Why Is It That Automotive Personnel Get Trained Differently in the Modern World?

Why is everybody under the impression that automotive staffs don’t get proper training in the modern world? It is not only automotive staff who don’t get proper training in the modern world, as this phenomenon is happening in nearly every trade you can think of, but is more serious in some trades than others.Nobody gets trained the same way as ten years back, as all trends around the work places have changed lately, especially in the automotive trade. The whole automotive industry has changed due to the modern technology which was implemented into cars. In the past anybody who wanted to become part of the automotive staff sector had to undergo intensive training, before they could became part of the bigger automotive picture.But in the modern world people get trained by doing a few different courses in a field and get taken up into the automotive work force, where in the past they had to undergo training in a specific field over a few years. They had to start as apprentice by doing theory courses and technical courses before they could write their final exams.In the modern world this process hardly gets followed anymore in many countries, people get to work in a car dealership without attending these special courses or without any form of earlier training. It became a case of on the job training without a leading hand as was the case in the past. This phenomenon is not only occurring amongst automotive personnel in dealerships it is happening throughout the automotive trade and in all walks of life.People get conditioned in this new work system just to do a certain job not realizing they become slaves to the greater need in the society. Just look around you and you will realize due to all the systems, people have lost their individualism and become slaves.If you talk about automotive personnel just take note next time when you want to buy a new car, you get told this is how things work without any options. That is not true at all as you as the customer still have a lot of options if you know how to apply a few principles and rules of your own. All of the universal laws and rules are still in place and there for us to use as people, even if we get told that it doesn’t work like that anymore.

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The Magic of Diamonds: Diamond Buying Guide and Education!

