Software Company Essay Example | Topics and Well Written Essays - 250 words

Software Company - Essay Example Strengths†¢ Good knowledge about different software development languages and platforms†¢ Owner is aware of cross cultural diversity and may adopt a new marketing and management strategy†¢ Ability to forecast increases the chances of survivability for the company during financial recessions†¢ High-quality product and cost-effective price†¢ Interested and passionate about software development†¢ Professional Web design and information architecture†¢ Good company locationWeakness  Ã¢â‚¬ ¢ Lack of reputation in (country name) market†¢ Owner has to prove himself in (country name) market†¢ Because company is a sole proprietorship, may be slow response time for customers†¢ Limited production rate†¢ Limited growth rate†¢ Services are limited to medium-sized and large companies  Opportunity  Ã¢â‚¬ ¢ Software development is a thriving industry†¢ Future strategic alliances†¢ Retainer contractsThreats  Ã¢â‚¬ ¢ New comp etitors entering markets†¢ New technological changes†¢ Economic slowdown†¢ Political, legislative, and regulatory changesActions for addressing weaknesses: To increase the responsiveness of the company, the owner will always carry small tablet with him at all times.Future growth opportunities will be considered, such as becoming a registered company to increase product rate and growth.

Edit Essay Example | Topics and Well Written Essays - 500 words - 2

Edit - Essay Example Fairy tales never have both sides of the characters in their story. If one person is shown to be kind and smart, the other character must be stupid or mean. Children realize who the â€Å"better† people are and can easily comprehend the differences between the two characters having opposite characteristics. A fairy tale’s ending of â€Å"happily ever after† explains how the clever and â€Å"good† people can overcome and win their conflict with evil. In addition, fairy tales teach children of when to encounter trials and tribulations in their lives; Children are bound to experience hardships and obstacles in the future. They will know that evil gets punished in the end and they will overcome the dilemmas through their virtuous deeds. Bettelheim convinces that fairy tales make children realize that they can overcome dilemmas and hardships through virtuous deeds, morality and hope. I agree with Bettelheim that fairy tales can guide children’s developme nt. This is because at the end of each tale, children are taught how to overcome hardships and avoid being punished due to evil characters (Bettelheim 128). Virtuous deeds and morality can lead to happy endings and give a positive lesson to the reader. In most cases, fairy tales do not deal with ambivalent characters. Instead they show characters that are either evil or bad without the mixture of the two characters. For instance, in the Cinderella fairy tale the main character is a kind and good person. On the other hand, the stepmother to Cinderella is an evil character. We find that even after Cinderella growing up in an evil family, she does not turn to be an ambivalent character. Instead she uses her Virtuous deeds and morality to become a good person that overcomes hardships and conflict with her evil family. This Fairy tale teach the reader that even though a person may experience an environment that is evil her or she can avoid being ambivalent through Virtuous deeds (Bettelheim

Teaching English Language Essay Example | Topics and Well Written Essays - 4000 words

Teaching English Language - Essay Example In 1990, one in 20 public school students in grades K-12 was an English language learner (ELL), that is, a student who speaks English either not at all or with enough limitations that he or she cannot fully participate in mainstream English instruction. Today the figure is 1 in 9. Demographers estimate that in 20 years it might be 1 in 4. The ELL population has grown from 2 million to5 million since 1990, a period when the overall school population increased only 20 percent. By far, the majority of ELLs - 80 percent - are Spanish speakers" (Teaching English Language Learners, p3). CALP - (cognitive academic language proficiency) the dimension of proficiency in which a learner manipulates or reflects on the surface features of language in academic contexts, such as text-taking, writing analysis, and reading academic texts. The following definitions have been earmarked for further study: "Predictable and consistent classroom management routines, aided by diagrams, lists, and easy-to-read schedules on the board or on charts, to which the teacher refers frequently; Graphic organizers that make content and the relationships among concepts and different lesson elements visually explicit; Additional time and opportunities for practice, either during the school day, after school, or for homework; Redundant key information, e.g., visual cues, pictures, and physical gestures about lesson content and classroom procedures; Identifying, highlighting, and clarifying difficult words and passages within texts to facilitate comprehension, and more generally greatly emphasizing vocabulary development; Helping students consolidate text knowledge by having the teacher, other students, and ELLs themselves

