s Speech

Patrick Henry’s address to the Second Virginia Convention calls upon the House to wage war against oppressive British rule instituting it not only as a necessity, but also as an obligation demonstrating loyalty towards their nation and God. Henry’s proficiency in persuading the congressmen directly reflects his use of repetition asserting that they are at the hands of time while providing justification for what may appear to be an extreme measure by announcing that they have put forth every possible effort to prevent war. Henry states that, if we wish to be free; if we mean to preserve inviolate those inestimable privileges for which we have been so long contending; if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon, until the glorious object of our contest shall be obtained; we must fight! Implicating that it is of their responsibility and of honor to gain independence from British domination. This also establishes Henry’s serious tone, enforcing the sincerity of his plea persuading the House to declare war. Henry proceeds to dictate the thoughts of the congress through manipulative projections used to produce fear and recognition of his perspective of the situation. Henry observes that, we are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. During his speech he incorporates many mythological and biblical images as depicted, functioning as a source stimulating consciousness. This exhibits... 's Speech Free Essays on The Dissection Of Patrick Henry\'s Speech Patrick Henry’s address to the Second Virginia Convention calls upon the House to wage war against oppressive British rule instituting it not only as a necessity, but also as an obligation demonstrating loyalty towards their nation and God. Henry’s proficiency in persuading the congressmen directly reflects his use of repetition asserting that they are at the hands of time while providing justification for what may appear to be an extreme measure by announcing that they have put forth every possible effort to prevent war. Henry states that, if we wish to be free; if we mean to preserve inviolate those inestimable privileges for which we have been so long contending; if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon, until the glorious object of our contest shall be obtained; we must fight! Implicating that it is of their responsibility and of honor to gain independence from British domination. This also establishes Henry’s serious tone, enforcing the sincerity of his plea persuading the House to declare war. Henry proceeds to dictate the thoughts of the congress through manipulative projections used to produce fear and recognition of his perspective of the situation. Henry observes that, we are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. During his speech he incorporates many mythological and biblical images as depicted, functioning as a source stimulating consciousness. This exhibits...

The Difference Between a Resume and a CV

The Difference Between a Resume and a CV The Difference Between a Resume and a CV A resume or CV (curriculum vitae) can be used as an introduction to an employment opportunity or academic environment. These documents are used as a standardized way to acquaint an individual with people reviewing candidates for jobs, scholarships, or university programs. The pieces are differentiated by length and content. A resume can be a list of skills, work experience, educational background, and basic qualifications, often listed chronologically and dispassionately. A CV, on the other hand, lists publications the individual is featured in, special achievements, awards, and special honors received by the individual. It often provides detail about which attributes single out an applicant from a crowd of similarly-accomplished candidates. CV vs. Resume in Canada If you’re a Canadian, using a CV is often a prerequisite for seeking work out of the country, as it shows special skills and accomplishments that might not be reflected on a matter-of-fact resume. If you’re competing against Americans for a job in their country, you need to show every extra ability and reward that might give you an edge. Resume Function A resume states the specific qualifications an individual possesses to competently fit into a desired slot, job or position. While it may indicate if an individual is qualified to meet a threshold of competency, a resume does not elucidate potential for excellence (or proficiency) in the job. Function of CV A CV is intended to reflect a more qualitative description of an individual’s abilities. CV’s are often greater in length. The qualitative information typically exceeds a resume’s list-like structure. The Big Difference A CV and resume have separate purposes. A resume is seen most commonly in a regular job search scenario. A CV is used, typically, in an academic setting and highlights academic achievements (e.g. publication, research, and awards). These two tools differ because they have different purposes and uses. Resume and CV editing services are often useful to help job seekers exhibit the right balance of information in the proper format for a particular scenario. can help you impress your intended audience. Give us a