Celebrating a Special Occasion with JewelryJewelry and gems The Buying GuideDiamondsThe diamond has been one of the most coveted gems in history. Uncut diamond adorned the suits of armor of the great knights; cut diamonds have adorned the crowns of kings and queens throughout the ages. Today the diamond is internationally recognized as a symbol of love and betrothal and is the recipient of increasing interest as a source for investment.The diamond has been credited with many magical powers, superior strength, bravery and courage. At one time it was considered the emblem of fearlessness and invincibility; the mere possession of a diamond would endow the wearer with superior strength, bravery, and courage. It was also believed that a diamond could drive away the devil and all spirits of the night.
During the 1500s diamonds were looked upon as talismans that could enhance the love of a husband for his wife. In the Talmud a gem that, from its description, was probably a diamond was worn by the high priest and served to prove innocence or guilt. If an accused person were guilty, the stone grew dim; if innocent, it shone more brilliantly than ever.
The Hindus classed diamonds according to four castes. The Brahmin diamond (colorless) gave power, friends, riches, and good luck; the Kshatriya (brown/champagne) prevented old age; Vaisya (the color of a “kodali flower”) brought success; and the sudra (a diamond with sheen of a polished blade, probably gray or black) brought all types of good fortune. Red and yellow diamonds were exclusively royal gems, for kings alone.
Diamonds have been associated with almost everything from producing sleepwalking to producing invincibility and spiritual ecstasy. Even sexual prowess has been strongly attributed to the diamond. There is a catch, however, to all the mythical powers associated with this remarkable gem. One must find the diamond “naturally” in order to experience its magic, for it loses its powers if acquired by purchase. However, when offered as a pledge of love or friendship, its potency may return, another good reason for its presence in the engagement ring!- What is Diamond?Chemically speaking, a diamond is the simplest of all gemstones. It is plain crystallized carbon, the same substance, chemically, as the soot left on the inside of a glass globe after the burning of candle, or the substance used in lead pencils.
The diamond differs from these in its crystal form, which accounts for the desirable properties that have made it so highly prized, its hardness, which gives it unsurpassed wearability, its brilliance, and fire. Nonetheless, while diamond is the hardest natural substance known, it can be chipped or broken if hit hard from certain angles; and if the girdle, the edge of the diamond that forms the perimeter, has been cut too thin, the girdle can chip with even a modest blow.
White (or more correctly, colorless) diamonds are the most popular, but diamond occurs in every color in the rainbow. When color is prominent the gem is called a fancy or master fancy diamond.- How to determine the value of a diamond, the four Cs?The factors used to determine the quality and value of a diamond are referred to as the “four Cs.” In terms of their effect on the value of a diamond, in order of importance, they listed as follows:1. Color (body color)2. Clarity (degree of flawlessness)3. Cutting and proportions (often called the make)4. Carat weight- Finding the right combination.Keep in mind, however, that the key to being happy with your diamond purchase is understanding how each of these four Cs affects beauty and durability, cost, and the stone as a whole. It may sound complicated at first, but when you begin looking at stones you’ll see it really isn’t. With a little experience, you’ll decide which Cs are most important to you, and know to look for to get the right combination, one that meets your emotional and financial needs.The importance of Cut and Proportion.It’s important to distinguish exactly what “cut” means when referring to diamonds and other stones. Cut does not means shape. The selection of shape is a matter of individual preference. No matter which shape is selected, its cutting must be evaluated. differences in cutting can affect a diamond’s beauty, durability, and cost, the latter by as much as 50%, or more.The cutting and proportioning of a diamond, the stone’s “make”, is especially important because of its effect on the fire (the lovely rainbow colors that flash from within) and brilliance (the liveliness, the sparkle) exhibited by the stone. Proper cutting and proportioning release the full beauty that sets diamond apart from all other gems. A stone with an excellent make will be exciting, while a stone with a poor make will look lifeless, it will lack the sparkle and personality we identify with diamond. In addition, stones are often cut to make them appear larger. But a stone that looks much larger than another of the same weight will not be as beautiful as a smaller stone that is properly cut.
Differences in cutting can also affect the durability of a diamond. Some cutting faults weaken the ston and make it more susceptible to breaking or chipping.Fine cutting requires skill and experience, and takes more time. For all these reasons, a well cut diamond commands a premium and will cost much more than one that is cut poorly.
There are many popular shapes for diamonds. Each shape affects the overall look of the stone, but if the stone is cut well, beauty and value endure no matter which shape you choose- Round brilliant cut (The most popular shape)A modern round brilliant cut diamond has 58 facets, 33 on the top, 24 on the bottom, plus the culet (the “point” at the bottom, which normally is another tiny facet). Round brilliant cut stones that are small in are referred to as “full cut” to distinguish them from “single cut” stones that have only 17 facets, or “Swiss cut” with only 33 facets. Older pieces of jewelry, or inexpensive pieces containing numerous often contain these cuts instead of full cut stones. They have less brilliance and liveliness than full cuts, but with fewer facets are easier and less expensive to cut. Jewelry containing single or Swiss cut stones should sell for less than jewelry with full cuts.When a round brilliant cut diamond is cut well, its shape displays the most liveliness because it enables the most light to be reflected back up through the top. This means that round brilliant cut diamonds will have greater brilliance, overall, than other shapes. However, shape is a personal choice, and other shapes can also be very beautiful. New shapes also appear, some of which compare very favorably to round stones for overall attractiveness.As a rule of thumb, if the top portion (crown) appears to be roughly 1/3 of the pavilion depth (distance from girdle to culet), the proportioning is probably acceptable.Types of diamond proportioningThe proportioning, especially the height of the crown in relation to the depth of the pavilion, and the width of the table facet in relation to the width of the stone, is what determines how much brilliance and fire the stone will have. Several formulas for correct proportioning have been developed for round diamonds. Stones that adhere to these very precise formulas are considered to have an “ideal” make an will cost more than other diamonds because of the extra time and skill required to cut them, and because more diamond “rough” is lost in cutting.There are several slightly differing formulas for cutting an “ideal” stone, but each results in an exceptionally beautiful stone. Generally speaking, diamonds that are cut with smaller tables exhibit more fire; those with larger tables exhibit more brilliance. The latter seems to be more in fashion today. But, as common sense may tell you, both can’t excel in the same stone. A larger table can create greater brilliance but will cause some reduction in fire; a smaller table area can increase fire but may reduce brilliance. The ideal would be a compromise that would allow the greatest brilliance and fire simultaneously. No one has come to agreement, however, on what the percentages should be, since some people prefer fire to brilliance, and vice versa. This is why there are several different types of proportioning found in diamonds, and best is usually a matter personal preference.When purchasing purchasing a round diamond, ask how the make would be graded: ideal, excellent, very good, good, fair, or poor. A diamond with a “fair” or “poor” make should sell for less than a diamond with a “good” make. A diamond with a “very good,” “excellent,” or “ideal” make will sell for more.Your eye will be responsible for making the final determination. In general, when you look at a diamond that has a lot of brilliance and fire, the cutting and proportioning probably are acceptable. A stone that appears lifeless and seems to be “dead” or dark at the center probably suffers from poor cutting and proportioning. The more time you take to look at and compare diamonds of different qualities and prices, the better trained your eye will become to detect differences in brilliance and fire, lifelessness and dullness.Diamonds exhibit somewhat different “personalities” depending upon the make. An “ideal” make will exhibit one personality, while another diamond with different proportioning will exhibit different personality. A diamond cut with an ideal make will cost more, but that doesn’t mean everyone will prefer stones cut to ideal proportions. A diamond does not have to be cut to “ideal” proportions to show strong fire and brilliance, to be beautiful or desirable. Many prefer a diamond with a wider table than is found in an “ideal.”No matter what the proportions are, before making a final decision on a particular stone, ask yourself whether or not you think it is beautiful. If you like it, don’t allow yourself to be overly influenced by formulas.

