Technology is impacting daily lives in many ways, especially children Essay

Technology is impacting daily lives in many ways, especially children. Examine the bad effects of technology on the health, education and social life of children in - Essay Example With the advance of technology more and more children are no longer favoring playing beyond the walls of their homes instead their play times have been replaced with long hours of sitting in front of the TV, play station Xbox or on the internet posting videos on you tube, or on twitter and face book if not gaming online. According to Jones, R. (2005) Children need a minimum of 1hr of play per day to ensure they maintain their social life. This poses the danger of mis-information on the children who unlike adults can tell a hoax from the real thing. This ends only confusing children and setting them up for long-term mental failure. According to Graeme, P. (2012) of the Telegraph however points at an even more serious problem â€Å"a generation of children risks growing up with obsessive personalities, poor self-control, short attention spans and little empathy because of an addiction to social networking websites such as Twitter.†(para 4) Furthering this Graeme, P. (2012) of The Telegraph states, â€Å"Young people’s brains were failing to develop properly after being overexposed to the cyber world at an early age† (para 5) according to Chelsea C. and James P. S. (2012) CNN article children were on average doing more than 3000 texts a month. The report notes that unlike the earlier days children are spending more and more time in the media more than with their teachers or parents leaving the paren ting and educating to the cyberspace. The bad effect equally applies to the learning process with the internet largely filled with unverifiable health information. Apart from academic sites linked to universities, colleges and reliable libraries, many websites are full with unverifiable information. Baumeister, R. & Bushman, B. (2011) note that it is important to note that, the minds of children are like sheets of a blank books waiting to be filled. With the current

Education For Sustainable Development In Sri Lanka Education Essay

Education For Sustainable Development In Sri Lanka Education Essay Sustainable development is a dynamic concept and it is difficult concept to define. It is not about society reaching an end state, nor is it about establishing static structures or about identifying fixed qualities of social, economic or political life. The sustainable development model is a challenge to the conventional form of development. The term sustainability originally belongs to ecology, and it referred to the potential of an ecosystem to subsist over time (Reboratti 1999). The term sustainable development came into the public arena in 1980 when the International Union for the Conservation of Nature and Natural Recourses presented the World Conservation strategy (IUCN 1980). In generally, Sustainable development is defined as a in mining is often characterized in terms of action today with a view to a future when mining operation have concluded. As well as, it is improving the quality of human life while living within the carrying capacity of supporting ecosystems. Moreover, it is not just an issue for developing countries. A commitment to the promotion of sustainable development is deepening at the international, regional and national levels. It has become a norm of global environmental politics; it is a legal requirement of Member States of the EU; and, within a UK context, is forming an important part of environment and development strategies of devolved governments. In other word, the concept of sustainable development requires a change of mindset to bring about full integration of the needs for economic, social and educational development with that to conserve the global environment. In fact, education is directly affects sustainability plans under the Implementation, decision making and quality of life. The United Nations Educational, Scientific and Cultural Organization (UNESCO) have been designated by the UN to secure the implementation of the Decade of Education for Sustainable Development. Concerning about the education for Sustainable Development, in 2002 the United Nations (UN) General Assembly adopted a resolution proclaiming that the period 2005-2014 was to constitute the decade of education for sustainable development.  [1]   The intention of this resolution was to enhance the efforts to promote sustainable development throughout the world through education and learning. Sri Lanka has initiated education progrmme through various trainings and workshops in line with the governments goal for social progress. The higher/tertiary education, Non-formal education and adult education programmes, primary, secondary education, special education for persons with intellectual or psycho-social disabilities and technical and vocational education and training (TVET) programmes etc. was developed for sustainable development. What is Sustainable Development? In generally, can define sustainable development is a new term that grew out of the conservation/environmental movement of the 1970s. While the conservation/environmental movement asked questions about preserving the Earths resources, sustainable development includes questions about how human decisions affect the Earths environment. According to these views it can show as follows: Figure 1  [2]   Definitions of Sustainable Development There are many definitions of sustainable development. It is first appeared in 1987 in Brundtland Report. According to the World Commission on Environment and Development- Brundtland report, is: Sustainable Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.  [3]   In other words, it describes as when people make decisions about how to use the Earths resources such as forests , water, minerals, gems, wildlife, etc., they must take into account not only how much of these resources they are using, what processes they used to get these resources., and who has access to these resources. Are enough resources going to be left for your grandchildren to use and will the environment be left as you know it today? Formal definitions of sustainable development that we use at Forum for the Future is: A dynamic process which enables all people to realize their potential and improve their quality of life in ways which simultaneously protect and enhance the Earths life support systems.  [4]   Sustainable development is maintaining a delicate balance between the human need to improve lifestyles and feeling of well-being on one hand, and preserving natural resources and ecosystems, on which we and future generations depend.  [5]   The goal of Strategy for the Education for Sustainable Development Primary education and Secondary education By primary and secondary education attempts to make education and competencies for life for sustainable development. In Sri Lanka the National Education Commission has identified a set of general competencies that should be acquired by all children. Following steps has been taken for this development of education. Flexible learning opportunities and life skills development Acquiring a common basis of human values One the other hand, sustainable development is being considered in current curricula and syllabi. The present status of incorporation of the concept of sustainable development in the curriculum/syllabi can be briefly stated as follows. In the Sri Lankan general education curriculum, Sustainable development is not yet taught as a separate subject. However, this concept is incorporated within the whole range of subjects, especially, in Environment activities (Grades 1-5), Environmental studies (Grade 6), Social Studies Science Technology (Grades 7-11), Biology, Agriculture and Geography (Grades 12-13) etc. The national system of education assists individuals and groups to achieve nine national goals has formulated from this commission from (Grades 1-13). That are relevant to the individual and society. The goals mostly embrace the social, economical and educational aspects of sustainable development and especially sustainable human development.  [6]   4.2 Higher Education: Under Economic and Social Development Following aspect has attempted to develop under the Higher education for sustainable development. Develop indicators for Sri Lanka Comparison of Per Capita GDP amongst for Sri Lanka, Malaysia, Singapore, UK, USA and Switzerland Economic Development of Richer Countries Promote growth through Neo-classical growth theory and New growth theory Promote forces of economic growth Countries with good governance have grown faster Deficiencies in Human Capital Formation Enhance economic Geography in the country Improving the soft skills is will enhance the employability of graduates; it also depends on the supply and demand. If there are no jobs, irrespective of qualifications and skills it would lead to unemployed graduates. Improvement of communication, articulation, interpersonal interaction in relation to quality improvement of graduates. Attitude change, like in the case of GMOA Universities have to play a key role in creating wealth of the country and universities are responsible in creating the human capital. Private companies have the responsibility to train the recruits in accordance with the company needs.  [7]   4.3 Innovative practices in Technical and Vocational Education and Training (TVET) In the end of the 20th century the need for a vocational, technical and educational knowledge and skills for the development of the worlds economy was clearly manifested in the improvement of diversity in industrial and Service fields. As a result, it was felt that we needed not only those workforce trained in technical and Vocational skills but also those high competent skilled workforce like technicians and technologists in specific areas in industries. From the beginning of the 21st century, the progress made in industrialization was due to the high capacity of the trained workforce. Therefore the economic development in the world seems to have depended entirely on the knowledge based skill development. In the last few decades, most of the regional countries paid much attention to the development of human resources. But it must be stated that greater attention was given to development of Vocational and Technical skills. As a result in many of the countries, the required trained skill labourers in the field of construction could not be found and thus the development came to a Stand -Skill. 