexpected happened. An incredibly strong earthquake was recorded. It was measured to be 7.6 on the Richter scale. The waves had originated from the Pacific Ocean, just as reported earlier. Large waves of sea water started coming towards the sea coastline where we were enjoying ourselves. The waves were too big and powerful that they even nearly sunk a yacht that was passing through heading south. People started running for their lives heading towards the town. Some ran on foot whereas others took their vehicles and bicycles. This uncoordinated flow of activities led to chaos. Traffic came to a halt as people didnÃ ¢Ã¢â ¬Ã¢â ¢t follow traffic rules. Our car was overwhelmed by water before we could escape from the beaches. Due to this, we had to flee on foot to save our dear lives. A storm was forming in the sky, and ten minutes later, a massive storm engulfed the town. High winds started blowing out houses around the beaches and even vehicles. Electricity was cut off due to the rain. The winds broke electric poles, and so were the power transformers. The town was in a total blackout, but for areas where generators were working. In the modern world we are live in, electricity is more of a basic need as opposed to some years ago when it was not. Virtually, everything in our country is run by electricity. Hospitals, schools, hotels, gas stations and homes were cut from the grid resulting in enormous losses by industries and even deaths in hospitals. Means of communication were cut entirely. No cell phone was functioning due to lack of signals. Signal stations for cell phones were either shut down due to power outage or the destroyed by the strong winds that engulfed the area. I tried to call my mom, and the connection failed. The internet providers also encountered connection problems. The internet was the only alternative that we had, but it failed too. Social sites for instance Facebook and WhatsApp Messaging were not functioning. This encounter made me realize...
Saturday, May 16, 2020
The Spanish verb exigir means to demand or to require. It is a regular -ir verb, so it is conjugated like the verbs vivir and subir. In this article you can find exigir conjugations in the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. When conjugating exigir, you must be careful with a spelling change that occurs whenever the g would be followed by an o or an a. The g in exigir makes a soft sound (like the English h sound), but in front of the vowels o, a or u it makes a hard g sound (like the English g in gate). Therefore, to maintain the soft g sound, the letter g changes to a j. For example, conjugations like exijo and exija use the letter j instead of g. Exigir Present Indicative In the present indicative tense, the spelling change g to j occurs only in the first person singular conjugation (yo). Yo exijo I demand Yo exijo respeto. TÃ º exiges You demand TÃ º exiges mucho de tus hijos. Usted/Ã ©l/ella exige You/he/she demands Ella exige muchas cosas de su novio. Nosotros exigimos We demand Nosotros exigimos libertad de expresiÃ ³n. Vosotros exigÃ s You demand Vosotros exigÃ s muchas horas de trabajo. Ustedes/ellos/ellas exigen You/they demand Ellos exigen la renuncia del presidente. Exigir Preterite Indicative In the preterite tense there is no spelling change. The preterit is one of two past tenses in Spanish, and it is used to talk about completed actions in the past. Yo exigÃ I demanded Yo exigÃ respeto. TÃ º exigiste You demanded TÃ º exigiste mucho de tus hijos. Usted/Ã ©l/ella exigiÃ ³ You/he/she demanded Ella exigiÃ ³ muchas cosas de su novio. Nosotros exigimos We demanded Nosotros exigimos libertad de expresiÃ ³n. Vosotros exigisteis You demanded Vosotros exigisteis muchas horas de trabajo. Ustedes/ellos/ellas exigieron You/they demanded Ellos exigieron la renuncia del presidente. Exigir Imperfect Indicative The imperfect tense is used to talk about habitual or ongoing actions in the past. It is conjugated using the stem exig- plus the imperfect ending for -er verbs (Ã a, Ã as, Ã a, Ã amos, Ã ais, Ã an). The imperfect can be translated as was demanding or used to demand. Yo exigÃ a I used