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The True Value of Twelve Years of Free Public Education: A Fortune Geatly Devalued

As it currently stands in the second decade of the 21st Century, most of the adolescent and preadolescent boys and girls attending public schools in the United States sadly don’t grasp the meaningful value of the 12 years of free education offered to them. The most comfortable and technically modern classrooms and laboratories are, in most cases, provided by approximately 99,000 public schools in approximately 16,000 school districts across the country for the physical bodies of these, approximately, 50 million elementary, middle, and high school students. The reason I’ve said bodies, and not minds, is that around 70 percent of those millions of students don’t particularly find going to school, free of charge, mentally stimulating and educationally rewarding. These physically healthy school-age children attend school primarily because it is required by law, and when they do come to school, they park their bodies in the comfortable classroom desks, leaving their minds somewhere else, but not at school.

It’s quite thought-provoking to realize that the greater percentage of all the 18 year-old adolescents in the USA, who graduated from American high schools in 2012, actually graduated on a cumulative 10th grade-level. That’s right. From the first-grade to the twelfth-grade, American students are given the freedom to learn as much, or as little, as they have the desire to do; but as the old expression goes, “You can lead a horse to water, but you can’t make him drink.” For the last 40 years most high school seniors in the U.S. have been graduating on a 10th grade-level, some on a 9th grade-level. Strangely though, from 1920 until around 1969, the exact opposite occurred. For those students who attended public schools during those years, 80 percent of all elementary, junior high, and high school students did well academically, and most of them finished 12 years of education and graduated on a 12th grade-level. The dismal decline in learning that started around 1970 was evidenced by the fact that most high school graduates began needing remediation in the basic learning skills (reading, writing, and mathematics). This disturbing trend has rampantly continued to the present day, as approximately 68 percent of the total number of American high school graduates, in 2012, had to remediate the basic academic skills (reading, writing, and basic finite math), which they should have learned during the elementary and middle school years, if they wanted to qualify academically for admission at a major university. Sadly, only a staggering 32 percent of all graduating high school seniors, in 2012, qualified, at the time of graduation, to attend four-year universities.

These dismal figures are understandable only when they are viewed objectively in relationship with the concomitant variables of public education, which I have discussed in great detail in previous essays. These dependent variables are those directly, and primarily, associated with the types of parenting received by the millions of school-age children from their mothers, fathers, and alternate care-givers while at home during the years prior to 1970. In a nutshell, there has never been any reliable substitution in the public schools for the absence of nurturing, loving, caring parents, who send their children to the public schools ready and eager to learn.

From 1920 until around 1969, more parents saw the benefit of active involvement in their children’s public education than after 1969. Moreover, with the increased learning experienced by those pre-1970 public school students during their twelve years of formal education, fewer high school graduates went to college, during those years, than they did to trade schools, vocational schools, into apprenticeship programs, or into the military. At that time, many more high school seniors were graduating with thorough understanding of the basic rudiments of learning, and saw the pecuniary long-term benefit of becoming skilled carpenters, electricians, plumbers, masons, welders, machinists, and the other professions requiring hands-on training and an understanding of mathematics, mensuration, and science, than those students who came after them. That was a time when more technicians, than engineers, were needed in industry and science. It was a time when high school graduates used their 12th grade-level reading and writing skills to continue learning what they had to learn to advance in their respective fields of endeavor. Comparing then with now, the sore lack of proper parenting in American homes and families, from 1970-on, has produced millions of children totally unprepared to enter the first-grade to properly begin learning academically. If children don’t learn the skills they need to know and use in the first-grade, they will enter the second-grade not progressing in knowledge and skill, but needing to remediate what they didn’t learn in the first-grade. By the time, the unskilled student is improperly promoted to the sixth-grade, she will be working on a 3rd or 4th grade-level. By the time the same student is socially promoted to the 10th grade, she will require extensive remediation, at a greatly increased cost to the public, to properly prepare her to perform high school-level work, to read to learn the things that she does not know.