Who Lost China Essay Example | Topics and Well Written Essays - 500 words

Who Lost China - Essay Example A loose coalition of Communists and Nationalists in China assisted by the United States and other allied powers had successfully defeated the Japanese forces. The failure to reach an agreement between the two principals, the Communists under Mao Dze Dong and the Nationalists under Chiang Kai Sheik led to a civil war ending in the loss of China to Communism in 1949. The loss of China was essentially the result of deterioration in Nationalist power and influence, inability of American foreign policy to influence events and long term antipathy towards aliens in the country. The Nationalist forces after years of corruption and misgovernance had lost the initiative in the country. The Nationalists lacked popular support, suffered from poor morale and a corrupt leadership. The deficiencies were mainly intrinsic to the Nationalist forces as has also been indicated in the White Paper published by the US Government in 1949.1 While they were not defeated on the battlefield their organizational cohesion which is a function of leadership, confidence and a will to resist had collapsed. The Americans supported Chiang who had lost considerable status as a national leader and the Nationalist Army was no match for the Communists due to break down of a will to fight. The Communists on the other hand could impose discipline and win over the people.

Economy of Ancient Athens Research Paper Example | Topics and Well Written Essays - 2250 words

Economy of Ancient Athens - Research Paper Example Hellenistic period corresponds with the death of Alexander the Great in 323 BC and the annexation of the original Greek by Rome (Oliver, 2007). Athens is considered as the cultural centre of the Ancient World. During this period, Athens city was no longer in imperial power and struggled to maintain the existing territory overseas in Cleruchies and Attica (Amemiya, 2007). Military and political dynamics influenced the economy of Athens during this period by making it more fragile. The ongoing war in Attica required the Athenians to protect their grain reserves. The Athens significantly contributed to financing the city and defense from enemies (Oliver, 2007). Thesis statement: the Ancient Athens economy had a dual system of financing that included taxation and private contributions that were geared at financing the grain supplies during famines and wars. The Hellenistic period in Athens ranges between 322 BC and lost of the Athenian naval power in 229 BC during the Lamian war. The Lam ian war (323 B.C – 322 B.C) was fought by a coalition of cities including Athens and led to the Macedonian victory and death of Alexander the Great. ... The loss of the Athenian naval power and subsequent loss of Mounychia during early Hellenistic period shifted the available resources to the defense of the rural areas in order to protect the local grain production (Rostovzeff, 1967). The defeat also limited the capability of Athens to import grains due to diminished revenues and increasing aggression with the neighboring grain producing states and cities. The Athenian authorities were eager to develop a military with a clear command, infrastructures and enough manpower to counter any threats to the countryside grain reserves (Amemiya, 2007). In this case, the defeat limited the grain production capacity since many men were forced to join the military and defend the local grain production (Jones, 1940). The trade policy was aimed at securing vital commodities such as timber and grain and also providing revenue. The Ancient Athenian state was closely intertwined in political, social and economic circumstances and sought to promote tra de in order to secure imports (Amemiya, 2007). Athens started honoring elite native citizens and also foreign potentates who provided large scale trade thus declining the power of the demos (Jones, 1940). Majority of the people were small scale farmers that were largely subsistence but they bought goods like metals which they could not produce. The agricultural foods produced were grains, vegetables and olives (Rostovzeff, 1967). The Hellenistic monarchies in Athens raised enough grains for their own consumption and also export. However, natural disasters and droughts sometimes damaged the harvest thus leading to a severe shortage of grain. The Athens paid for their grain through exporting olive oil and wine that found a lucrative market in

