Americas M4 Sherman Tank, a WWII War Machine

America's M4 Sherman Tank, a WWII War Machine The iconic American tank of World War II, the M4 Sherman was employed in all theaters of the conflict by the U.S. Army and Marine Corps, as well as most Allied nations. Considered a medium tank, the Sherman initially had a mounted 75mm gun and had a crew of five. In addition, the M4 chassis served as the platform for several derivative armored vehicles such as tank retrievers, tank destroyers, and self-propelled artillery. Christened Sherman by the British, who named their U.S.-built tanks after Civil War generals, the designation quickly caught on with American forces. Design Designed as a replacement for the M3 Lee medium tank, the plans for the M4 were submitted to the U.S. Army Ordnance Department on August 31, 1940. Approved the following April, the goal of the project was to create a dependable, fast tank with the ability to defeat any vehicle then currently in use by Axis forces. In addition, the new tank was not to exceed certain width and weight parameters to ensure a high level of tactical flexibility and permit its use over a wide array of bridges, roads, and transportation systems. Specifications M4A1 Sherman Tank Dimensions Weight: 33.4 tonsLength: 19 feet, 2 inchesWidth: 8 feet, 7 inchesHeight: 9 feet Armor and Armament Armor: 19-91 mmMain gun: 75 mm (later 76 mm)Secondary armament: 1 x .50 cal. Browning M2HB machine gun, 2 x .30 Browning M1919A4 machine gun Engine Engine: 400 hp Continental R975-C1 (gasoline)Range: 120 milesSpeed: 24 mph Production During its 50,000-unit production run, the U.S. Army built seven principle variations of the M4 Sherman. These were the M4, M4A1, M4A2, M4A3, M4A4, M4A5, and M4A6. These variations did not represent a linear improvement of the vehicle but rather changes in engine type, production location, or fuel type. As the tank was produced, a variety of improvements were introduced, including a heavier, high-velocity 76mm gun, wet ammunition storage, a more powerful engine, and thicker armor. In addition, numerous variations of the basic medium tank were built. These included a number of Shermans mounted with a 105mm howitzer instead of the usual 75mm gun, as well as the M4A3E2 Jumbo Sherman. Featuring a heavier turret and armor, the Jumbo Sherman was designed for assaulting fortifications and aiding in breaking out of Normandy. Other popular variations included Shermans equipped with duplex drive systems for amphibious operations and those armed with the R3 flame thrower. Tanks possessing this weapon were frequently used for clearing enemy bunkers and earned the nickname Zippos, after the famous lighter. Early Combat Operations Entering combat in October 1942, the first Shermans saw action with the British Army at the Second Battle of El Alamein. The first U.S. Shermans saw combat the following month in North Africa. As the North Africa campaign progressed, M4s and M4A1s replaced the older M3 Lee in most American armor formations. These two variants were the principle versions in use until the introduction of the popular 500 hp M4A3 in late 1944. When the Sherman first entered service, it was superior to the German tanks it faced in North Africa and remained at least on par with the medium Panzer IV series throughout the war. Combat Operations After D-Day With the landings in Normandy in June 1944, it was learned that the Shermans 75mm gun was incapable of penetrating the front armor of the heavier German Panther and Tiger tanks. This led to the rapid introduction of the high-velocity 76mm gun. Even with this upgrade, it was found that the Sherman was only capable of defeating the Panther and Tiger at close range or from the flank. Utilizing superior tactics and working in conjunction with tank destroyers, American armor units were able to overcome this handicap and achieved favorable results on the battlefield. Operations in the Pacific and Later Due to the nature of the war in the Pacific, very few tank battles were fought with the Japanese. As the Japanese seldom used any armor heavier than light tanks, even early Shermans with 75mm guns were able to dominate the battlefield. Following World War II, many Shermans remained in U.S. service and saw action during the Korean War. Replaced by the Patton series of tanks in the 1950s, the Sherman was heavily exported and continued to operate with many of the worlds militaries into the 1970s.