Now there is a disturbing notion among public school students, which has become more of a mindset, that, if you don’t learn what you need to learn in high school, you can learn it in college. Today when you ask the average high school junior (an eleventh-grader) what he, or she, wants to do after high school, that 17 year-old will invariably reply, “I’m going to college.” This is an especially troubling response coming from students who have managed to only maintain (C-) averages throughout eleven years of public education, who have spent more time not doing homework, than doing homework, not studying, than studying, and not applying themselves to the task of learning. At the present time, thousands of young people who have joined the U.S. military, after performing dismally in high school, are given military training on a 9th -to-10th grade-level, and then encouraged to take, supposedly, college-level courses online, while getting college-credit for their middle school-level military training. Do you see something very wrong occurring here? Unless an aspiring student has prepared in public school to obtain higher (than secondary) education at a college or university, in a particular academic discipline (such as engineering, mathematics, physics, English, a foreign language, or social science), the true purpose of the university is ultimately wasted on such an unprepared person. Students who cannot proficiently perform genuine 12th grade high school-level work will not be capable of performing genuine college-level work, unless the work, they presume is college-level, has been substantially watered-down.

Today it seems that everyone graduating from a high school is going to college, and this highly-disordered trend is producing some very troubling educational illusions that falsely proclaim that people who do poorly in high school can take online college courses, pass open-book examinations that are not proctored, and, after a period of time, receive a piece of paper declaring the person a college graduate. There are also some disturbing financial issues directly connected to the foregoing facts that defy logic. If an 18 year-old cannot perform college-level work after completing twelve years of public schooling, what is a university saying when it confers on that person an online college degree, in an academic discipline, four years later? If a student cannot achieve, at least, a (B) grade in an academic course in a traditional college classroom, how, in the name of sophistry, can that same person derive a true equivalent grade of (B) in an online academic course where the academic requirements are seriously diluted, and there is no personal interaction with students or instructor? Why, pray tell, can’t an American attend law school online and then be permitted to sit for a state bar examination? Why won’t accredited medical schools accept online premed degrees from students seeking entrance? Why aren’t there any online ABA-approved law schools, and accredited medical schools? The answers to the three foregoing questions are pretty self-evident. Would you want a lawyer representing you, or a doctor treating you, who got a professional degree online? But who knows? If the future of American education digresses as much in the next 20 years as it has in the past 50 years, pre-law and pre-med students sorely lacking in rudimentary skills may, in 2033, be permitted to obtain watered-down professional law (J.D.) and medical (M.D.) degrees online. God forbid!

Young people, between the ages of 19 and 29, are acquiring outrageous educational debts for college and graduate school degrees that aren’t worth the money they are paying to get them. Online colleges, and those that offer a system of one college course per-month are as sorely lacking in academic substance, as those courses offered online. Why? It has been thoroughly proven over time, in European and American university education, that the average undergraduate student cannot derive the same heuristic understanding of an academic course, such as U.S. history prior to 1865, in four weeks, as that derived through classroom attendance in academic semesters or quarters. Moreover, universities that offer academic degrees based upon such systems actually charge more for those courses than traditional universities.