Organizational Behavior Profiles Research Paper

Organizational Behavior Profiles - Research Paper Example All of this showed his love for computers. Later when he was enrolled at Harvard, he continued bunking classes for his love of computer. There he met, Steve Balmer, who was to be his future business partner and co-found of the famous â€Å"Microsoft Corporation†. After incorporating Microsoft, Bill never returned to Harvard to complete his education. This is another example that showed that Bill Gates was a rebel against the going norms and showed that personal interest is dearer to Bill Gates than anything. Bill’s refusal to rejoin his college would have implied that he wouldn’t have been able to give much time to his organization, but since Bill was a baby boomer, he wanted to work himself and grow his brainchild â€Å"Microsoft Corporation† into a giant. Although if he had completed his education, the society would have benefited as education is a Merit good, but instead all he cared about was himself, and he was willing to deprive the society of a merit good, in order to devote time to himself and to benefit himself rather than the society. Bill’s behavior back at Microsoft Corporation wasn’t too pleasing at all. As a tender organization, back in the days, it needed charismatic leadership to grow and to become successful. Microsoft had a leader in Bill Gates. His success showed that in fact they had the best leader there is, and in time Bill Gates was to become the richest man in the world. Back in the Microsoft Corporation, Bill was an aggressive leader. He and Steve Balmer abhorred laziness and faulty work. It is also heard that Steve and Bill used to shout at their co-worker, if they think that their work was faulty or was just average. They aspired to be the best, and they believed that average work will not take them anywhere. They needed their employees to present them something that is better than competition, or otherwise, Bill and Steve would

A Good Man is Hard to Find Essay Example for Free

A Good Man is Hard to Find Essay By the title, â€Å"A Good Man Is Hard to Find†, a reader would not suspect what the story is really about. One might assume that Flannery O’Connor’s short story is about finding love perhaps, rather than moral, murders, and convicts. Contrarily, the meaning of this story is even deeper than the naked eye can reveal. Throughout Flannery O’Connor’s short story, â€Å"A Good Man is Hard to Find† a manipulative setting, leads to domination over the other characters in the story; moreover, leading to symbolic animalistic attributes, fabricating a profound meaning of hypocritical aspects. The monkey presented in the story symbolizes the animalistic nature of humans. The monkey represents the stubborn, bias, and shallow views of the people of the time period in the quote, â€Å" a gray monkey about a foot high, chained to a chinaberry tree, chattered nearby. The monkey sprang back into the tree and got to the highest limb as soon as he saw the children jump out of the car and run toward him.†(O’Connor 325) The animal is chained to signify the limitations to the views the characters like the Grandmother and Red Sam believe. When someone poses animal-like characteristics, humans completely dominate their environment that our social structures have become ecosystems unto themselves. Animals learn to act exactly like their parents as they grow to adulthood; furthermore, once the animal is an adult, it has the behaviors, ideas, and motives of the parents that will never change and will pass those traits on to the next generation. This corresponds with the Grandmother and the story, with her children and grandchildren; for example, when a person is the most dominant character in the family, the inferior ones follow behind grasping the beliefs of the dominate character. The Grandmother’s immutable ways make her the dominant character in the allegory. It is written in the story, â€Å"..The old lady settled herself comfortably, removing her white cotton gloves.. The children’s mother still had on slacks and still her head tied in a green kerchief, but the grandmother had on a navy blue straw sailor hat.. a navy blue dress with a small white dot in the print.. In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady†¦Ã¢â‚¬  (O’Connor 323) It makes the reader wonder that, why was she dressed so dressy for a prolonged drive in a cramped car? For one, this statement is also an example of foreshadowing. Later on in the story, when she is held at gun point, she constantly recites â€Å"I know you wouldn’t shoot a lady!† Ironically, she got what she wanted because when people find her dead, she will be dressed like a lady. The outfit she is wearing also tells about her demeanor. The references to the navy, for example navy blue hat, means that she was strong and domineering like the navy. Later on in the story, unfortunately leading to their demise, she uses her domineering tactics to get where she wants to go using the children’s curiosity. â€Å".. She knew that Bailey would not be willing to lose any time looking at an old house, but the more she talked about it, the more she wanted to see it once again and find out if the little twin arbors were still standing. ‘There was a secret panel in this house,’ she said craftily, not telling the truth but wishing that she were, ‘and the story went that all the family silver was hidden in it when Sherman came through but it was never found’†¦Ã¢â‚¬  (O’Connor 327) The Grandmother purposely says something false to ensure the children will cajole their dad into going there. She knew this was a lie and she knew that she was not going to talk Bailey into it single-handily. The only way possible was to manipulate the children through the use of their excitement and curiosity to dominate over her son. The grandmother manipulates all of the characters except the Misfit who turns the tables on the grandmother in the end. She tries to make the convict feel better about himself by conveying, â€Å"‘Yes, its a beautiful day, said the grandmother. ‘Listen,’ she said, ‘you shouldnt call yourself The Misfit because I know youre a good man at heart. I can just look at you and tell.’† (O’Connor 330) The Grandmother knows of the crimes this man has committed. She thinks she can manipulate him the way she does Bailey but the man can sense this all along. The Grandmother uses manipulation by saying that the Misfit is a good man so he can believe that he is a good man deep down inside and spare the lives of the family. In addition, the grandmother has a hypocritical standpoint, which makes using religion as a manipulation tool goes completely wrong. She  questions her faith in the quote, â€Å" ‘Maybe He didnt raise the dead,’ the old lady mumbled†¦Ã¢â‚¬  (O’Connor 334) The grandmother is humbled as she sees that she has lost the fight. She is now inferior to the Misfit unlike in the beginning, where she stood before him; now she sits faintly on the ground looking up to the convict. The Grandmother could be questioning her faith as if saying â€Å"How could God do this to me?† or the line could be indicating that she did not have very much faith at all. At this point in the short story; it seems as if the Misfit has more faith than she does. She tries to regain her dominance in the quote, â€Å" ‘Why youre one of my babies. Youre one of my own children!’ She reached out and touched him on the shoulder. The Misfit sprang back as if a snake had bitten him and shot her three times through the chest.† (O’Connor 334) It is as if he has encountered something very threatening. It is hypocritical because a snake is usually associated with evil or â€Å"enemy of man† like the biblical story of Adam and Eve. It symbolizes how genuine good appears to genuine evil. To conclude, this story has so many points that you have to examine in between the lines. Basically, the story is about a woman with a domineering personality that has to die to be brought back down to size. The writer conveys this meaning through the use of symbolism, domination, manipulation, and hypercriticism.