4.3.1 Sustainability Development in TVET Sector Factors that affect the Development in Developing countries Unutilized human resource Untrained human resources Mismatch between economic development policies and the ways of developing human resources. Less attention on trained skill labourers Lack of TVET concrete policy for HRD Lack of industrial linkages with HRD in TVET sector Lack of qualified trainers for HRD in TVET Technical -Vocational skills are underestimated in society Lack of inter educational level linkages (between secondary and technical/ vocational training)  [8]   4.3.2 Strategies Development of a TVET policy that fits the industries at least with their regional standards. Changing the management operation in TVET sector at every management levels Having direct involvement in industries in TVET sector and making an industrial linkage policy with TVET sector. Introducing financing systems for students trained. (Bursaries, Training Levies, Voucher scheme, Student loan scheme, Employer financing system)  [9]   4.3.3 Solutions for maintaining sustainability Identify two pathways of TVET development. Studies/ training must focus on skill training directly. Studies/ training must focus on skill training with Entrepreneur development. Promote industrial linkage with TVET sector Open direct avenues to school leavers from secondary education system to Vocational/ Technical Training system. Identify National Vocational/ Technical Education system from lowest level craftsman training to top level technologist training  [10]   Role of International Organization and Institution: Education for Sustainable Development. Illustrate about role of International Organization through education for sustainable development UNESCO is the main contributor to develop the Sri Lanka education system. However, UNESCOs, as also, the Government of Sri Lankas major focus in education is to achieve basic education for all by 2015. In this, six dimensions were identified at Jomitian, Thailand in 1990 and the goals were established at the World Education Forum in Dakar, Senegal in 2000. This is the most important programme to achieve education for all by the year 2015 and UNESCO was entrusted with the overall responsibility of coordinating all international players and sustaining the global momentum. [ The goals of Education for All (EFA) There can be seen six goals about the Sri Lanka Education as follows: Expand early childhood care and education. Ensure free and compulsory primary education of good quality by 2015. Promote learning and life skills programmes for young people and adults. Expand adult literacy by 50% by 2015. Eliminate Gender disparities in access to education in primary and secondary education by 2005 and achieve gender equality by 2015. Enhance educational qualities.  [11]  llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll,, Nevertheless, from these goals to achieve Education for All goals by the year 2015, Sri Lanka had made arrangements to plan out the activities in three phases. Phase I 2002-2003 (3 years) Phase II 2005-2010 (6 years) Phase III 2011-2015 (5 years) Sri Lanka prepared the three year plan, taking into consideration the six dimensions identified at Jomitian in 1990 and six goals agreed upon at Dakar in 2000.  [12]   13 The EFA unit of the Ministry of Education, in collaboration with the provincial EFA units is committed to launch and monitor the programmes in order to reach the expected targets. Two other six years and five years plans were drawn up to activate the tasks needed to reach EFA targets by the year 2015. This effort is also supported by other relevant Ministries, NGOs and International organizations. Moreover, within the framework of coordination and planning and in line with the sub regional support for National Mid-Decade Assessment (MDA) of Education for All, the Sri Lanka National Commission for UNESCO, in collaboration with the Ministry of Education of Sri Lanka is implementing EFA-MDA work under the supervision of the UNESCO office in New Delhi and has prepared the EFA Mid-Decade Assessment Report in 2008. Sri Lanka ranks 2nd among the South Asian Countries with literacy rate of 92.5% and should be well on the way to achieve the target of 100% literacy for all, by the year 2015. The key to achieving the EFA goals and improving the quality of Education is through Monitoring and Assessments of the progress in the respective fields and in taking timely action. UNESCO and UNICEF are continuing to provide technical and expert assistance for capacity building of Educational Administrators in the monitoring and evaluation of Education for All in Sri Lanka. 