What I firmly think is that academic commercialism, the presumed buying and selling of education, has public school and college academia in its pecuniary and pragmatic grasp. Most high schools routinely consider their sports programs as “money making” (commercial) endeavors, and pave the way for their winning teams with highly-paid coaches (usually much better compensated than regular teachers), who encourage their middle school and high school athletes to spend more time preparing for athletic scholarships than arduously studying for scholastic achievement and academic scholarships. High school coaches, much like university coaches, are professionals paid top-money for producing winning football, baseball, and track teams. Sports-minded fathers and mothers of sons and daughters who show athletic prowess early in life frequently dominate their children’s lives, emphasizing the importance of athletic achievement over scholastic achievement. The crux of what I’m saying is that sports should remain sports and not be transformed into commercial, pending professional, activities. Children should be more encouraged to excel in their studies during their 12 years of public education, than being superb athletes. If tax money is to be invested into the public school systems around the nation, let the money be used enlarging libraries and for better-equipped laboratories, and highly trained teachers. Like I’ve said before, classrooms that are attractively adorned with expensive electronic gadgetry, such as laptop computers and digital computer displays are certainly state-of-the-art. But unless there are students, prepared to learn, sitting in those classrooms with eager minds attuned to the lessons the teachers are endeavoring to teach, the lessons will ultimately fall on deaf ears and no learning will occur. Overall, I tend to think that state school systems are more routinely concerned with spending money to modernize classrooms and school campuses, than in promoting better parenting for better prepared students. I can’t remember when last I saw a sign or billboard, upon entering a town or city, along with the Rotary Club, Lion’s Club, and the merchants’ association signs, boldly proclaming such things as “We support our parents in preparing eager students for our public schools,” or “Our students do their homework in our town!” or “Have YOU done your assigned homework for tomorrow?” I mean, you regularly see posters and billboards talking about high school sports boosters and the popular school athletic teams, but you don’t see any conspicuous signs about boosting knowledge, learning, and school grades in the public schools. Why aren’t signs regaling academic learning and achievement as popular to Americans as signs promoting the winning of high school and middle school football games?

The essence of this essay has, so far, concerned the great value of a true 12-year public education, and how much such an education has been devalued in the minds of approximately 68 percent of the 50 million students attending the nation’s public schools. I will say, quite frankly, that any normal high-school sophomore, with the genuine ability to read, write, and perform mathematics on a true 10th grade-level, may use those abilities effectively during the last two years of high school to actually go beyond a 12th grade-level education. University study is, but, a natural extension of the academic subjects studied in high school through applied research, which is only the applied ability to read, write, and better understand those subjects as working disciplines. A normal high school library contains college-level reading material in the humanities, arts, and sciences, and, while still in high school, a student may acquire college-level knowledge and abilities by independently reading and learning beyond the required grade-level curriculum. Such advanced learning depends entirely upon how well preadolescent boys and girls are nurtured, and prepared for learning at home by parents, in order for them to perceive public education as a free high-value investment in time and human energy. It depends upon how hungry students are for knowledge, and upon how thirsty they are to wisely use that acquired knowledge for their benefit.

My mother, Dessie, had only six years of formal education acquired between 1916 and 1922 in a one-room school house in rural East Texas. With the rudimentary skills to read, write, and perform mathematics that she acquired, and mastered, during those six years, she read many books and abundantly wrote grammatically correct English prose well beyond a high school level. With that acquired knowledge and ability, my mother taught me to read before I was five years of age. And so I read voraciously and entered the first-grade reading pretty well. As I attended Dixie Elementary School, Boulter Junior High School, and John Tyler High School, in Tyler, Texas, I took very seriously the academic work that I was tasked to learn and perform, and when I graduated from high school, in 1970, I had attained an ability to read on a college-level, the ability to write on a college-level, and the ability to do math on a college-level. With these abilities, I ultimately took A.A., B.A., and M.A. degrees from Tyler Junior College and the University of Texas at Tyler. But while at John Tyler High School, I had the wonderful opportunity to read a vast number of intriguing books, and to write a vast number of detailed essays and research papers, and to take classes that were college-level in social science, history, English, and math for electronics. Undoubtedly, the abilities that I demonstrated in high school were derived directly from the preparatory work that I arduously performed in elementary and junior high schools. And it was because of my dear mother, who nurtured and encouraged me, studied with me, and helped me to understand the things I didn’t know throughout my twelve years of learning, that I was able to achieve an education that someone, not having such a loving and caring parent, would probably not be able to obtain. Yet, it goes much, much further than the receipt of advanced degrees. There is so much, yet, to learn, and so little time in which to learn it. With well honed academic skills, personal learning never stops. Wise human beings learn to read well, so that they may continue to read to learn throughout their lives, and to write histories, essays, and treatises which will add dimensions of worth to their extended knowledge, understanding, and wisdom. Earthly learning only ends with one’s own death.

In the final analysis, a short account of one of the ancient philosopher Socrates’ experiences as an Athenian teacher would appropriately sum-up this essay. On one occasion, Socrates was confronted by a persistent student who desperately wanted the philosopher to teach him life’s true meaning. So Socrates took the Greek teenager down to the shore of the Mediterranean Sea, and led him out into chest-deep water. Then he abruptly grabbed the youth and held his head under water until he was about drowning. Then Socrates pulled the boy from the water and dragged him to the shore. The boy, gasping for breath, opened his eyes and looked into Socrates face above him.

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