The Geology and Archaeology of Sinkholes

The Geology and Archaeology of Sinkholes A cenote (seh-NOH-tay) is the Maya term for a natural freshwater sinkhole, a geological feature found in the northern Yucatn Peninsula of Mexico, and other similar landscapes throughout the world. There are no rivers in the Yucatn; the regular high rainfall (1,300 mm or about 50 inches of rain falls every year) simply trickles through its calcareous landscape. Once below ground, the water forms a thin layer of water called a lens aquifer. Those aquifers flow horizontally, carving sinuous underground caves, and when the ceilings of those caves collapse, sinkhole openings to the surface are created. To be perfectly pedantic about it, the word cenote is a Spanish transliteration of the Maya word dzonoot or tsonot, which translates to water-filled cavity or natural well. Classifying Your Cenote Four general types of cenotes are defined in the geological literature: Open cenote or doline: a cylindrical shape with a large mouth and steep vertical walls (cenotes cilindricos in Spanish)Bottle-shaped or jug-shaped cenotes: a constricted mouth with a wider subsurface container (cenotes cntaro)Aguada-like cenotes: shallow water basins, typically degraded from a bottle or open cenotes (cenotes aguadas)Cavern cenotes: subterranean galleries with at least one cavity, access to which is a narrow opening that resembles a toads mouth (grutas) Uses of Cenotes As the only natural source of freshwater, cenotes are and were essential resources to people living in the Yucatn. Prehistorically, some cenotes were exclusively domestic, reserved for drinking water; others were exclusively sacred with their locations kept secret. A few, like the Great Cenote at Chichà ©n Itz, were sacred sites that served a number of religious purposes, including but not exclusively ritual sacrifice. To the ancient Maya, cenotes were passageways to the underground world of Xibalba. They were often also associated with the rain god Chaac, and sometimes said to be his dwelling place. Settlements grew up around many cenotes, and they were often part of or directly connected to the most important monumental architecture of the Maya capitals. Today cenotes are often fitted with an electric well, to allow people to easily draw water to the surface, which is then used for cultivation, agriculture or livestock. Field houses are built near them to support farming activities; shrines and masonry chapels are often found nearby. Some have developed complex water control features, tanks, and troughs. Alexander (2012) reports that cenotes are intimately tied to specific family groups, and often are the subject of ownership disputes over such issues as conservation and preservation. Yucatn Peninsula Cenotes Cenote formation in the Yucatn dates back several millions of years  when the Yucatn Peninsula was still below sea level. A prominent ring of cenotes results from the Chicxulub asteroid impact of 65 million years ago. The Chicxulub asteroid impact is often credited at least partly with killing off the dinosaurs. The impact crater is 180 kilometers (111 miles) in diameter and 30 meters (88 feet) deep, and along its outer limits is a ring of limestone karst deposits into which are eroded jug-shaped and vertical-walled cenotes. The Holbox-Xel-Ha fracture system in the northeastern coast of the Yucatn captures water from the east of the peninsula and feeding underground rivers and creating cavern and Aguada cenotes. Cenotes are still being created today: the most recent was July 2010, when a cave roof collapse in Campeche state created a 13 m (43 ft) wide, 40 m (131 ft) deep hole subsequently named el Hoyo de Chencoh. Non-Maya Cenotes Sinkholes are not exclusive to Mexico, of course, they are found throughout the world. Sinkholes are associated with legends on Malta (the legendary Maqluba collapse is thought to have occurred in the 14th century AD); and Lewis Carrolls Alice falling into Wonderland is thought to have been inspired by the sinkholes in Ripon, North Yorkshire. Sinkholes which are tourist attractions include North America:  Bottomless Lakes State Park and Bitter Lakes National Wildlife Refuge in New Mexico; Leon Sinks in Florida;  the submarine  Great Blue Hole  (Caribbean Sea);  Ik Kil  cenote in the Yucatan peninsula is a big draw to cliff divers.Europe: Lagunas de Canada del Hoyo (Spain), Modro Jezero (Red Lake) in Croatia;  and Il-Majjistral Nature and History Park in Malta.   Recent Cenote Research One is Rani Alexanders (2012) article about the changes in farming practices in the Yucatn during the historical period, including the changing roles of cenotes. Traci Ardrens paper on child sacrifice highlights the Maya mythology of the Great Cenote of Chichen Itza; Little Salt Spring (Clausen 1979) is a cenote in southwest Florida, where Paleoindian and Archaic use has been established. Charlotte de Hoogds MA on Chichen Itzas sacred well is worth a look. Some recent papers such as Munro and Zurita describe concerns about the worldwide protection and conservation efforts to counter increasing pressure from intensive tourist development, urban expansion and the non-indigenous use of the cenotes, particularly in the Yucatan, where pollution threatens to destroy the peninsulas only potable water source. Source: Alexander R. 2012. Prohibido Tocar Este Cenote: The Archaeological Basis for the Titles of Ebtun. International Journal of Historical Archaeology 16(1):1-24. doi: 10.1007/s10761-012-0167-0 Ardren T. 2011. Empowered Children in Classic Maya Sacrificial Rites. Childhood in the Past 4(1):133-145. doi: 10.1179/cip.2011.4.1.133 Chase AF, Lucero LJ, Scarborough VL, Chase DZ, Cobos R, Dunning NP, Fedick SL, Fialko V, Gunn JD, Hegmon M et al. 2014. 2 Tropical Landscapes and the Ancient Maya: Diversity in Time and Space. Archeological Papers of the American Anthropological Association 24(1):11-29. doi: 10.1111/apaa.12026 Clausen CJ, Cohen AD, Emiliani C, Holman JA, and Stipp JJ. 1979. Little Salt Spring, Florida: A unique underwater site. Science 203(4381):609-613. doi: 10.1126/science.203.4381.609 Cockrell B, Ruvalcaba Sil JL, and Ortiz Dà ­az E. 2014. For Whom the Bells Fall: Metals from the Cenote Sagrado, Chichà ©n Itz. Archaeometry:n/a-n/a. Coratza P, Galve J, Soldati M, and Tonelli C. 2012. Recognition and assessment of sinkholes as geosites: lessons from the Island of Gozo (Malta). Quaestiones Geographicae 31(1):25-35. de Hoogd C. 2013. Diving the Maya World: Reassessing old excavations with new techniques: a case study on the Sacred Cenote of Chichen Itza. Leiden: University of Leiden. Frontana-Uribe SC, and Solis-Weiss V. 2011. First records of polychaetous annelids from Cenote Aerolito (sinkhole and anchialine cave) in Cozumel Island, Mexico. Journal of Cave and Karst Studies 73(1):1-10. Lucero LJ, and Kinkella A. 2015. Pilgrimage to the Edge of the Watery Underworld: an Ancient Maya Water Temple at Cara Blanca, Belize. Cambridge Archaeological Journal 25(01):163-185. Munro PG, and Zurita MdLM. 2011. The Role of Cenotes in the Social History of Mexicos Yucatn Peninsula. Environment and History 17(4):583-612. doi: 10.3197/096734011x13150366551616 Wollwage L, Fedick S, Sedov S, and Solleiro-Rebolledo E. 2012. The Deposition and Chronology of Cenote T’isil: A Multiproxy Study of Human/Environment Interaction in the Northern Maya Lowlands of Southeast Mexico. Geoarchaeology 27(5):441-456.