5.2 Creating Sustainability Mindsets: Toolkit launch in Sri Lanka One other hand, MAS Holdings Ltd., a Sri Lanka-based apparel manufacturing company and UNESCO Bangkoks private sector ESD partner, piloted the Creating Sustainability Mindsets toolkit from the 5th -6th of June 2009, in conjunction with the MAS Holdings Eco GO Beyond Schools Sustainable Development Leadership Camp. A total of 55 students and 51 teachers from 28 rural schools from various districts in Sri Lanka actively participated in the one and a half day workshop, held at the MAS Institute of Management and Technology in Thulhiriya. Through this programme, learning and action-oriented thinking; partnerships (engaging in traditional and non-traditional partners within the public and private sector); and corporate responsibilities are launched among the rural area school to uplift the education. This toolkit has attempted to create a mindset and learning environment for users to understand sustainable development in both their local and global contexts, and to take ownership and prompt action towards a sustainable future in educational system. Conclusion When we explain about the Education for sustainable development in Sri Lanka, we can say education is an essential tool for achieving sustainability. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. However, Sri Lanka has already attained or is on track to attain the MDGs related to poverty, education and health, subject however, to significant regional disparities. Relatively promising economic performance e.g. over 5 percent growth since 2002 and the decline in unemployment to 5 percent has helped. As a result of this, Sri Lanka education system has made significant advances after the control of the system was developed to the elected representatives of the people during the mid-twentieth century. The introduction of free education from the kindergarten to the university, the expansion of the school system to cope with the rising demand for education, curricular changes and infrastructure development with state funding enabled the system to make wide strides thereby ensuring universal access to education. As an emerging economy, the challenge for Sri Lanka is to achieve sustainable high economic growth with greater equity, whilst integrating in the process of globalization. Consequence of this Sri Lanka is making every possible effort to develop the effective educational system for the Sustainable development and to expand economy of country. As well as, Sri Lanka has already initiated and has initiating (from Primary , Secondary, Higher and Vocational education) to enhance education system for sustainable development future by establishing more vocational and technical trainings institutes, skill training with entrepreneur development, promoting industrial level development, human resource development project, new teaching methods and subjects: like as Environmental studies, eradicate unemployment problem through skill training programme and linking with other like as (UNESCO) International organization and Non-governmental organizations etc. One the other hand, through higher school education is making graduates innovative and creative graduates who can transform new ideas and knowledge into innovative products and services and who can improve the existing products and services etc. to uplift the sustainable development by reducing the weaknesses of educational system in Sri Lanka.

Comparing Archtypical Fathers in Henry IV and The Chrysalids :: comparison compare contrast essays

Archtypical Fathers in Henry IV and The Chrysalids      Ã‚  Ã‚  Ã‚   An ideal father is one who is both caring and understanding. To fit this mould, one must express these characteristics. The outlook and actions of King Henry IV (Shakespeare, Henry IV Part 1) and Joseph Strorm (Wyndham, The Chrysalids), suggest characters who do not match the mould of the archetypical ideal father.    King Henry IV was a father who thought not much of his son. He sees his son as a riotous, irresponsible young man. King Henry tells Westmoreland that he is envious of Lord Northumberland's son, Hotspur, and that he wishes he could be more honorable. It shows King Henry's lack of trust and grasp of his son through conversations with others. The King has a serious discussion with Prince Hal in act three, where he tells him that he is starting to behave in the same way as King Richard, and since he is acting this way, the people will not want him to be the King. The King has his own ideas on how he thinks that the Prince should live, and for that reason has made the relationship between them very difficult. If only the King would have been more accepting, the Prince could have lived more like himself. Joseph Strorm is a father with very strict rules. He cares more about the physical make up of a person than he does about the actual personality of the person. In the story a very cold side of Joseph Strorm is shown; he never gets close to his son at all. The only conversation shared between Joseph and his children are harsh and is often punishment. The way Joseph responded when David jokingly wished for a third arm showed that he cared more about his image and purity than he did for his own child. Both King Henry and Joseph Strorm lacked the ability to look eye

Behaviorism vs. Cognitive Psychology Essay