English language needs for tour guides

English language needs for tour guides This chapter describes the methods of research and explains the methods used in the present study. This chapter is divided into five parts: objectives of the study and the research questions; description of the research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings. For the purposes of this study, I will classify the English language skills and functions for tour guides into four main categories. The language skills and elements are composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. Objectives of the Study and Research Questions This study aims to investigate present English language needs and benefits of learning English for Vietnamese tour guides. This studies’ data also hopes to reveal some of the problems foreign tourists face when dealing with Vietnamese tour guides, and the language skills and functions that are useful for tour guides to help overcome them. This research tries to answer two of the four main research questions: 2.What are the English language needs required for Vietnamese tour guides? 3.What are the benefits for English speaking Vietnamese tour guides, when compared to those with only their native language? The design of research methods for the present study was based on the most effective and efficient way to answer these two research questions. Research Types Overview of Research Types and Their Characteristics There two main types of research: qualitative research and quantative research. Qualitative research is a research type that is concerned with the study of what goes on in natural settings. The process of this research deals with an inquiry and understanding based on distinct methodologies within the tradition of inquiry that explores a social or human problem. The researcher is the main instrument of data collection to build a complex and holistic picture, to collect words and to analyze this information inductively, and to report detailed views of informants. In designing a study, one works with philosophical assumptions, possible frameworks, problems, and questions; and data collection through techniques such as interviews, observation, documents, and audio-visual materials (Cresswell, 1998). Some examples of qualitative research are: biography, which is a study on a single individual when material is available and accessible; phenomenology, which examines a phenomenon and the meaning it holds for individuals; a grounded theory, which is a study to generate o r develop a theory; an ethnography, which studies the behavior of a culture-sharing group; and a case study, which examines a case bound in time and place and looks for contextual material about the setting of the case. To sum up, it can be seen that qualitative research and quantitative research differ in terms of their key concepts, goals, approaches to design, and the types of problems that researchers have. Therefore, the selection of which research approach is appropriate in a given study depends on the problem of interest, available resources, the skills and training of the researcher, and the audience for the research (ibid). Quantitative research is a type of research that is concerned with an inquiry into an identified problem, based on testing a theory composed of variables, measuring with numbers, and analyzing data using statistical techniques. Reichardt and Cook 1979 cited in Nunan, 1992 suggest that quantitative research is â€Å"obtrusive, controlled, generalizable, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to and independent of the observer or researcher†. The main characteristics of quantitative research are the following beliefs: reality is something that can be studied objectively; the researcher should remain distant and independent from what is being researched; research is value-free and is based primarily on deductive forms of logic and theories; hypotheses are tested in a cause-effect order; and the research goals are to develop generalizations that contribute to theory and to enable the researcher to predict, explain, and unders tand some phenomena Bogdan and Bilken (1982 cited in Maurice et al, 1987). There are considered to be three general types of quantitative methods: 1. Experiments, which are characterized by random assignment of subjects to experimental conditions and the use of experimental controls; 2.Quasi-experiments, by which studies share almost all the features of experimental designs except that they involve non-randomized assignment of subjects to experimental conditions; and 3. Surveys, which include cross-sectional and longitudinal studies using questionnaires or interviews for data collection with the intent of estimating the characteristics of a large population based on a smaller sample from that population (Maurice et al, 1987). Research may sometimes incorporate both quantitative and qualitative methodologies as will this study in order to get the reliability and trustworthiness of the research from results obtained from the questionnaire and the interviews carried out. Type of research in this study This study employed a qualitative approach utilizing some quantitative techniques in a needs analysis for the study of tour guides in Vietnam. The main method of the study was a survey conducted to explore the use of English of tour guides in Vietnam in order to analyze the present needs of using the target language in their workplace. The participants of the study were selected on a basis of convenience and availability. A questionnaire, with of a rating scale, was used for data collection. The data was then analyzed based on simple statistics, looking for averages and simple groupings to identify the needs and problems in order to find answers to the research questions. Sampling procedures in the present study The participants in this study were tour guides who work in the areas of Central, North and South Vietnam including 50 from areas in and surrounding Hue, Da Nang and Hoi An, 25 from the HCM City and surrounding area and 25 from the Hanoi region. The details of the travel agencies were found from the internet websites and from local knowledge. The method to assess the English language needs and problems of Vietnamese tour guides was a