Evolution Of Knowlendge Management Within A Law Enforcement Agency Assignment

Evolution Of Knowlendge Management Within A Law Enforcement Agency - Assignment Example The police have been able to use the inter agency communication which has enabled the traffic police to share information with the registration and FBI departments to keep law and order upon the roads. The traffic police will share the information with the vehicle registration department to affirm that the vehicles are registered and that they are in good conditions. If the vehicle has some registration issues the FBI will have to investigate the issue. This ensures that the law and order is obeyed by the motorists. The inter agency communication is greatly enhanced in the patrols and it helps to bring order. The federal rules of criminal procedure forbid the disclosure of matters occurring before a grand jury. This is because of the privacy act of the suspect and the investigation. The violation of the rule may be punished as disrespect of court. â€Å"This is because any violation of the rule can endanger an investigation to the extent that civil litigation may become impossible. The privacy act also provides that any agency which maintains a system of records containing information of a personal nature which is retrieved by name, social security number, or some other identifying number, symbol, or identifying particular, must ensure that administration of the file complies with requirements in the privacy act.† (Anonymous, 2012) The information will only be used by the government agencies and it should not be shared to other individuals. â€Å"Normally, the investigatory files are exempted from these requirements by reason of the provision of the act which exempts investigatory material compiled for law enforcement purposes. In addition, departmental regulations can deny disclosure to anyone, including the individual subject of the record, of information compiled in reasonable anticipation of a civil action or proceeding. At times, another government agency may request documents from EBSA. If there