Watson believed that psychology did not accomplish the goal of predicting and controlling the behavior of a person. He believed that psychology had two problems; the pursuit of consciousness as an object of study and the use of introspection as a method. Watson developed a type of psychology that he believed would address these issues, behaviorism. â€Å"Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior† this is the definition of behaviorism that John Watson expressed as his Columbia address. Behaviorism is said to limit the psychological study of behavior. Watson believes that humans had three innate emotions when they were born: fear, rage, and love. The goal would be to take one of the emotions and condition it to a stimulus in order to create a response that was not previously elicited. This was demonstrated in the â€Å"Little Albert† experiment. Watson had a baby, Little Albert, who was not fearful of white rats. During the experiment whenever Little Albert was shown a white rat Watson would pair it with a loud noise until the baby showed fear. This experiment showed that fear can be conditioned in a person. Behaviorism tended to dominate American Psychology until approximately 1954 when cognitive psychology started. â€Å"You say you want a revolution. Well, we all want to change the world.† This quote describes the change in psychology that developed cognitive psychology during an era of social change. Experimental psychologist began seeing a change when the number of unexplained human behavior increased. Psychologist started to think that in order to understand human behavior, mental processes can no longer be ignored. Cognitive psychology was created to understand these mental processes by analyzing the way sensory information is transformed, reduced, elaborated, stored, recover, and used in the brain. It can be e xplained using a computer metaphor, which means that the ideas of conceptual models played a role in the processing, storage, and retrieval of information. Which leads to Gestalt’s psychology experience should be studied as it occurs. Experience is processed into storage in our brain and that storage is available for retrieval for later experiences. An example of this would be Gestalt’s Organizing Tendencies, organization such as grouping is learned at a young age and stored in our memory, now every time after that   experience the mind tends to organize the stimuli into groups without the person’s awareness this is happening. In conclusion, behaviorism is the prediction and control in behavior and cognitive psychology has to do with the way the brain senses, percepts, imagines, retains, recalls, problem solves, and thinks. Behaviorism and cognitive psychology both need each other to exist it is not possible for one to exist without the other. Behaviorism is human experience that is argued that experience is not directly knowable. Scientist began to see an increase in unexplained behavior and determined that mental processes must be analyzed in order to have an accurate depiction of the experiences that should be studied as they occur. Cognitive psychology may be superior to behaviorism because it takes behaviorism to the next level. Behaviorism is the human experiences and cognitive psychology added the extra factor of analyzing the mental processes. In closing, cognitive psychology would not exist without the basic theories of behaviorism and behaviorism would have faded away quickly having so many unexplained behaviors. Cognitive psychology and behaviorism need each other to exist. Work Cited Benjamin, L.T. (2007). A brief history of modern psychology. Malden, MA: Wiley- Blackwell.

In Arthur Miller’s play the crucibl Essay

In Arthur Miller’s play the Crucible, Reverend Hale changes as the plot unfolds. When Reverend first arrives in Salem he is certain he will use scientific methods to find witches. As the court hearing begins to unfold, Reverend Hale opposes the actions being taken, thus begins using his own judgments. Hale attempts to save the guiltless when he realizes they were convicting innocent people. The plot takes place in 1619, in a small town named Salem. The town was young; being only 40 years old was very religiously strict. A group of teen girls were caught dancing naked in the woods. They started making accusations of witchcraft across the town. Reverend Hale, who was a witch expert, was called from a near by town to put a stop to the matter. One reason Reverend hale changed as the plot unfolds is because he at first believes that he will be using scientific methods to find witches. Hale firmly follows the law to sustain order. By keeping to his books he prepares himself to pay no heed to conclusions. He trusts his books to keep control over the problems arising in Salem. â€Å"†¦ all the invisible world, caught defined, and calculated. In these no fear now-we shall find him out if he has come among us, and mean to crush him utterly if he has shown his face. † (Miller, 39) One reason Reverend Hale changed as the plot unfolds is because he at first believes that he will be using scientific methods to find witches. Subsequently Reverend starts to evolve his thinking during the trail and starts going by his own judgment. He pleads with the judge to let Proctor return, only to be rejected by him. Hale fought