questionnaire. Several methods were used to make the questionnaire in order to maintain its reliability and validity. The benefits for the tour guides and the tourism industry were assessed from the interviews conducted. The interviews conducted were mostly limited to the local area with 20 participants from Hue, Da Nang and Hoi An although there were 5 interviews done in HCM City. The Construction of the questionnaire To create the questionnaire used in this study, I reviewed a number of research studies relating to the needs analysis and English for Specific Purposes (ESP discussed in the literature review Chapter 2), and then I reviewed some examples of questionnaires from similar research to find their outlines. Moreover, a wide range of textbooks about English for tourism were studied to find relevant information to use as content in the questionnaire. The first draft of the questionnaire was written in English and created with the objectives of the study and the research questions. The questionnaire was used in this study to obtain information from the tour guides in Vietnam. The questionnaire, given to the tour guides, had five main parts: General information; general opinions; needs of the English language for tour guides; Problems/difficulties faced with English language; and opinions about the benefits of learning English for Vietnamese tour guides. 1.General Information The general information was made up of three sections. The first asked the participants some personal information about their age, gender, education, and the amount of time they had worked as a tour guide. The second section asked about the importance of English, the amount of English they needed to use when they guide international tourists and who they use English language with in their daily tasks. The last part was about their English proficiency. The participants were also asked to rank language skills and elements that they used regularly, and problems with English language they had most. The language skills and elements in this questionnaire were composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. 2.General Opinions The second part consisted of two items. Item 1 asked the participants to indicate their feelings about the necessity of English language elements. They were to rank the elements on a scale of 1 to 5 in their opinions: 5=Essential 4=Very necessary 3=Necessary 2=Fairly necessary 1=Unnecessary. Item 2 was about the difficulty of English language elements. The participants were asked to rate their difficulties of English skills again using a rating of 1 to 5. 5=Very difficult 4=Difficult 3=Fairly difficult 2=Not very difficult 1=Not difficult 3.Needs of the English Language for Tour Guides The third part was about the needs of tour guides for the use of English skills or elements in the job. The questions covered information with various English language functions for tour guides. The questions were divided into four main domains of language skills: listening, speaking, reading and writing. Questions about translation, pronunciation, vocabulary in tourism, grammar and expressions were also included. Within each skill, the questions were divided into sub items asking about various roles and the functions for the tour guides. The participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 4.Problems and Difficulties Faced with English Language For this part the questionnaire was again used, as it was in part three, to discover and confirm problems and difficulties encountered by the tour guides in the daily activities. These questions aimed to point out common issues resulting from miscommunication or lack of understanding when using the English language. Again the participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 5. The benefits of learning English for Vietnamese tour guides The questionnaire ended with an opened item, allowing the participants to fill in either their comments or suggestions. Some expected benefits were suggested and offered as choices to agree or disagree with. The participants were also asked to rank those benefits in order of importance to them personally and professionally. This was followed up, where possible, with interviews requesting further clarification of their suggested benefits and those that were suggested to them in the questionnaire. Putting ticks in boxes and crossing numbers were ways of answering all the parts of the questionnaire. There were yes/no answers, multiple choice questions and ranked questions. The questionnaire used in the present study was written in English and then translated into Vietnamese to avoid any ambiguity, misinterpretation or problems for the participants. Pilot Study A pilot study was conducted to test the effectiveness of the questionnaire and to identify and eliminate ambiguity in the questions before it was used in the main study. Five people in different areas of the tourism and hospitality industry from the local area in Hue City were the participants in the pilot study, carried out at the beginning of March 2015. Just over one week was allocated for the collection and review of the pilot questionnaire, but due to conflicting schedules it took just over two weeks to get the results. The return rate and the completed questionnaires was 100%. In the pilot questionnaire, an item of ‘others and please specify’ was included at the end of every section, where participants could propose any additional questions or English language expressions and functions they thought should have been asked (see Appendix 2). To administer the questionnaire, the researcher firstly handed out the covering letter to the manager of the chosen people where needed to ask for their permission. The cover letter consisted of an introduction of the research study and the university, the aim of the study, the importance of the study, general instructions and words of thanks to the participants and their management. Then, the questionnaires they could complete were given to the participants. This was then followed by arranging a time and date that the questionnaires could be collected and interviews with the participants could be given. The participants in the pilot study were 4 male participants and 1 female participant. The results of the