Dick Smith Cover Letter Essay Example for Free

Dick Smith Cover Letter Essay Please accept my enthusiastic application for the Retail salesperson. As soon as I saw your advertisement on Trademe.com, I knew I was the perfect candidate for the position. I believe my experience of encountering lots of different types of people from all of the activities i have joined before will be very helpful and useable for the position as i am a very patient person. Besides, i am not entering school until term 1 of 2015 because I just arrived here 3 weeks ago and was advised to start school only on term 1 of 2015 since term 4 of 2014 is ending soon. So i will be able to work whenever needed and i will be able to help out in any way. Also, it is only a few minutes away from my house so that won’t be a problem. My passion about getting more experience about working and gaining knowledge about technologies would make me an excellent position for the retail salesperson. I have participated in lots of sports activities such as Karate, which i am in a brown-black belt now which is the one last stage before the black belt, got gold in kumite category in regionals and silver in kata category. Also been in the school Volleyball team and participated at Regionals, school Athlete (track and field) and managed to get silver at regionals, also a Dancer and got champions in competitions with my crew several times. Also do Rhythmic Gymnastics and Artistic Gymnastic and got 5th placing in Rhythmic Gymnastic Malaysia Nationals senior category 2014. Lastly, i also join Cheerleading and was the captain of my team back in Malaysia and managed to get champions at inter school competition during my first year of leading. By joining all sorts of activities from all different ages ranging from youngsters to elderly, I have became a confident person and a much better person. I am also the type of person that loves to keep everything in order and tidy so i can ensure the place would always be tidy.  Since i was a kid, I was a natural leader of a certain group. I was also a school prefect for several times and i will always take care of my responsibly. By becoming a leader, i learned to gain confidence in speaking to groups. I have also been told that I have an approachable attitude and i myself know that cause I smile a lot and be friendly. I have an average understanding of the general knowledge and interests of technologies. Also encountered lot of different type of people from all the activities i have joined before. I therefore know what sorts of attitude and types of people there are and can easily handle and talk to them. I have the skill to be able to talk in multiple languages. Such as Mandarin, and Malay. So i am pretty sure that may be an advantage as they are quite some Chinese’s here. I have been always been the problem solver between my friends and my all my teams in whatever the situation is since i have a very high patience. I am not schooling until 2015 so i will be free and be prepared to work on weekend/holiday shifts and to be able to work on odd occasion when needed. have enclosed my resume, thank you for taking you time to read this resume of mine and also Thank you so much for your time and consideration.

The Selling of Women in America Essay -- Research Essays

The Selling of Women in America Beautiful, skin-tight clothing, thin, blonde, long hair, and big breasted women are what people normally think of when they think of television commercials. This is very stereotypical but how stereotypical is it? Look at the media anymore and this is what the audience sees. There may be a change here and there with the hair color and how tight the clothing is but in all honestly this is what the public is seeing on television screens if they sit there and watch the television screens. Our society has brought about the sex appeal in women to sell their products. How true is all of this? From a series of surveys, an interview, observation, and case study I have chosen to prove that a certain â€Å"type† of woman is used in commercials and that she is used for her sex appeal in them. I surveyed five girls and five guys on whether or not they think that women are used as sex objects and if there is a certain type of women that is used for these commercials. An interview was also done with my friend Lindsay to go into more detail on this subject. Many different answers were given but there were specific types of answers that the majority of the ten interviewees answered with. In surveying these ten people that I have chosen I came up with some diverse answers and yet some similar ones. Sixty percent of the people surveyed reported that sports and sitcoms were the top two television programs watched. The main sports that are watched are football, basketball, hockey, and baseball, however, there were others mentioned. It was funny to see that the type of commercial that was mostly perceived by the surveyors was beer commercials, but other responses included sports, clothing, foo... ...tracted to her appearance referring to her a â€Å"hot† and they wouldn’t change a thing to her outfit. However, one of them said that they would use 1-800-COLLECT because of disliking other telephone services but not because the angel said to. But he did feel that she does leave the number floating around in his head because she is the one saying it. Women are clearly used in commercials for their sex appeal and it is not just any woman; it is a woman who is most likely big breasted, slim, attractive with long, blonde hair, smiling, tall, curvy, and model-like. Because of this â€Å"attractiveness† men and both women find themselves viewing commercials that have these types of women in them. From the surveys, interview, and case study I have found that these stereotypes are true and that yes, people may buy these products because of these beautiful, glamorous women.

