Biography of Francis R. (Dick) Scobee

Since the Space Age began, astronauts have risked their lives to further the exploration of space. Among these heroes is the late astronaut Francis Richard Dick Scobee, killed when the space shuttle Challenger exploded on January 28, 1986. born on May 19, 1939. He grew up fascinated by airplanes, so after graduating from Auburn High School (Auburn, WA) in 1957, he joined the Air Force. He also attended night school and acquired two years of college credit. This led to his selection for the Airmans Education and Commissioning Program. He received his bachelor of science degree in Aerospace Engineering from the University of Arizona in 1965. Continuing his Air Force career, Scobee received his wings in 1966 and went on to several assignments, including a combat tour in Vietnam, where he received the Distinguished Flying Cross and the Air Medal. Flying Higher He next attended the USAF Aerospace Research Pilot School at Edwards Air Force Base in California. Scobee logged more than 6,000 hours in 45 types of aircraft, including the Boeing 747, the X-24B, the transonic aircraft technology (TACT) F-111 and the C-5. Dick was quoted  as saying, When you find something you really like to do, and youre willing to risk the consequences of that, you really probably out to go do it. So, when he had the opportunity to apply for a position with NASAs astronaut corps, he jumped at it. He was selected in January 1978, and completed his training and evaluation period in August, 1979. Besides his duties as an astronaut, Mr. Scobee was an Instructor Pilot on the NASA/Boeing 747 shuttle carrier airplane. Beyond the Sky Scobee first flew into space as pilot of the space shuttle Challenger during STS-41C on April 6, 1984. Crew members included spacecraft commander Captain Robert L. Crippen, and three mission specialists, Mr. Terry J. Hart, Dr. G. D. Pinky Nelson, and Dr. J. D. A. Ox van Hoften. During this mission, the crew successfully deployed the Long Duration Exposure Facility (LDEF), retrieved the ailing Solar Maximum Satellite, repaired the orbiting Challenger on board, and replaced it in orbit using the robot arm called the Remote Manipulator System (RMS), among other tasks. Mission duration was 7 days before landing at Edwards Air Force Base, California, on April 13, 1984. That year, NASA honored him with the Space Flight medal and two Distinguished Service awards. Scobees Final Flight The next mission was as spacecraft commander of   the shuttle mission STS-51L, also aboard the space shuttle Challenger. That mission launched on January 28, 1986. The crew included the pilot, Commander M. J. Smith (USN) (pilot), three mission specialists, Dr. R. E. McNair, Lieutenant Colonel E. S. Onizuka (USAF),and Dr. J. A. Resnik, as well as two civilian payload specialists, Mr. G. B. Jarvis and Mrs. S. C. McAuliffe. One thing made this mission unique. It was scheduled to be the first flight of a new program called TISP, the Teacher In Space Program. The Challenger crew included mission specialist  Sharon Christa McAuliffe, the first teacher to fly in space. The mission itself was delayed due to bad weather and other issues.     Liftoff was initially scheduled at 3:43 p.m. EST on January 22, 1986. It slipped to the  23rd, then to January 24th, due to delays in mission 61-C, and then to January 25th because of bad weather at transoceanic abort landing (TAL) site in Dakar, Senegal.   The next launch date was January 27th, but another technical glitch delayed that one, too.   The ​space shuttle  Challenger finally lifted off at 11:38:00 a.m. EST.  Dick Scobee died along with his crew when the shuttle exploded 73 seconds into the mission, the first of two shuttle disasters. He was survived by his wife, June Scobee, and their children, Kathie Scobee Fulgham and Richard Scobee. He was later  inducted into the Astronaut Hall of Fame. Edited by Carolyn Collins Petersen.

A Note On Sound Money Amendment - 993 Words

Name: Speikes, Foster D. Date: 2/10/2016 Class: Robert Yowell Sound Money Amendment For as long as money has existed, governments have sought to control its supply for their own benefit. The ancient Romans, for instance, regularly debased their coins so that, by the end of the 3rd century AD, the actual content of silver had declined to less than 5% purity. The debasement of and inflation of the money supply has historically been a tool of governments to expand their power. In conventional economics, which this paper will assume as a positive background in defending the feasibility of a sound money amendment, the result is a redistribution of real wealth from savers to the government, the banking and finance system, and other†¦show more content†¦In other words, schemes of redistribution which are organized to counter the symptoms of government interference in sound money misdirect our focus from a cause (debasement of the currency for government and friend’s benefit at the expense of everyone else) to a â€Å"solution† proposed by the sam e organization which caused the problem! It would be like proposing to solve mob violence by making the Capo di tutti capi police chief. The amendment would therefore be formulated to prohibit government interference in the production of any money supply. All money would be private, with contracts between individual depositors, lenders, banks, and other financial parties being enforced like any other privately agreed contract. This is obviously a political impossibility at the moment, but the contemporary global socioeconomic order is poised for massive reforms in the wake of a collapse of the financial system and/or political revolutions. The regular operation of the global financial order is so thoroughly corrupted by government interference that all three political cultures would be able to agree that a sound money amendment would be an improvement. Individualists would be pleased that restrictions on the financial autonomy of individuals, communities, and other organizations wou ld be removed. At present, financial options for individuals and organizations are substantially restricted due to an