survey showed that the participants were concerned about the importance of English in their tour guide occupations. They all suggested that speaking was the most important skill they needed in their jobs, followed closely by listening. Writing, reading, vocabulary in tourism, translation, grammar and expressions were the least important. However, concerning their difficulties of using English elements in their jobs, the majority of the participants found listening caused the most issues, followed by speaking (including pronunciation errors). Translation, writing, grammar, language expressions and reading were all considered to have fewer problems for them. Vocabulary for Vietnamese tour guides was generally found to be the least problematic and the easiest to overcome. Main Study After the questionnaire was revised and created based on suggestions and improvements to the pilot study, it was given to, or sent to, the participants selected for the main study: 100 tour guides from different companies and individuals during the first week of April 2015. They were then returned over the following weeks with the last of them received in late April 2015. Similar steps to the pilot study were taken for the collection of data. Firstly a covering letter was submitted, introducing the study, with reference to the Hue University College of Foreign Languages, to the managers and/or owners of the tour companies to get permission. The return rate within this time was 60% and any that were returned later then than April 2015 were left out of the study; only 50% of these were completed correctly and used for the data analysis. Data Analysis The analysis of data in the present study The questionnaires were checked and analyzed using basic statistics. The procedures in the present study looked for specific repeated trends and used, percentages (%), averages (X), and standard deviation (S.D.). The data was analyzed using the following statistical procedures. First, the percentages were used in the analysis of answers, concerning the general background of participants (Part I). Second, a five-point scale was used to score the levels of necessity, difficulty, needs and problems of English language for tour guides in Vietnam (Part II, III, and IV). Third, the information about the central tendency of the scores and Standard Deviation (S.D.) showing a measurement of the dispersion, giving information on the extent to which a set of scores varies in relation to the average score. Averages were used to calculate the level of necessity, difficulty, needs and problems of English language skills for tour guides in Vietnam. Fourth, scores were weighted to rank the needs and problems of English language elements for tour guides in Vietnam. A specific weight, as illustrated below, was assigned for each specific rank: RankWeighted Scores 18 27 36 45 54 63 72 81 Finally, the reliability of the responses for those items, which used a five-point scale was tested. Reliability, Validity, and Generalizability. Definitions of Reliability, Validity, and Generalizability Reliability is the extent to which an independent researcher, on analyzing one’s data, would reach the same conclusions and, a replication of one’s study would yield similar results. There are two types of reliability: internal reliability, which refers to the consistency of the results obtained from a piece of research; and external reliability, which refers to the extent to which independent researchers can reproduce a study and obtain results similar to those obtained in the original study (Nunan, 1992). Validity is the ability of an instrument to measure what it is designed to measure. Researchers and experts in the field are persons who decide that an instrument is observing what it is set out to observe. Two approaches of establishing the validity of a research instrument are logic and statistical evidence. There are three types of validity: face and content validity (the judgment based upon the logical link between the questions and the objectives of the study); concurrent and predictive validity (the judgment based on the degree to which an instrument can forecast an outcome and how well an instrument compares with a second assessment done concurrently); and construct validity (the judgment based upon statistical procedures) (Kumar, 1996). Generalizability is the way of drawing logical conclusion, or making an inference from certain results which explains some important implications of the results or is related to the research questions. Reliability, Validity, and Generalizability in the Present Study Reliability To check the reliability of the questionnaire, I used an internal reliability check for consistency of the results obtained from the study. The questionnaire used in the pilot study was considered to be more than satisfactory for the purpose of this study. Validity To ensure the validity of the questionnaire, the first draft of the questionnaire was constructed and revised based on recommendations from the participants and other people in the field. In the present study, the researcher used face to face interviews about the questionnaire to determine opinions on the validity. I then constructed the questions in the questionnaire based on the objectives of the study and the research question being asked. By checking the validity, each question or item on the scales and the questionnaire content must have a logical link with the objectives. The judgment that the questionnaire and interviews was measuring what it was supposed to, was based upon the relevant inferences the findings had to the study. Moreover, the validity of the questions was also checked by the participants in the pilot study. Generalizability This study used a mostly quantitative approach with three established needs including sampling, reliability and validity checking. Therefore, the results obtained could be generalized to the target population, the tour guides in Vietnam. This chapter has dealt with the research methodology and the design of the present study. The objectives of the study and research questions; research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings were also discussed. The results of the present study will be presented in the following chapter.