against the judge’s verdict realizing it was unjust. Hale then decided to leave the court. â€Å"I denounce these preceding. I quit the court. † (Miller, 115) Subsequently Reverend starts to evolve his thinking during the court hearing and starts going by his own judgment. Then at the end, Reverend changes even more when he realizes they were accusing every one of witchcraft and tries to save the innocent. Reverend declares he will not take a life of an innocent person â€Å"†¦ I am a minister of the Lord, and I dare not take a life without there be proof so immaculate no slightest qualm of conscious may doubt it. † (Miller, 99) He realizes that it is not the convicted people, but that of a hunt to find a cause for there problems. He encourages Mr. proctor to confess to witchery. Also pleading with Procter’s wife, he protests the foolishness of admitting to something you did not do. Finally Reverend Changes for the better realizing that not everyone is a witch and attempts to save the innocent Hale changes from being in favor of the witch trails to opposing it due to the amount of unnecessary convictions with sentences of death. He finds that, when you stop accusing people every for every incident and mishaps, many of the folks are innocent. It is hard to believe that many innocent people were killed during the Salem witch trials. Certainly nothing like that will ever happen today. Reverend Hale changes as the scheme unfolds in Arthur miller’s play, the crucible. Work Cited Miller, Arthur. The Crucible. New York Penguin, 1952 Jonathan Schneider Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Text Message Scams

Text Message Scams The Federal Trade Commission (FTC) is warning of a dangerous new breed of identity theft scams known as â€Å"smishing.† Similar to â€Å"phishing† scams - authentic-looking emails that appear to be from the victim’s bank, government agencies, or other well-known organizations - â€Å"smishing† scams are text messages sent to mobile phones. While the risks of smishing scams are potentially devastating, the defense is simple. According to the FTC, â€Å"Just dont text back.† How the Scammer Sets the Trap The scarily convincing smishing scams work like this: You get an unexpected text message appearing to be from your bank informing you that your checking account has been hacked into and deactivated â€Å"for your protection.† The message will tell you to reply or text back in order to reactivate your account. Other smishing scam text messages may include a link to a website you need to visit in order to resolve some non-existent problem. What a Smishing Scam  Text Message Might Look Like Here is an example of one of the scam texts: â€Å"User #25384: Your Gmail profile has been compromised. Text back SENDNOW in order to reactivate your account.† What’s the Worst That Can Happen? Do not respond to suspicious or unsolicited  text messages, advises the FTC, warning that at least two bad things might happen if you do: Responding to the text message can allow malware to be installed that will silently collect personal information from your phone. Imagine what an identity thief could do with the information from an online banking or credit card management app. If they don’t use your information themselves, the spammers may sell it to marketers or other identity thieves.You might end up with unwanted charges on your cell phone bill. Depending on your service plan, you may be charged for sending and receiving text messages, even scams. Yes, Unsolicited Text Messages Are Illegal Under federal law, it is illegal to send unsolicited text messages or email to mobile devices, including cell phones and pagers without the owner’s permission. In addition, sending unsolicited text or voice mail or telemarketing messages using a mass auto-dialer, so-called â€Å"robocalls,† is illegal. But There Are Exceptions to the Law In some cases, unsolicited text messages are allowed. If you have established a relationship with a company, it may legally text you things like statements, account activity alerts, warranty information or special offers. In addition, schools are allowed to text informational or emergency messages to parents and students.Political surveys and fundraising messages from charities may be sent as text messages. How to Deal With Smishing Scam Messages The FTC advises not to be fooled by smishing scam texts messages. Remember this: None of the government agencies, banks, or other legitimate businesses will ever request personal financial information via text messages.Take your time. Smishing scams work by creating a false sense of urgency by demanding an immediate response.Never click on any links or call any phone numbers in an unsolicited text or email messages.Don’t respond in any way to smishing messages, even to ask the sender to leave you alone. Responding verifies that your phone number is active, which tells the scammer to keep trying.Delete the message from your phone.Report the suspect message to your cell phone service carriers spam/scam text reporting number or general customer service number. Complaints about text message scams can be filed securely online using the FTC’s  complaint assistant.