Bell 492 Free Essays

Student’s Name: Muhammad Iman bin Shafie Patt Faculty / Group: Faculty of Architecture, Planning and Surveying / 5A Lecturer’s Name: Associate Profesor Puan Noreha Taib Title: THE POWER OF POSITIVE THINKING Order: Topical Order General Purpose: To inform Specific Purpose : To inform my audience about the important of positive thinking in our life. Central Point : A positive mind anticipates happiness, joy, health and a successful result. Introduction I. We will write a custom essay sample on Bell 492 or any similar topic only for you Order Now Did you know that, three letters can determine your life’s direction? Its sounds interesting right? I also impressed with the statement of an article. First time I read this statement I feel that I should improve myself starting today. II. I remembered the situation last year where I got a job interview with my friend. Two days before I went to the interview, my friend are not willing to go because he believed that the other applicants were better and more qualified than him. His mind was filled with fears concerning the job and he was sure he would be rejected. His overall behaviour made a bad impression, and consequently he materialized his fear and did not get the job but fortunately, I get the job. But how this kind of thing can be happen? Today I would talk to you about how to be a positive thinker, the characteristics of positive thinker and benefits of positive thinking. (Transition : Let’s start by looking the way to be a positive thinker. ) Body I. The way to be a positive thinker A. Motivate Yourself 1. Anytime, anyway and everywhere. 2. Being productive will help you build self-confidence and make you feel better about yourself. B. Leave the Past Behind 1. Remember past successes and leave past failures behind 2. When you focus on your successes, you boast your self-confidence. When you focus on past failures you belittle yourself and make yourself feel inadequate C. Make Positive Thinking a Habit 1. Start each day and each new effort by reminding yourself how truly great you are 2. Taking the time every day to focus on all the positive things in your life (Transition : I know you can do it because if you do so, you can have your own identity. Here I tell you. ) II. There are a few character that we shall know he / she is a positive thinker. A. Try to be an optimist person 1. A person disposed to take a favourable view of things. 2. There prefer to think before made a mind decision about something. 3. See the best in things and expect a successful conclusion. B. People have a better health and always look happy 1. Practice a better life style and prefer to do something that give a benefits to them. 2. Have a better communication with people that create a harmony society. C. Resistant to stress and less prone to depression 1. Looks cool and steady in various condition. 2. Creative in problems solving. (Transition : Now you know who is a negative or positive thinker, let’s look at the benefits that positive thinker will get. ) III. A lot of benefits if we practice positive thinking. A. Brings strength, energy and initiative. 1. Positive thinking brings more energy, more initiative and more happiness. 2. It makes you more relax and ability to make a good decision B. Clear thoughts produce clear results 1. If we practice to be a good and positive thinker, we will get what we had think 2. Chinese proverb : The person who says it cannot be done should not interrupt the person doing it Conclusion I. As we have seen, there are important for us to practice the positive thinking in our lifestyle because there are benefits waiting for us. II. Fortunately, we can be a positive thinker by practice a simple way in our daily life. III. I can be a positive thinker and I believe you too. IV. Now I get the answer why I can get the job and I hope more lucky for me in the future. Bibliography Internet Sources Awaken The Wisdom And Power Within You. â€Å"Quotes on Positive Thinking†. (01 Okt, 2012) Retrieved 16 Okt 2012 from http://www. successconsciousness. com Awaken The Wisdom And Power Within You. â€Å"The Power of Positive Thinking†. (29 Sept, 2012) Retrieved 16 Okt 2012 from http://www. successconsciousness. com How to cite Bell 492, Papers