The Evolution Of Jet Engines :: essays research papers

The Evolution of Jet Engines The jet engine is a complex propulsion device which draws in air by means of an intake, compresses it, heats it by means of an internal combustion engine, which when expelled it turns a turbine to produce thrust, resulting in a force sufficient enough to propell the aircraft in the opposite direction (Morgan 67). When the jet engine was thought of back in the 1920's the world never thought it would become a reality, but by 1941 the first successful jet flight was flown in England. Since then the types of engines have changed, but the basic principals have remained the same. In 1921 thoughts of a jet engine were based upon adaptations of piston engines and were usually very heavy and complicated. These thoughts were refined in the 1930's when the turbine engine design lead to the patent of the turbojet engine by Sir Frank Whittle of Great Britian. It was Sir Whittle's design that lead Great Britian into the jet age with the first successful flight. At the same time, the Germans were designing there own jet engine and aircraft which would be one of the factors that kept Germany alive in World War II. With technological advances by the allies a prototype turbojet known as the "Heinkel He 178" came into a few operational squadrons in the German, British, and the American air forces towards the end of World War II. These jets finally helped the allies to win the war against the axis powers(Smith 23-27). A later development in the jet industry was the overcoming of the sound barrier and establishing normal operations up to and beyond twice the speed of sound. Also air force bombers and transports were able to reach and cruise at supersonic speeds(Silverstein 56-70). In the late 1950's civil transcontinental jet services started with the Comet 4 and the Boeing 707. In the mid 1960's all major jet manufacturing companies revised their present engines with new materials such as aircraft aluminium which made them lighter and turbine changes so they could compress the air at a much higher pressure so the engine can produce much more thrust.The first supersonic airliner is the twin turbojet Concorde which flies at over twice the speed of sound which was brought into regular service in 1976(Smith 27-30). The one company that dominates the private jet industry is Bombardier which makes the Learjet turbofans, they have an approximate cruising distance of 1880 nautical miles(Jennings 103). In the future, turbojet engines will continue to further develop due to the technological advances made. As in graphite composite wings, thermoplastic