to demand Yo exigÃ a respeto. TÃ º exigÃ as You used to demand TÃ º exigÃ as mucho de tus hijos. Usted/Ã ©l/ella exigÃ a You/he/she used to demand Ella exigÃ a muchas cosas de su novio. Nosotros exigÃ amos We used to demand Nosotros exigÃ amos libertad de expresiÃ ³n. Vosotros exigÃ ais You used to demand Vosotros exigÃ ais muchas horas de trabajo. Ustedes/ellos/ellas exigÃ an You/they used to demand Ellos exigÃ an la renuncia del presidente. Exigir Future Indicative The future tense is conjugated by using the infinitive form exigir, and adding the future tense endings (Ã ©, Ã ¡s, Ã ¡, emos, Ã ©is, Ã ¡n). Yo exigirÃ © I will demand Yo exigirÃ ©respeto. TÃ º exigirÃ ¡s You will demand TÃ º exigirÃ ¡s mucho de tus hijos. Usted/Ã ©l/ella exigirÃ ¡ You/he/she will demand Ella exigirÃ ¡ muchas cosas de su novio. Nosotros exigiremos We will demand Nosotros exigiremoslibertad de expresiÃ ³n. Vosotros exigirÃ ©is You will demand Vosotros exigirÃ ©is muchas horas de trabajo. Ustedes/ellos/ellas exigirÃ ¡n You/they will demand Ellos exigirÃ ¡n la renuncia del presidente. Exigir PeriphrasticFuture Indicative To form the periphrastic future you need the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive exigir. Yo voy a exigir I am going to demand Yo voya exigir respeto. TÃ º vasa exigir You aregoing todemand TÃ º vasa exigir mucho de tus hijos. Usted/Ã ©l/ella vaa exigir You/he/she isgoing todemand Ella vaa exigir muchas cosas de su novio. Nosotros vamosa exigir We aregoing todemand Nosotros vamosa exigir libertad de expresiÃ ³n. Vosotros vaisa exigir You aregoing todemand Vosotros vaisa exigir muchas horas de trabajo. Ustedes/ellos/ellas vana exigir You/they aregoing todemand Ellos vana exigir la renuncia del presidente. Exigir Present Progressive/Gerund Form The gerund or present participle in Spanish is formed with the ending -ando (for -ar verbs) or -iendo (for -er and -ir verbs). Present Progressive of Exigir estÃ ¡ exigiendo Is demanding Ella estÃ ¡ exigiendo muchas cosas de su novio. Exigir Past Participle The past participle for regular ir verbs is formed with the ending -ido. It can be used as an adjective or to form compound tenses such as the present perfect. Present Perfect of Exigir ha exigido Has demanded Ella ha exigido muchas cosas de su novio. Exigir Conditional Indicative The conditional tense is used to talk about possibilities. In English it is usually expressed as would verb. Yo exigirÃ a I would demand Yo exigirÃ arespeto. TÃ º exigirÃ as You would demand TÃ º exigirÃ as mucho de tus hijos. Usted/Ã ©l/ella exigirÃ a You/he/she would demand Ella exigirÃ a muchas cosas de su novio. Nosotros exigirÃ amos We would demand Nosotros exigirÃ amoslibertad de expresiÃ ³n. Vosotros exigirÃ ais You would demand Vosotros exigirÃ ais muchas horas de trabajo. Ustedes/ellos/ellas exigirÃ an You/they would demand Ellos exigirÃ an la renuncia del presidente. Exigir Present Subjunctive In the present subjunctive, the spelling change g to j occurs in all of the conjugations, since the endings of this verb tense contain the vowel a. Que yo exija That I demand MamÃ ¡ espera que yo exija respeto. Que tÃ º exijas That you demand El abuelo quiere que tÃ º exijas mucho de tus hijos. Que usted/Ã ©l/ella exija That you/he/she demand La amiga sugiere que ella exija muchas cosas de su novio. Que nosotros exijamos That we demand El periodista pide que nosotros exijamos libertad de expresiÃ ³n. Que vosotros exijÃ ¡is That you demand El jefe sugiere que vosotros exijÃ ¡is muchas horas de trabajo. Que ustedes/ellos/ellas exijan That you/they demand La gente espera que ellos exijan la renuncia del presidente. Exigir Imperfect Subjunctive To conjugate the imperfect subjunctive you need to start with the third person plural conjugation (ellos, ellas, ustedes), in the preterite tense (exigieron) remove the on, and then add the appropriate ending (a, as, a, amos, ais, an). There are two options for conjugating the imperfect subjunctive. Option 1 Que yo exigiera That I demanded MamÃ ¡ esperaba que yo exigiera respeto. Que tÃ º exigieras That you demanded El abuelo querÃ a que tÃ º exigieras mucho de tus