Predjudice and Discrimination Essay Example For Students

Predjudice and Discrimination Essay Prejudice and Discrimination are an all to common part ofour cognitive social being, but many social psychologistsbelieve that it can be stopped, but only with the help of socialconditioning. In this writing I hope to explain and point outsome key terms and points made in my assigned chapter. Prejudice refers to a special type of attitude, usually something negative toward any group or ethnicity that is not ofone’s own social class. Attitude plays a very important role inones cognitive framework, in that it forces our minds to processinformation on certain social groups differently making acognitive earmark for that individual group (stereotypes). Racially prejudiced persons take significantly longer than otherpersons who are not racially prejudiced to decide whetherstrangers whose racial identity is ambiguous belong to oneracial category or another(Ch. 6 Pp.211). Why does prejudiceexist? Individuals hold prejudice views because doing soallows them to bolster their own self image(Ch.6 Pp. 213). Bydoing this a person is making themselves believe that they arebetter than another, giving them a feeling of greaterimportance. A second reason for holding prejudice views isthat doing so can save us considerable cognitive effort(Ch.6Pp. 213). In sorts prejudice views are a form of collectiverepresentation because a person forms views of certain socialgroups through analyzing the individual traits of one groupmember, forming one opinion for the whole group. Now when prejudice is acted upon by an individual it iscalled discrimination.In recent years discrimination hasdecreased, yet it has all but vanished from our society. Earlyon in our history people were less subtle than they are todaywhen it comes discrimination. Everything in our society wassegregated, every group had their own facilities and were notto be used by members of a different group. At this timepeople felt less remorse for expressing openly racist views. They would state that they were against school desegregation ,that they viewed minority groups as inferior in various ways ,and that they would consider moving away if persons belongingto these groups took up residence in their neighborhood(Ch. 6Pp.215, Sears 1988).These days many people wouldn’t dareexpress these views because of the way social conditioninghas made it so that the person would be looked down upon byhis peers.â€Å"New â€Å" racism opposed to the â€Å"old fashion’ kind isfar more subtle these days because of the enlightenment of ourtime, yet it still exists. Some examples of this modern racismare that of Tokenism and reverse discrimination. Tokenism isthe performance of trivial or small scale positive actions forpeople who are the target of prejudice (Ch.6 Pp.216) Theseare just ideological terms used today to explain socialOne of the oldest explanations for prejudice in our societyis that of the realistic conflict theory. According to this view,prejudice stems from competition among social groups overvalued commodities or opportunities. In short, prejudicedevelops out of the struggle over jobs, adequate housing ,good schools, and other desirable out comes (Ch.6Pp.219). As competition steadily increases social class label theiropposition as â€Å"Enemies† , viewing their own group as thesuperior power. The outcomes of these confrontations cansometimes lead to violent clashes.The end result beingFrom a dialectical standpoint such prejudices are notinnate in form yet taught at an early age. According to thesocial learning view , children aquire negative attitudes towardvarious social groups because they hear such views expressedby parents , friends, teachers, and others, and because theyare directly rewarded for adopting these views (Ch. .u0e5985436784f6c612369f7b384ad7b0 , .u0e5985436784f6c612369f7b384ad7b0 .postImageUrl , .u0e5985436784f6c612369f7b384ad7b0 .centered-text-area { min-height: 80px; position: relative; } .u0e5985436784f6c612369f7b384ad7b0 , .u0e5985436784f6c612369f7b384ad7b0:hover , .u0e5985436784f6c612369f7b384ad7b0:visited , .u0e5985436784f6c612369f7b384ad7b0:active { border:0!important; } .u0e5985436784f6c612369f7b384ad7b0 .clearfix:after { content: ""; display: table; clear: both; } .u0e5985436784f6c612369f7b384ad7b0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e5985436784f6c612369f7b384ad7b0:active , .u0e5985436784f6c612369f7b384ad7b0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e5985436784f6c612369f7b384ad7b0 .centered-text-area { width: 100%; position: relative ; } .u0e5985436784f6c612369f7b384ad7b0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e5985436784f6c612369f7b384ad7b0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e5985436784f6c612369f7b384ad7b0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e5985436784f6c612369f7b384ad7b0:hover .ctaButton { background-color: #34495E!important; } .u0e5985436784f6c612369f7b384ad7b0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e5985436784f6c612369f7b384ad7b0 .u0e5985436784f6c612369f7b384ad7b0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e5985436784f6c612369f7b384ad7b0:after { content: ""; display: block; clear: both; } READ: Robert Browning (448 words) Essay6 Pp.222). Yet another theory on the existence of prejudice is one ofsimplicity, people generally divide the social world into twodistinct categories: Us and Them. In other words you eitherbelong to the in group or the out group. Such behavior isdescribed as social categorization. We may not know it but everyday we use certain cognitivemechanisms too hold prejudice or discrimination. Suchmechanisms, like stereotypes, are often used.A stereotype,often used to delegate views a social group is based on thetraits or attributes of a few members of that group. Cognitive frameworks are often laid because of stereotypes, this is adangerous thing because of the opinions that people set ongroups which are unfairly represented. Even worse are thestereotype-threats, these are the threats perceived by theFinally I am brought to gender based prejudice, this is oneof the most widespread prejudices of all. It affects more thanhalf of the human race. At the core of this prejudice aregender stereo types, cognitive framework suggesting thatmales and females posses sharply different patterns of traitsand behavior(Ch. 6Pp241) Females remain as the main targetof gender based prejudice. This type of discrimination is mainlybrought about because of gender role expectations. For somereason or another females tend to hold lower expectationsabout their everyday lives. To achieve a higher social status ahigh level of self confidence is often positively enforced for awoman wanting to obtain higher than average success. Sexualharassment, another form of gender prejudice is most seen inthe work place because of the constant interactions betweenmales and females on a frequent basis. The sex role spill-overtheory makes some very curious predictions . According to thisframework, women working in certain environments-oneswhich most employees are male-will be more likely toexperience sexual harassment than ones working in moretraditional environments(ch.6Pp. 245). Yet people will tend toview such harassment, when it occurs as less threatening orcoercive than it would be in traditional environments. This isbecause they are perceived as role deviates-people whoFrom the dialectic point of view we have come a long way indiminishing racism and discrimination. However, we still have a way togo before our world truly reflects our ideologies. Bibliography: