Standard Operating Procedures (SOP) Essay Example for Free

Standard Operating Procedures (SOP) Essay 1. PURPOSE: This Standard Operating Procedures (SOP) defines how to conduct clearing, disassembling, cleaning, inspection for serviceability, and lubricating and reassembling of the M4 and/or the M4A1 carbine on a weekly basis. 2. APPLICABILITY: 3rd Platoon, HHC, 5th Signal Command 3. REFERENCES: Lubricate order (LO); Soldier Training Publication 21-1-Soldier Manual of Common Task; TM 9–1005–319–10; and DA Form 2404, Equipment Inspection and Maintenance Worksheet. 4. RESPONSIBILITIES: a. All Soldiers will be responsible for properly clearing, disassembling, cleaning, inspecting for serviceability, lubricating, and reassembling of their M4 or M4A1. b. All Soldiers will be responsible for their assigned weapon and make sure weekly maintenance is conducted and inform the unit armorer of any deficiencies found during training or weapon maintenance. c. Complete three copies of DA Form 2404 for each M4 or M4A1 carbine. Turn in one copy to the armorer, Keep one copy for individual records, and give a copy to the platoon sergeant. 5. PROCEDURES: a. Weapons will be checked and cleared prior to disassembly of your weapon. When clearing your weapon, put your weapon on safe if not done so already, and have your battle buddy ensure that the firing chamber is clear. b. When disassembling your weapon, follow procedures IAW TM 9-1005-319-10 for proper instructions. When disassembly is completed, keep all components in a centralized location so as to prevent misplacing weapon parts. c. Clean each part with the required weapons cleaning kit provided to you by the arms room. Ensure that all parts are free of dirt, grime, dust, and carbon. d. Upon cleaning, inspect your weapon to ensure that there are no missing  components, cracks, dents, or other discrepancies that would interfere with the weapon’s operation. Any and all discrepancies will be annotated on DA From 2404, Equipment Inspection, and Maintenance Worksheet. 6. SPECIFIC INSTRUCTIONS: The arms room is open daily from 0900 hrs to 1630 hrs.

Symptoms of ADD/ADHD Essay -- Disease, Disorders

You know that person; the one that can’t stay on subject, the one who will be talking then all of a sudden the conversation goes off in a totally different direction, like a squirrel searching for nuts that keeps dropping the one it is carrying because something else caught its eye. Chaotic, frazzled, impulsive, unorganized, daydreamer, procrastinator, inattentive, goof off and lazy are just a few descriptions of an adult that has Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD). At one time ADD/ADHD was thought of as just childhood complications that did not affect adults, but since there is no cure for ADD/ADHD, adults are affected also. Most adults that have ADD/ADHD were not diagnosed with it as children, because ADD/ADHD wasn’t recognized except by a very few people that were aware of it at the time (Smith and Segal, 2012). Instead as children they were labeled as lazy, trouble makers, day dreamers and other labels and they grew into adults with those same labels and tendencies. They may have learned to adjust during the teen years but as they became adults and responsibilities and demands on their time grew, the challenges of dealing with ADD/ADHD also grew. ADD/ADHD affects 4-5 percent of all adults, more than 11 million in the United States (Barkley). When not diagnosed and treated it can impact all areas of life including work, home and social relationships. With treatment adults, and children, with ADD/ADHD can learn to compensate and overcome the symptoms and challenges they face with ADD/ADHD on a daily basis to lead productive lives. Symptoms of ADD/ADDHD aren’t the same in adults as in children and do not present themselves the same in each individual. Some common adult symptoms of A... ...d Treatment. Retrieved from www.helpguide.org/mental/adhd_add_adult symptoms.htm (March 20,2012) Mayo Clinic Staff, (January 8, 2010). Adult ADHD (attention-deficit/hyperactivity disorder)- Comprehensive overview covers symptoms, diagnosis, treatment of adult ADHD. Retrieved from http://www.mayoclinic.com/health/adult-adhd/ds01161 Attention Deficit Hyperactivity Disorder. In Adults Adult ADHD- a Misunderstood Potential/Symptoms/Treatment/Self Help Adult ADHD copyright 2012 Retrieved from http://www.adultadhd.net (March 20, 2012) Reviewed by Amal Chakraburtty, MD March 1, 2010 for Webmd ADHD in Adults: Symptoms, Statsitics, Causes, Types, Treatments, and More Attention Deficit Hyperactivity Disorder: ADHD in Adults Retrieved from http://www.webmd.com/add-adhd/guide/adhd-adults (March 20, 2012)

Education in Ireland Essay

In this essay I will argue that the Church, above all else, was to have the most profound effect on schooling in Ireland from 1922 to 1965. Firstly, it is necessary to look at the beliefs of this period that allowed the church to inform schooling. Secondly, we will look at what informed schooling in each decade. Finally, we will conclude on our findings. 1. Social, Cultural, Political backgrounds 1922-1965 In the 19th century the Catholic laity provided an all encompassing definition of reality with religion dictating the curriculum of national schools (Fuller, 2002, 2005). In 1922 the new nation emerged with this identity and an emphasis of reviving the Irish language. The emergent hegemony was Catholic and it was their social, cultural and political beliefs and hence their identity that was to prevail (O’Mahoney and Delanty, 2001). In the 1920s and 1930s Cosgrave and De Valera ensured that the Catholic moral code was upheld by legislation and cultural nationalism (Fuller 2002). Archbishop McQuaid was involved in the new constitution in 1937 which replaced the 1922 constitution. Articles 41-44 were particularly Catholic. Article 42 provided a summary of Catholic teaching on education. All sorts of forces were at work to make Ireland a more totally committed Catholic state. Mr Justice Gavin Duffy throughout the 1940s invoked new legal precedents favourable to Catholic viewpoint. In 1948 John A. Costello sent the following message to Pope Pius XII: ‘to strive for the attainment of social order in Ireland based on Christian principles’. During the 1950s Archbishop McQuaid saw the Taoiseach off at the airport as he went away to public engagements. Our devotion could be seen in packed churches and ceremonies giving the world view of Catholic Ireland in the decades following independence (Fuller, 2002). 2. Social, Cultural, Political beliefs that informed Schooling 1922-1965 By 1922 the church knew that control over education was a vital means of transmitting Catholic cultural heritage, politicians were very careful not to trespass on what the church regarded as its domain. Eoin Mac Neill, first minister of education declared that he ‘deplored statism’ in education (Fuller, 2002). This meant that children got the education the ‘Catholic Church thought that they should get’ in a church-owned but state-financed education system (Garvin, 2004). In 1924, the number of pupils in secondary schools was a mere 5% of those enrolled in primary school and by 1960 this figure had only increased to 16% (O’Donoghue, 1998). Patrick Gilligan, Minister for Industry and Commerce, in the mid-1920s stated Ireland should be ruled by level headed men, loyal to their religion and free from intellectual daftness’ (Garvin). In 1924 the Intermediate and the Leaving Certificate were introduced. The Certificates curriculum emphasised the Gaelic development of pupils. History and geography were now also to be taught with an Irish orientation and were to be compulsory. Teaching of history in particular was to be crucial to the shaping of identity ‘nationalist fervour’ (Foster in Brady 1994). In 1926 Irish became obligatory for secondary teachers and all children were compelled to attend school between the ages of 6-14. During the subsequent two years Irish became an obligatory subject for funded schools and obligatory for the Intermediate certificate. In the late 1920s and 1930s the clergy strongly expressed the fear that Irish would threaten the place of Latin and English in the curriculum both essential for future clerics and missionaries. The curriculum changes over the next thirty years to uphold the status of Latin and English (O’Donoghue, 1998). The secondary curriculum was saturated with a religious ethos. The church’s system of training its teachers was also to ensure the development of teachers who did not promote any questioning of the Church’s teachings i. e. conformity. This philosophy had implications not just for education but for all aspects of Irish Catholic culture. In 1930 Fianna Fail did take an initiative in education by introducing the Vocational Educational Act but the hierarchy was consulted. The vocational sector saw remarkable growth in the first decade which resulted in concern among the bishops (O Buachalla). The church did not approve of these schools over which they had no control (Garvin). Nor did the state agree (Thomas Derrig minister for education (1932-1948) or De Valera); in the present economic climate of emigration, inflation, teacher salary cuts and a ban on married female staff (Garvin). In 1950 Fine Gael Richard Mulcahy launched the new Council for Education in order to review and critique the primary and secondary school curricula declaring that the ‘foundation of youth’s entire training was religion and patriotism’. The council’s first report (1952) was on the primary system and it recommended formal recognition of the almost entirely denominational nature of the system. A triumph in the churches’ prolonged battle against secular education. As it transpired the report signalled the end of an era and had no formative influence on impending educational developments. Throughout the 1950s Fianna Fail Sean Moylan (minister for education and former vocational school teacher), pressure groups, critical catholic thinkers such as Professor Peter Connelly and educationalists began lobbying for educational change. Politicians such as Lemass, O’Malley, Charles Haughey, and Patrick Hillery were less concerned with abstract issues such as identity and more concerned with the future. By 1959 Taoiseach Sean Lemass did not allow the hierarchy to influence the outcome of the Intoxicating Liquor Bill. It was the first time since the foundation of the state that the government had defied the wishes of the church. Civil servants under Lemass such as Patrick Lynch and TK Whitaker were writing papers on new patterns of economic thinking. The Programme for Economic Expansion (1958) outlined a change in economic thinking whereby economic imperatives were to guide political thinking. This was to send ripples through Irish society. The report emphasised the crucial role that vocational education in particular could play in gearing the technological needs of an industrialising economy. In 1963 Dr Patrick Hillery (following OECD study into Irish education 1962-1965) stated that economic needs were calling for a review of the post-primary sector. He stated that investment in education, particularly technical education (RTC’s) was the key to bringing about economic progress and equality of educational opportunity. His objective was to bring the vocational sector to a parity of standard with the secondary system. The minister introduced the comprehensive school which would provide both technical and academic educations. The students at vocational schools would be entitled to sit Intermediate and Leaving Certificate exams. The OECD and department of educations’ report were published in 1965: An Investment in Education. Dr Hillery stated that the report would provide the state with the basis for ‘the direction of our long-term educational requirements’ (Fuller, 2002). 3. Conclusions Education policy in independent Ireland 1922-1957 appeared to have the following issues: denominational, uncritical belief that church was the holder of knowledge, language ideology, limited access to parents or finance, pressing factors of unemployment, emigration and inflation but correlation between education system and economy not initially recognised. There was still an absence of a philosophy regarding the purpose and nature of education. The contrast between the recommendations of the Council of Education report of 1952 and the Investment in Education report of 1965 is representative of the change in social, cultural and political beliefs that had began to emerge in the 1960s. The religious imperatives had been central to the Council of Education’s definition of worthwhile curricular knowledge. A department of education policy was now based on the Investment in Education beliefs that curricular emphasis should be aligned with the needs of our economy.

A Political, Cultural, and Religious Description of the...

A Political, Cultural, and Religious Description of the Current Atmosphere as Exists in Israel Israel, in the 1990s, is in a continual state of political, cultural and religious flux. Religion continues to play a central factor in the difficulties which the state has been and continues to experience. This unique country is characterized by an amalgam of cultural and ethnic diversity. This historical and cultural fact ensures that the difficulties the state has been experiencing in realizing self-adjustment will continue. At the same time, there exist mostly positive and persistent facets of the culture which continue unabated as will be discussed.†¦show more content†¦Recently, hundreds of thousands of Jews from the former Soviet Union and other Eastern European countries, as well as most members of the ancient Jewish community of Ethiopia, have arrived to make their homes in Israel. Th roughout the years, groups, families and individuals have chosen to come from all parts of the free world, in greater or lesser numbers, to take part in building the country. With a population which has increased more than seven-fold since 1948, and with people still coming from all over the world bringing varied languages, traditions, educational standards, and social outlooks, Israel continues to seek ways to meet the challenge of developing a modern, democratic society. In a certain sense, Israel is not unlike the United States of America, in that it is a land which is comprised of many people from varied backgrounds. It is both urban and rural where some 89.9% of the land is made up of cities and the remaining rural area is comprised of villages, Kibbutzim, and Moshavim. Moshav or Kibbutz comprises about 10% of the population in rural areas and agricultural settlements. The Kibbutz is a social and economic unit (property and means of conduction are communally owned) in which dec isions are made by the General Assembly of its members. Meals, prepared in a central kitchen, are served in a communal dining hall. Clothing and linens are washed, mended and distributed by a central laundry; and children grow up together in organizedShow MoreRelatedAn Analysis of Terrorism Essay9824 Words   |  40 PagesTerrorism is also viewed as a political act against a government and it’s citizenry, secondly, it is viewed as a coercive means to change some policy through the application of violence upon society . Finally terrorism adheres to the unlawfullness of acts as a mode of political change. For the purpose of this study terrorism is defined as a strategy whereby violence is used to produce certain effects in a group of people so an to attain some political end or ends. Terrorism can beRead MoreAlternative Dispute Resolution Mechanism21967 Words   |  88 PagesALTERNATIVE DISPUTE RESOLUTION APPROACHES AND THEIR APPLICATION Yona Shamir Israel Center for Negotiation and Mediation (ICNM), Israel (Assisted by Ran Kutner) SC-2003/WS/43 The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundariesRead MoreRastafarian79520 Words   |  319 PagesCongress Cataloging-in-Publication Data Edmonds, Ennis Barrington. Rastafari : from outcasts to culture bearers / Ennis Barrington Edmonds. p. cm. Includes bibliographical references and index. ISBN 0-19-513376-5 1. Rastafari movement. 2. Jamaica—Religious life and customs. I. Title. BL2532.R37 E36 2002 299†².676—dc21 2002074897 v To Donnaree, my wife, and Donnisa, my daughter, the two persons around whom my life revolves; and to the ancestors whose struggles have enabled us to survive andRead MorePlanned Approach to Change11990 Words   |  48 Pagespromote a view of change as being constant, and as a political process within organizations (Dawson, 1994; Pettigrew et al., 1992; Wilson, 1992). The purpose of this article is to re-appraise Lewin and his work.. The article begins by describing Lewin’s background, especially the origins of his commitment to resolving social conï ¬â€šict. It then moves on to examine the main elements of his Planned approach to change. This is followed by a description of developments in the ï ¬ eld of organizational changeRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesDavid M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral SocietiesRead MoreInternational Management67196 Words   |  269 Pagesprofound differences in institutional and cultural environments persist. The challenges for international management reflect this dynamism and the increasing unpredictability of global economic and political events. Continued growth of the emerging markets is reshaping the global balance of economic power. Many emerging markets continued to experience growth during a period in which developed countries saw their economies stagnate or decline. The global political environment remains volatile and uncertainRead MoreUt Unum Sint25504 Words   |  103 Pagesminimize the Cross, to empty it of its meaning, and to deny that in it man has the source of his new life. It claims that the Cross is unable to provide either vision or hope. Man, it says, is nothing but an earthly being, who must live as if God did not exist. 2. No one is unaware of the challenge which all this poses to believers. They cannot fail to meet this challenge. Indeed, how could they refuse to do everything possible, with Gods help, to break down the walls of division and distrust, to overcomeRead MoreOrganisational Theory230255 Words   |  922 Pageswith many clear learning objectives, cases, examples and good summaries for every chapter. Professor Martin Lindell, Hanken Business School, Swedish School of Economics and Business Administration, Finland This book makes it easier to understand the current stand of organization theory. I strongly recommend it to anyone seriously interested in the different intellectual traditions that contribute to our understanding of organizations. Professor Tomas Mà ¼llern, Jà ¶nkà ¶ping International Business School,Read MoreFundamentals of Hrm263904 Words   |  1056 PagesUnderstanding Labor Relations and Collective Bargaining 340 Endnotes 367 Glossary 389 Company Index 395 Subject Inde x 398 v Contents PART 1 UNDERSTANDING HRM Chapter 1 The Dynamic Environment of HRM 2 Learning Outcomes 2 Introduction 4 5 Understanding Cultural Environments 4 The Changing World of Technology What Is a Knowledge Worker? 6 How Technology Affects HRM Practices 6 Recruiting 7 Employee Selection 7 Training and Development 7 Ethics and Employee Rights 7 Motivating Knowledge Workers 7 PayingRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesDiversity in Groups 58 †¢ Effective Diversity Programs 58 Summary and Implications for Managers 60 S A L Self-Assessment Library What’s My Attitude Toward Older People? 40 Myth or Science? â€Å"Dual-Career Couples Divorce Less† 47 An Ethical Choice Religious Tattoos 51 glOBalization! Images of Diversity from Around the Globe 54 Point/Counterpoint Men Have More Mathematical Ability Than Women 61 Questions for Review 62 Experiential Exercise Feeling Excluded 62 Ethical Dilemma Board Quotas 62 Case Incident