hijos. Que usted/Ã ©l/ella exigiera That you/he/she demanded La amiga sugerÃ a que ella exigiera muchas cosas de su novio. Que nosotros exigiÃ ©ramos That we demanded El periodista pedÃ a que nosotros exigiÃ ©ramos libertad de expresiÃ ³n. Que vosotros exigierais That you demanded El jefe sugerÃ a que vosotros exigierais muchas horas de trabajo. Que ustedes/ellos/ellas exigieran That you/they demanded La gente esperaba que ellos exigieran la renuncia del presidente. Option 2 Que yo exigiese That I demanded MamÃ ¡ esperaba que yo exigiese respeto. Que tÃ º exigieses That you demanded El abuelo querÃ a que tÃ º exigieses mucho de tus hijos. Que usted/Ã ©l/ella exigiese That you/he/she demanded La amiga sugerÃ a que ella exigiese muchas cosas de su novio. Que nosotros exigiÃ ©semos That we demanded El periodista pedÃ a que nosotros exigiÃ ©semos libertad de expresiÃ ³n. Que vosotros exigieseis That you demanded El jefe sugerÃ a que vosotros exigieseis muchas horas de trabajo. Que ustedes/ellos/ellas exigiesen That you/they demanded La gente esperaba que ellos exigiesen la renuncia del presidente. Exigir Imperative The imperative mood is used to give direct orders or commands. In the tables below you can see both the positive and negative commands. Several of these conjugations have the spelling change g to j. Positive Commands TÃ º exige Demand! Ã ¡Exige mucho de tus hijos! Usted exija Demand! Ã ¡Exija muchas cosas de su novio! Nosotros exijamos Let's demand! Ã ¡Exijamos libertad de expresiÃ ³n! Vosotros exigid Demand! Ã ¡Exigid muchas horas de trabajo! Ustedes exijan Demand! Ã ¡Exijan la renuncia del presidente! Negative Commands TÃ º no exijas Don't demand! Ã ¡No exijas mucho de tus hijos! Usted no exija Don't demand! Ã ¡No exija muchas cosas de su novio! Nosotros no exijamos Let's not demand! Ã ¡No exijamos libertad de expresiÃ ³n! Vosotros no exijÃ ¡is Don't demand! Ã ¡No exijÃ ¡is muchas horas de trabajo! Ustedes no exijan Don't demand! Ã ¡No exijan la renuncia del presidente!
Wednesday, May 6, 2020
Herodotus writes his Histories for Greeks. Specifically for Greeks living in Herodotus own time. The statement of purpose which begins the work seems to contradict this hypothesis. Herodotus claims to wish to prevent the traces of human events from being erased by time, and to preserve the fame of the important and remarkable achievementsÃâ¦ [Herodotus, 1.0]. The underlying assumption here is that the author is preserving these events and achievements for future generations and perhaps even future civilizations. The text however does not does not follow these guidelines. Herodotus assumes that his reader will have certain amount of common knowledge. When discussing geographical distances, Herodotus often gives them relative toÃ¢â¬ ¦show more contentÃ¢â¬ ¦Within this primary structure lies a secondary tangential structure. Herodotus tangentially discusses almost everything which is brought up in his historical narrative. Any subject, region, or people that is mentioned within the primary structure is a candidate for secondary structure examination. Most often this comes in the form of a discussion of some land that the Persians conquered. These secondary structure tangents often include their own historical narratives, geographical descriptions, and anthropological observations. The secondary structure of The Histories almost obscures the primary structure, making it difficult for a casual or first time reader to follow the overall narative. So we are presented with a narrative history quite similar to a modern history but which goes off on tangents on subjects when they first appear in the narrative (this of course includes tangents off of tangents). The structure of The Histories presents a problem. The secondary structure of The Histories almost obscures the primary structure, making the book difficult to follow. We are presented with two possibilities. Either Herodotus is not a good author or The Histories was not meant to be read as a book. Given the oral nature of fifth century Athens the later is far more likely. Books were likely a rarity in Herodotus time given the difficulty in reproducing them. Given the oralShow MoreRelatedThucydides And Thucydides Writing1054 Words Ã |Ã 5 PagesHerodotus and Thucydides didn t agree often on how history should be recorded, taught, and observed. Herodotus, in his account of the War for Greek Freedom, takes great care to include the most seemingly insignificant details of Persian, Lydian, and Greek culture--from their practices regarding death to their sexual habits to how they eat at mealtimes. Thucydides, on the other hand, tells The History of the Peloponnesian War from a bias aga inst the clutter of religion, prophecy, culture, and humanityRead MoreThe Evolution Of The Homo2311 Words Ã |Ã 10 PagesRhodesiensis estimated to be 300,000Ã¢â¬â125,000 years old. Most current researchers place Rhodesian man within the group of Homo heidelbergensis, though other designations such as Archaic Homo sapiens and Homo sapiens rhodesiensis have been proposed. Several cultural assemblages have been linked to the Neanderthals in Europe. The earliest, the Mousterian stone tool culture, dates to about 300,000 years ago. Late Mousterian artifacts were found in Gorham s Cave on the south-facing coast of Gibralta. Homo sapiensRead MoreLower Rank And Higher Incidence Of Ptsd During Veterans Of Oef / Oif3424 Words Ã |Ã 14 Pagesto go forward. . . . Shuddering seizes you, the hair on your head stands on end, your soul lies in your hand.Ã¢â¬ Homer detailed AchillesÃ¢â¬â¢ emotional disintegration following the battlefield death of his best friend in The Iliad. The Greek historian Herodotus tells of an Athenian soldier in the 490 B.C. battle of Marathon who became permanently blind when the soldier standing next to him was killed, although the blinded soldier was wounded in no part of his body. Another was so visibly shaken by the
Tuesday, May 5, 2020
Question: Write a report about the ACS and the ICT Profession. Answer: Data protection system in the communication strategy of the organization: This event is about the information and communication technology of the Australian Cyber Events 2015 (Pelton et al. 2015). This report is based on communication processes involved in everyday life such as file sharing process, email, chatting, voice message and video calls. It has been observed that the website of Kmart and David Jones was hacked and details of the customers were disclosed. Moreover, the unknown hackers hacked the profile of Aussie Farmers and posted the details of 5000 users online (Andress and Winterfeld 2013). It has been found that customers data has been stolen from the cloud storage of Aussie Travel but the organization had not informed the customers. As stated by Pelton et al. (2015), the Australian organizations has failed to maintain their responsibility to protect the data of their customers. It is understood that the organization has faced the privacy issues regarding data breach notification in the information commissioners (Andress and Winterfeld 2013). The reputation of the organization faced much damage to the media reporting of the incident. The Australian Federal Government has implemented the Critical Infrastructure Resilience Strategy in 2010. This strategy supports the security to the economic and social aspect to the organizations. The core communication system of the organization has been protected by the Australian Cyber Security Centre (ACSC) in 2013 (Andress and Winterfeld 2013). The Prime Minister and Cabinet has implemented a six months review and implemented the security system for short term stocks in the global market resulting in significant changes in the market dynamics. The government has implemented four different teams to provide Cyber Security. It has been observed that the NATO Cooperative Cyber Defense Centre has provided training on Cyber security System. The Tallinn Law (Rule 37 and Rule 38) has been implemented to protect the civilian and military information. Reference list: Andress, J. and Winterfeld, S., 2013.Cyber warfare: techniques, tactics and tools for security practitioners. Elsevier. Pelton, J.N., Singh, I. and Sitnikova, E., 2015. Cyber Threats, Extreme Solar Events and EMPs.Inside Homeland Security.
Saturday, April 18, 2020
My friend, Jen, called me last Sunday evening, and I was ready to gossip about the dance the night before. I soon realized by the tone of her voice that she had something more important to talk about. Sullenly she asked, Have you heard? Mrs. Brownrigg passed away this morning. l was shocked. I thought she was getting better she was going to come home soon. Jen was kidding right? Unfortunately, she was not joking. Mrs. Brownrigg had been a teacher at my high school, but she had not only been a teacher, she was the mother of a classmate and friend. She had never been my English teacher, but she touched so many peoples hearts in her twelve years of teaching at Old Orchard Beach High School. She was respected by her students, co-teachers, and everyone she came in contact with. She always looked at the bright side of life, and helped many people out of the dark. We will write a custom essay sample on Mrs. Brownrigg or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She was my Peer Helpers advisor and a friend. I never missed the sparkle that glowed from her eyes, something you rarely see every day. It could always make me smile. Some of the best memories that I have are of the spaghetti suppers she would host for my field hockey and softball teams. We would all squeeze into her kitchen and dinning room to eat before a big game. I remember seeing her shiver with the other parents on cold marching band nights, congratulating and critiquing our performance. On Tuesday, when we returned to school, it was hard for my classmates and me to see teachers so distressed. They are models of such strong people. That was the beginning of a long, tough week. On Thursday my mother and friends drove to Saco for the services. I could not handle seeing the red, puffy eyed relatives and friends. I began to cry. I made it through the visiting, and retreated outside to the cool, refreshing air. There, friends comforted each other and conversed. I was surprised to see so many students. My friends and I walked into the small church, and sat together for comfort. The setting was different from what I was used to with the plain church, female head, and the ceremony. These were nothing like the Catholic traditions I had grown up with. It was much more personal. Her daughters, brothers, parents, and many students and friends got up to relate their wonderful memories. Sarah, only recently a good friend, sat next to me and we comforted each other during the hardest times. It hurt to see Steve, and other boys, the symbol of strength, bent over. The funeral ended with the song Ill Be There that sent everyone into more tears. My friends and I headed to the front of the church to pay our last respects and console Heather, her daughter. We hugged and cried, but even then my friends couldnt ease my pain. I turned to Alicia, I need to hug my mother! I saw my mother and flung my arms around her neck like a child saying, I love you so much, Mommy! Mrs. Brownrigg touched many lives. She gave me her smiles, encouragement, and her joy throughout her long battle with cancer, but she also gave me something that means much more. I wish that it had not happened because of her death and that I could thank her for it now. She showed me how to respect, love, and be grateful for my parents, which I sometimes forget.
Saturday, March 14, 2020
7 Idioms from the Military 7 Idioms from the Military 7 Idioms from the Military By Mark Nichol Military terminology and slang is a rich source of expressive expressions. Most, like Ã¢â¬Å"bite the bullet,Ã¢â¬ are clichÃ ©s, but some, such as Ã¢â¬Å"bomber crew,Ã¢â¬ are unusual (so much so, sometimes, that in writing they may require a partial explanation). 1. Awkward Squad This obscure but oh-so-useful phrase originated in military usage to refer to a unit of particularly inept recruits. Now, in civilian usage, it denotes an incompetent or obstructive group in a company or organization. 2. AWOL The acronym for Ã¢â¬Å"absent without leaveÃ¢â¬ (pronounced Ã¢â¬Å"AY-wallÃ¢â¬ ), sometimes spelled AWL (though pronounced the same), refers to the status of military personnel who desert their posts. It now refers in general to somebody who literally abandons a location, mentally disengages, or figuratively rejects a previously held conviction or opinion. 3. Bite the Bullet This expression refers to the tradition of giving a wounded soldier a bullet to bite on in the absence of an anesthetic while performing surgery on him on or near the battlefield. (An alternative theory refers to tearing a cartridge open with oneÃ¢â¬â¢s teeth, but this wasnÃ¢â¬â¢t dangerous or difficult.) In casual use, biting the bullet is facing an unpleasant and/or difficult task. 4. Bomber Crew This phrase refers to the cinematic clichÃ © of the ethnically mixed crew of a military aircraft, familiar to fans of movies filmed and/or set during World War II: The characters, whether representing the crew of a bomber, soldiers in a platoon, or sailors on a ship, typically included such disparate types as a Jew from New York, a Midwestern farm boy, a tough guy from some rust belt metropolis, a Southerner, and so on. The expression could be used, for example, to refer to the Ã¢â¬Å"bomber-crew inclusivenessÃ¢â¬ of a poster depicting an ethnically diverse array of people. 