The History and Invention of the Jet Engine

The History and Invention of the Jet Engine Although the invention of the jet engine can be traced back to the aeolipile made around 150 B.C., Dr. Hans von Ohain and Sir Frank Whittle are both recognized as being the co-inventors of the jet engine as we know it today, even though each worked separately and knew nothing of the others work. Jet propulsion is defined simply as any forward movement caused by the backward ejection of a high-speed jet of gas or liquid. In the case of air travel and engines, jet propulsion means that the machine itself is powered by jet fuel. While Von Ohain is considered the designer of the first operational turbojet engine, Whittle was first to register a patent for his schematics of a prototype, in 1930. Von Ohain obtained a patent for his prototype in 1936, and his jet was the first to fly in 1939. Whittles took off for the first time in 1941. While von Ohain and Whittle may be the acknowledged fathers of modern jet engines, many grandfathers came before them, guiding them as they paved the way for the jet engines of today. Early Jet Propulsion Concepts The aeolipile  of 150 BCE was created as a curiosity and never used for any practical mechanical purpose. In fact, it wouldnt be until the invention of the fireworks rocket in the 13th century by Chinese artists that a practical use for jet propulsion was first implemented. In 1633, Ottoman Lagari Hasan Çelebi used a cone-shaped rocket powered by jet propulsion to fly up into the air and a set of wings to glide it back to a successful landing. However, because rockets are inefficient at low speeds for general aviation, this use of jet propulsion was essentially a one-time stunt. In any event, his effort was rewarded with a position in the Ottoman Army. Between the 1600s and World War II, many scientists experimented with hybrid engines to propel aircraft. Many used one of the piston engines forms- including air-cooled and liquid-cooled inline and rotary and static radial engines- as the power source for aircraft. Sir Frank Whittles Turbojet Concept Sir Frank Whittle was an English aviation engineer and pilot who joined the Royal Air Force as an apprentice, later becoming a test pilot in 1931. Whittle was only 22 when he first thought to use a gas turbine engine to power an airplane. The young officer tried unsuccessfully to obtain official support for the study and development of his ideas but was ultimately forced to pursue his research on his own initiative. He received his first patent on turbojet propulsion in January 1930. Armed with this patent, Whittle again sought funding to develop a prototype; this time successfully. He began construction of his first engine in 1935 a single-stage centrifugal compressor coupled to a single-stage turbine. What was meant to be only a laboratory test rig was successfully bench-tested in April 1937, effectively demonstrating the feasibility of the turbojet concept. Power Jets Ltd. the firm with which Whittle was associated received a contract for a Whittle engine known as the W1 on July 7, 1939. In February 1940, the Gloster Aircraft Company was chosen to develop the Pioneer, the small engine aircraft the W1 engine was earmarked to power; the historic first flight of the Pioneer took place on May 15, 1941. The modern turbojet engine used today in many British and American aircraft is based on the prototype invented by Whittle. Dr. Hans von Ohains Continuous Cycle Combustion Concept Hans von Ohain was a German airplane designer who obtained his doctorate in physics at the University of Gà ¶ttingen in Germany, later becoming the junior assistant to Hugo Von Pohl, director of the Physical Institute at the university. At the time, von Ohain was investigating a new type of aircraft engine that did not require a propeller. Only 22 years old when he first conceived the idea of a continuous cycle combustion engine in 1933, von Ohain patented a jet propulsion engine design in 1934 very similar in concept to that of Sir Whittle, but different in internal arrangement. Upon the mutual recommendation of Hugo von Pohl, Von Ohain joined German aircraft builder Ernst Heinkel, at the time seeking assistance in new airplane propulsion designs, in 1936. He continued development of his jet propulsion concepts, successfully bench-testing one of his engines  in September 1937. Heinkel designed and constructed a small aircraft known as the Heinkel He178, to serve as a testbed for this new propulsion system, which flew for the first time on August 27, 1939. Von Ohain went on to develop a second, improved jet engine known as  the He S.8A, which was first flown on April 2, 1941.