The Benefits of School Uniforms As A Mandatory

In a time when the academic status quo is coming into question throughout America, educators, civic leaders, parents, students, and legislatures are left cycling through a myriad of standardized options to ameliorate the system. From gender-segregated classrooms to the implementation of national standard tests grading both students and teachers, suggestions abound on ways the American public might make its school system a better functioning environment for the socialization and academic study of its children. Among many other suggested and sometimes implemented deviations is the option of school uniforms as a mandatory part of American schools. Already a part of many school environments, usually private, parochial, or urban, uniforms come with a heady line of debate to the forefront of systematic discussion. Those in support of uniforms in both primary and secondary school environments stand in staunch opposition to those who suggest it might not only detract from the creative development of a child but may ultimately be a waste of time, money, and effort. Many critics of the school uniform movement proclaim that uniforms cannot â€Å"fix† anything about the failings of the American school system, and that it is, in fact, the morals, attitudes, and determination of those in the academic environments that create good schools, not uniforms. Yet, the detractors seem to fall short of reasons to not use school uniforms; those schools that have implemented them as a regimented part of school life support the uniforms as a mechanism to focus children on their work and away from each other, equalize the exceedingly hierarchical playing field of consumer popularity supported by the capitalist marketplace, and undermine the social tensions prevalent in the teenage years that account for so much wasted time, effort, and emotion during the classroom day. Contemporary American culture supports the performance and display of class and status as an important component of society; American schoolchildren replicate these trends, particularly those associated with familiar celebrities and elite brands, overpopulate the classic schoolyard. As a result, a culture of dress code policies and school uniforms have been instituted to counteract the peer competition, ostracism, tensions, and even theft that distract children from their schoolwork. Holloman, Lillian O. Dress-Related Behavioral Problems in the Public School Setting: Prevention and Policy – A Holistic Approach. † The Journal of Negro Education. Vol. 65, No. 2, Educating Children in a Violence Society, Part I. (Summer, 1996. ) p. 267-281. In her review of the uniform policy of urban schools, Holloman reflects on the current violence that infects public schools where there is no system in place to counteract the social problems set in motion by the capitalist-spawned problems of material competition. She addresses not only the problems these play in all schools, particularly in terms of stress, the development of male-female relations, and socialization of American school children, but carries her discussion further to the way these issues play out in lower and working class ethnic groups. She says that while students at all schools must face the issues of material competition represented by clothing in the classroom, it is a situation far more exaggerated for the urban black demographic. She includes the work of other sociologists and academic thinkers in her analysis of the school uniform option for the public schools most frequently attended by blacks. In this environment, she discusses the frighteningly frequent occurrence of violence as a result of material competition between students, with armed assailants stealing one student's jacket in the middle of a school day in Washington, D. C. While national attempts at school security have limited the level of danger in the schools, it has not limited the violence nor the lasting psychological effects it has on impressionable teens. Because the emotional implications of the violence that frequently ensues as a direct result of the clothes student wear to school in urban black environments, Holloman fully encourages the use of school uniforms, even if they detract from a student's ability to cultivate a unique sense of self through physical expression. Holloman ways the costs and benefits of the uniform, but ultimately sides with the student's safety, suggesting that time outside of school will be enough to encourage individuality among students. Likewise, she says, students are at school to learn, and positioning them in the safest environment to do so is the responsibility of all academic communities. Meadmore and Symes, Daphne and Colin. â€Å"Keeping up Appearances: Uniform Policy for School Diversity? † British Journal of Educational Studies. Vol. 45, No. 2. (Jun. , 1997. ) p. 174-186. Meadmore and Symes analyze the policies pertaining to school dress codes that instituted standard uniforms across the whole of Australia. They investigate the devolution and marketization of schools, as well as the growing state control over local practices. While their work is Australia-oriented, they strictly examine the social themes at play internationally that cause teenagers to misuse their freedom of dress in schools to a point that uniforms are a suitable tool to address the need of schools to control what goes on inside their walls. Likewise, Meadmore and Symes take an in-depth look at the transformation of schools over time, since formalized schooling in Australia has its roots in the private/public system of England, where uniforms have been traditionally mandatory. The English system, along with a desire for proper socialization to â€Å"the American way† for immigrant children in the 19th century, was the basis for the American school system's development, and its lack of uniforms is particularly interesting. Since public schools do not traditionally require uniforms in the halls of America while private schools, modeled more strictly on the elite British schools usually do, the work of Meadmore and Symes is easily extrapolated and integral to the academic discussion of the viability of uniforms in schools. Jacobson, Paul B. â€Å"Personal Expenses of High-School Students. † The School Review. Vol. 52, No. . (Jun. , 1994. ) p. 350-355. Jacobsen, a well-respected University of Chicago academic sociologist, states that ‘secondary education has always been selective. ‘ While this double entendre refers to the past of secondary education as something only afforded to the privileged and now those only adept enough to swim the seas of high school, its significance is important in the modern day American school system. While education still takes place in these schools, he says, it is clear that the education has also left Western Civilization and extended to the malls, shops, and boutiques where clothing becomes a mark of who a student is. It is not about sweaters to stay warm or long skirts, demure in their affiliation with a religious group or cultural standard, but instead about carefully relating brand and styles to characteristics populated by society's superstars to make a statement about who you are on the inside with each item of clothing. While this is not necessarily inherently bad, it is a powerful beast that changes the face of modern education. Jacobsen denounces free clothing choice at school not because of this reason but because of how it plays out in society; may parents and students cannot afford to play this game with attire in the schoolroom setting, which is already augmented in cost by musical instruments, school supplies, and athletic gear. As all of these aspects of education increase in expense, parents and students should not be forced to keep up to merely stay afloat in the mean world high school society, and as a result, he says, uniforms are a necessary alternative to the status quo. Brunsma, David L. The School Uniform Movement and What it Tells us About American Education. Washington, D. C. : Scarecrow Press, Inc. 2004. Brunsma provides the most thorough and sizeable analysis of the issues in the American school uniform debate. He examines the impetuses, debates, legal issues, and effectiveness of policies where uniforms have been implemented throughout the United States, further embellishing the work with anecdotal components that remind the reader that the issue of uniforms, while seemingly minor, actually has large ramifications on the future of American school systems and the expectations made of American children. His debates analyze both sides of the argument, as well as providing a comprehensive history and case study review. While Brunsma's conclusion is that uniforms do not make schools better, its intellectual review of the current literature on the matter disengages the reader from his opinion and, ironically, supports the implementation of a uniform code. His position is based on a simplistic desire to remain in a non-commercialized world where Gucci and Yves St. Lauren have not invaded the seventh grade classroom, but his review of case studies reveals that it in fact has. The evidence he presents clearly supports the use of uniforms, as the difference between a Sears-bought turtleneck and one purchased at Saks are far more insignificant than the way materialism plays out throughout an entire wardrobe. His analysis, while contrary to his personal opinion, shows that uniforms boost school climate, morale of students, work to eliminate high levels of competition, and support a focused academic atmosphere. All of these works, in addition to the great bevy available in academic journals, newspapers, and bookshelves, provide a great source of questions from which one can more strictly analyze the issue of school uniforms in the American classroom setting and the questions with which one needs to examine the costs and benefits of their implementation.

Information and Decision-Making Essay

Individuals in the world make decisions every single day of their lives. Decision-making, however, is even more important in the lives of leaders because they are running an organization which relies on their judgment and discretion for such decisions. Decisions have to be made carefully and based on the most accurate and updated information available. Otherwise, the quality of the decision would be affected by whim, suppositions, and assumptions, which might be difficult to quantify and verify. Because of the understanding of the importance of decision-making in an individual’s and an organization’s life, Maruska and Wheatley (2003) wrote How Great Decisions Get Made. Through their book, they address the different factors affecting the decision-making process—those factors intrinsic to the decision-maker as well as factors that are found in the extrinsic environment. Furthermore, they highlighted the importance of gathering information, no matter how difficult and routine it might seem. In addition to this, the authors proposed ten simple yet comprehensive steps that can help a leader in the decision-making process. The basic framework that the authors seek to establish is that decision-making should not be made out of fear, where the leaders and the decision-makers feel backed into the corner and that they have little choices left. Rather, they espouse hope-based decision-making no matter how difficult a situation may seem at first. The authors carefully explained the different outcomes and procedures that happen to people who make decisions out of fear as opposed to making them based on hope. In this regard, the case studies offered freely throughout the book are helpful in elucidating the message that the authors were promoting. The book’s language and layout are simple to follow yet it offers profound insight into an otherwise difficult process. Ten Steps to Making Effective Decisions The first step that the authors posited is the importance of enlisting the help of everyone in the decision making process (Maruska & Wheatley, 2003, p. 36). By doing this, more people would be able to provide inputs on how to make the decision. Moreover, they can provide additional information, which would eliminate fear out of the decision-making equation. Furthermore, by enlisting everyone, the leaders can avoid making enemies in the process. The second and third steps relate to discovering the shared hopes of everyone concerned and listening to the real issues that have to be addressed. By discovering the hopes and the fears of the people who will be affected by the decision, the perspectives of leaders will become less biased and will be grounded on what the situation really is (p 54). Based on the hopes and fears, it would be necessary to identify the options available for the group (p. 74). These options, however, should be backed up by data and by relevant information that could aid the decision-making process. Maruska and Wheatley (2003, p. 90) highlighted the importance of right information. The world is teeming with information nowadays, thanks to the Internet. However, not all available information is relevant to the issue being decided upon. As such, by taking into account the hopes and the fears of the stakeholders in the decision-making process, the right information will be identified and they will be helpful in mapping out the solution. The authors further believe that if there is 100% information, there would be zero debates. The task of the leader therefore would be to gather information and make sure that these pieces of information are indeed relevant. The authors also advised that decision-makers should foresee difficulties along the way and be prepared with alternatives that were not originally planned. But even in these cases, information gathering is still very important as they can steer the decision-makers to the right or wrong decision (p. 118). Conclusion Maruska and Wheatley (2003) were able to describe fully the decision-making process and the importance of gathering the right information. The case studies that they cited were also helpful in highlighting the importance of this process. For people who are in government whose decisions are crucial to the life and death of individuals, literally, or to CEOs upon whom the life of the organization has been put, How Great Decisions are Made is a great textbook for decision-making. This process is never an easy one. Rather, there are a lot of complications along the way. However, the authors were able to present a simple but not simplified view of the decision-making process and how information can make or break the effectiveness of the decisions made by leaders. They also highlighted the importance of teamwork and the process of discovering the shared hopes, dreams, and fears of the people serving with the leaders making the decision. After all, leaders are not only deciding for themselves. Rather, they are making decisions on behalf of their subordinates and of all the people who will be affected by the decisions made by these leaders. The presentation of the book is also easy to follow and would be accessible to anyone interested in improving their decision-making skills.

Weathering, Erosion and the Transport of Rock Materials essays

Weathering, Erosion and the Transport of Rock Materials essays Weathering can be considered as the breakdown of rock to form sediment. It is also regarded as the physical breakdown (disintegration) and chemical alteration (decomposition) of rocks and minerals at or near the earth's surface. The three main types of weathering are physical weathering, mechanical weathering, and chemical weathering. Mechanical weathering is the physical breakdown of rocks and minerals into smaller pieces that retain the chemical composition of the parent material. (Body from which the weathered material originated.) Once again, under mechanical weathering, there are other processes that take place such as: Frost action simply involves water creeping in rock crevices and freezing. Where the ice formed expands, it wedges itself into these crevices. This is known as Frost wedging. E.g. Talus slope, Lost River, West Virginia, USA. When ice thaws, it causes parts of the rock to be dislodged from the main body. Thermal expansion and contraction are to do with the volume of the minerals in rocks changing (expanding and contracting) in response to cooling and heating. Another important factor here is that darker minerals absorb heat faster than lighter ones. Pressure release or exfoliation would be the removal of pressure of deep burial, when rocks underneath the surface undergo immense pressure from the earth's interior heat forcing them to push through surface material breaking into leaves and sheets along joints which parallel to ground surface. E.g. Stone Mountain, Georgia, USA. Organisms such as burrowing plants and animals (rodents, worms, reptiles, etc...) also participate a lot in weathering. They construct channels through the soil mixing soil and sediment particles, allowing water and gas to go through. The roots of plants, trees and large bushes would be a nuisance in that they would force their way th ...

SB2C Helldiver - Curtiss SB2C Helldiver

SB2C Helldiver - Curtiss SB2C Helldiver SB2C Helldiver - Specifications: General Length: 36 ft. 9 in. Wingspan: 49 ft. 9 in. Height: 14 ft. 9 in. Wing Area: 422 sq. ft. Empty Weight: 10,114 lbs. Loaded Weight: 13,674 lbs. Crew: 2 Number Built: 7,140 Performance Power Plant: 1 Ãâ€" Wright R-2600 radial engine, 1,900 hp Range: 1,200 miles Max Speed: 294 mph Ceiling: 25,000 ft Armament Guns: 2 Ãâ€" 20 mm (.79 in) cannon in the wings, 2 Ãâ€" 0.30 in M1919 Browning machine guns in rear cockpit Bombs/Torpedo: Internal bay - 2,000 lbs. of bombs or 1 Mark 13 torpedo, Underwing Hard Points - 2 x 500 lb. bombs SB2C Helldiver - Design Development: In 1938, the US Navys Bureau of Aeronautics (BuAer) circulated a request for proposals for a for a next-generation dive bomber to replace the new SBD Dauntless. Though the SBD had yet to enter service, BuAer sought an aircraft with greater speed, range, and payload. In addition, it was to be powered by the new Wright R-2600 Cyclone engine, possess an internal bomb bay, and be of a size that two of the aircraft could fit on a carriers elevator. While six companies submitted entries, BuAer selected Curtiss design as the winner in May 1939. Designated the SB2C Helldiver, the design immediately began showing problems. Early wind tunnel testing in February 1940 found the SB2C to have an excessive stall speed and poor longitudinal stability. While efforts to fix the stall speed included increasing the size of the wings, the latter issue presented greater problems and was a result of BuAers request that two aircraft be able to fit on an elevator. This limited the length of the aircraft despite the fact it was to have more power and a greater internal volume than its predecessor. The result of these increases, without an increase in length, was instability. As the aircraft could not be lengthened, the only solution was to enlarge its vertical tail, which was done twice during development. One prototype was constructed and first flew on December 18, 1940. Built in a conventional fashion, the aircraft possessed a semi-monocoque fuselage and two-spar, four-section wings. The initial armament consisted of two .50 cal. machine guns mounted in the cowling as well as one in each wing. This was supplemented by twin .30 cal. machine guns on a flexible mounting for the radio operator. The internal bomb bay could carry a single 1,000 lb. bomb, two 500 lb. bombs, or a torpedo. SB2C Helldiver - Problems Persist: Following the initial flight, problems remained with the design as bugs were found in the Cyclone engines and the SB2C showed instability at high speed. After a crash in February, flight testing continued through the fall until December 21 when the right wing and stabilizer gave out during a dive test. The crash effectively grounded the type for six months as the problems were addressed and the first production aircraft built. When the first SB2C-1 flew on June 30, 1942, it incorporated a variety of changes which increased its weight by nearly 3,000 lbs. and reduced its speed by 40 mph. SB2C Helldiver - Production Nightmares: Though unhappy with this drop in performance, BuAer was too committed to the program to pull out and was forced to push ahead. This was partly due to an earlier insistence that the aircraft be mass-produced to anticipate wartime needs. As a result, Curtiss had received orders for 4,000 aircraft before the first production type flew. With the first production aircraft emerging from their Columbus, OH plant, Curtiss found a series of problems with the SB2C. These generated so many fixes that a second assembly line was built to immediately modify newly built aircraft to the latest standard. Moving through three modification schemes, Curtiss was not able to incorporate all of the changes into the main assembly line until 600 SB2Cs were built. In addition to the fixes, other alterations to the SB2C series included the removal of the .50 machine guns in the wings (the cowl guns had been removed earlier) and replacing them with 20mm cannon. Production of the -1 series ended in spring 1944 with the switch to the -3. The Helldiver was built in variants through -5 with key changes being the use of a more powerful engine, four-bladed propeller, and the addition of wing racks for eight 5 in. rockets. SB2C Helldiver - Operational History: The reputation of the SB2C was well known before the type began arriving in late 1943. As a result, many front-line units actively resisted giving up their SBDs for the new aircraft. Due to its reputation and appearance, the Helldiver quickly earned the nicknames Son of a Bitch 2nd Class, Big-Tailed Beast, and just Beast. Among the issues put forward by crews in regard to the SB2C-1 was that it was underpowered, poorly built, possessed a faulty electrical system, and required extensive maintenance. First deployed with VB-17 aboard USS Bunker Hill, the type entered combat on November 11, 1943 during raids on Rabaul. It was not until spring 1944 that the Helldiver began to arrive in larger numbers. Seeing combat during the Battle of the Philippine Sea, the type had a mixed showing as many were forced to ditch during the long return flight after dark. Despite this loss of aircraft, it sped the arrival of improved SB2C-3s. Becoming the US Navys principal dive bomber, the SB2C saw action during the remainder of the conflicts battles in the Pacific including Leyte Gulf, Iwo Jima, and Okinawa. Helldivers also took part in attacks on the Japanese mainland. As later variants of the aircraft improved, many pilots came to have a grudging respect for the SB2C citing its ability to sustain heavy damage and remain aloft, its large payload, and longer range. Despite its early problems, the SB2C proved an effective combat aircraft and may have been the best dive bomber flown by the US Navy. The type was also the last designed for the US Navy as actions late in the war increasingly showed that fighters equipped with bombs and rockets were as effective as dedicated dive bombers and did not require air superiority. In the years after World War II, the Helldiver was retained as the US Navys prime attack aircraft and inherited the torpedo bombing role previously filled by the Grumman TBF Avenger. The type continued to fly until it was finally replaced by the Douglas A-1 Skyraider in 1949. SB2C Helldiver - Other Users: Watching the success of the German Junkers Ju 87 Stuka during the early days of World War II, the US Army Air Corps began looking for a dive bomber. Rather than seek a new design, the USAAC turned to existing types then in use with the US Navy. Ordering a quantity of SBDs under the designation A-24 Banshee, they also made plans to purchase a large number of modified SB2C-1s under the name A-25 Shrike. Between late 1942 and early 1944 900 Shrikes were built. Having re-assessed their needs based on combat in Europe, the US Army Air Forces found these aircraft were not needed and turned many back to the US Marine Corps while some were retained for secondary roles. The Helldiver was also flown by the Royal Navy, France, Italy, Greece, Portugal, Australia, and Thailand. French and Thai SB2Cs saw action against the Viet Minh during the First Indochina War while Greek Helldivers were used to attack Communist insurgents in the late 1940s. The last nation to use the aircraft was Italy which retired their Helldivers in 1959. Selected Sources Ace Pilot: SB2C HelldiverMilitary Factory: SB2C Helldiver Warbird Alley: SB2C Helldiver

McMartin Preschool Trial Essay Example | Topics and Well Written Essays - 500 words

McMartin Preschool Trial - Essay Example The discretion in the picture apart from the sexual abuse allegation by the victims, they also claimed to have witnessed flying, travelled in hot-air-balloon, some other claims by the victims were that they went through an underground tunnel. The most hilarious claim by the victim was that actor Chuck Norris abused him. After seriously investigating the theories given by the children, there was no substantial evidence to back such allegation. A conflicting goal in this case is cited when a witness who had earlier before the court case admitted to be mentally unstable, the victim is assessed through the prosecutor and the result of his mental status is ruled to have been caused by the events of the trial. He goes ahead in alleging that Raymond Bucker was sexually assaulting schoolchildren and was capable of flying. Politics play a role in this case when the initial prosecutor Mr. Glenn Stevens uses his position to influence the court case by forming the victim’s statement, the parents and teachers play a role in formulating their children’s statement during the interview. The defense team together questioned the reliability of such an act could happen to multiple student secretly without nobody having an hint of what is going on for such a long period of time. The presence of the media at the courtroom as they try to capture every single detail about the sex scandal that hit the pre-school also made the situation to be such a huge scandal. The prosecutor denied the defense attorneys team some very vital investigative information that could help the aid their evidence. The defense attorneys changed the public’s opinion by arguing that a major crime caused was by the media to give an opinion poll concerning Buckey since he deserved a fair trial at the courts of law. The other issue was the successful removal of a judge through a court motion. This made the public have another view on the case. The prosecutor, press