5. Close Ranks In military formations, to close ranks is to compress the mass of soldiers after marching or standing apart, generally to create a more formidable offensive or defensive formation. In figurative terms, Ã¢â¬Å"closing ranksÃ¢â¬ now refers to an act of solidarity such as uniformly supporting someone or something subject to criticism. 6. Rank and File In marching and standing formation, soldiers standing abreast are said to be in the same rank, while a line of troops located from front to back is a file. (From the idea that the closer one is to the front of a marching column or a standing unit, the higher oneÃ¢â¬â¢s place in the military hierarchy, came the use of the word rank to denote a degree of authority.) Now, Ã¢â¬Å"rank and fileÃ¢â¬ is used figuratively to refer to the Ã¢â¬Å"foot soldiersÃ¢â¬ the ordinary employees as opposed to the leaders of an organization. 7. Scuttlebutt This term derives from the butt, or cask, that held drinking water on sailing ships; it was scuttled, or provided with a hole in the top, so that water could be drawn. In the same way that office workers gather around a water cooler to share gossip, the scuttlebutt was the locale of idle talk among mariners. Hence, scuttlebutt came to refer to the gossip itself, and the usage was extended to civilian environments. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:85 Synonyms for Ã¢â¬Å"HelpÃ¢â¬ Cannot or Can Not?How to Punctuate Introductory Phrases
Wednesday, February 26, 2020
PERSONAL PAPER IBEW LOCAL 3 Electrical Apprentice...How Electrical Theory Class should be more of a hands on learning class the - Essay Example By stimulating my mind, not only does my interest and desire for what I am working on or with grow, but my learning is also affected in as much as I will learn and retain more information. Whereas in the case of lecturing only, it leaves the mind the opportunity to wander and not absorb as much information as it could. Lectures, books and training videos are all excellent sources to glean information. The problem remains, without a more hands-on approach, the information will likely become stagnant and ultimately forgotten. It is my desire to be an electrician, and forgetting vital information is not an option. In addition, I think it is essential in the overall learning process that by using a more hands-on approach, my teacher will also create an atmosphere of learning how to handle myself in a hazardous situation. If my teacher only gives me the education on how and why electricity works and acts as it does, how am I, in such a volatile environment, going to learn how to handle my self and act or react appropriately? My teacher is very highly educated, is fully aware, and understands the activity of electricity. That is vital, but it is equally important that I learn how to demonstrate what I have been taught in a safe, calm and professional manner. Often, people who have not received enough hands-on training overreact, panic or create a feeling of dread when they realize the true dangers they are dealing with. According to Dr. Michael Burke of Tulane University, this feeling is referred to the Ã¢â¬Å"dread factorÃ¢â¬ . given a more hands-on Ã¢â¬Å"training environment, Ã¢â¬ ¦[we] are faced more acutely with the Ã¢â¬ ¦dangers of the job and they are Ã¢â¬ ¦more motivated to learn about such dangers and how to avoid them.Ã¢â¬ this applies to everyone in my class, because our actions and words will have a large impact on how we handle a given situation, and could be the difference between life and death. The hazards that any electrician faces are dauntin g, but with proper training and understanding, they are highly attuned to what is going on around them and act accordingly. In a more hands-on learning setting, it is more motivating to the apprentice to learn and use the knowledge gained. Hands-on learning also provides a social aspect to learning that would otherwise not occur. This social construct provides more details concerning the hazards and consequences of not acting or reacting responsibly. People in general are motivated by self-preservation and not knowing and understanding potential dangers is perilous to them as well as others. This lends itself to another aspect of hands-on learning that a lecture simply cannot provide. We as humans understand our weaknesses, no matter how strong or weak we may perceive ourselves to be. This understanding of our vulnerabilities is key to understanding how we learn. It is a huge motivator to learn actions, words and feelings that are unfamiliar, and address them in a controlled environ ment where a Ã¢â¬Å"life-threateningÃ¢â¬ situation is occurring. This way of learning will not only improve knowledge of electricity, its components and capabilities, but will also show, through experience, how to handle volatile situations.