Reflection & Application Essay Example | Topics and Well Written Essays - 500 words - 1

Reflection & Application - Essay Example Therefore, much to my surprise, when I was talking to another friend, it slipped that the topic which was supposed to be a secret, was known to her. This only proves that my close friend committed a breach in promising secrecy to what I shared to her. From then on, although she remained a friend, the level of closeness (especially in terms of sharing controversial topics) already changed. Similar incidents of breaches of trust were presented in the text and the same outcome was noted. What touched me most was the disclosure that people actually have different reactions and perceptions in the way trust is given. The discourse presented information which relayed that people who have had some family problems (impending divorce of parents or the way parents raise their children) affect the way children perceive other people as trustworthy. For me, it was actually very easy to give trust – until some unfortunate event, caused me to learn from the experience. Thus, the learning experience enabled me to realize that we should actually be careful in divulging private and confidential information to people, even to close friends, until such time that we have confirmed that these friends are classified as friends of the heart (or intimate friends) who last regardless of time, distance, and challenging situations. Concurrently, another important aspect learned from the chapter was in the area of accepting friends, despite their flaws. I strongly believe that friends last because each and every one learned to accept the person for who that person truly is and does not try to change the person to fit selfish interests or desires. I also affirm that, as friends, one could say to each other comments, which could sometimes be hurting; yet, which is needed to be communicated to assist the friend in changing for the better (for her or his own good). For instance, when a friend asks

Poetry and War Essay Example for Free

Poetry and War Essay How does Owen explore the themes of war through the power of his poetry? Written by: vdg How does Owen explore the themes of war through the power of his poetry? Answer Q Owen expresses the themes of war through the unique power of poetry. Both the mental and physical brutality of war is emphasised in the poems, â€Å"The Send off,† â€Å"Anthem for doomed youth† and â€Å"Spring Offensive,† furthering the responder’s understanding of a soldier’s life on the western front. Owen employs various poetic devices such as imagery, symbolism and sound techniques, and powerful language features, together helping to convey the different aspects of war, such as the themes of ___ (maybe 4 main themes). 100 words on extract, linking to q Wilfred Owen’s, â€Å"The send-off,† illustrates the consequences of war and reveals its cynical, secretive nature through the use of poetic devices. The title, â€Å"The Send-off,† depicts two different images about the nature of war. â€Å"Send-off† could be interpreted as a farewell to soldiers, in the hope of their return, or metaphorically could convey their literal fighting till death. The composer’s use of symbolism, â€Å"darkening lane,† portrays the sinister side of war, while the alliteration, â€Å"grimly gay,† creates irony. This depicts the soldiers’ hidden fear of going into battlefield, compared with their initial excitement at â€Å"send-off. † The composer also emphasises the fact that the â€Å"typical† send-off is an emotionless, mechanical procedure for many military personal, rather than a cheerful experience. Owen’s choice of diction is used to convey the horrors and themes of war. The metaphor, â€Å"Their breasts were stuck all white with wreath and spray. As men’s are, dead,† reinforces the concept of doom and sacrifice during war, through the onomatopoeia of â€Å"stuck† and the negative connotations associated with the word â€Å"dead†. Diction is used, â€Å"Dull porters watched them, and a casual tramp†¦staring hard, sorry to miss them†¦,† to demonstrate that most onlookers have a lack of emotion towards war. The rhetorical question, â€Å"Shall they return to beatings of great bells in wild train-loads? ,† conveys the uncertainty of war, where a soldier’s fate is unknown to many. The composer’s use of repetition â€Å"A few, a few, too few for drums and yells†, conveys a sense of loneliness, as there are only a handful of soldiers who have returned home, depicting the horrors of the aftermath of war. The composer’s use of imagery, â€Å"May creep back, silent†¦up half-known roads†, portrays the returned soldiers’ disillusioned state of mind, effectively giving the responder an insight into the consequences of war. The composer’s successful use of personification in this poem, â€Å"Then, unmoved, signals nodded† and â€Å"a lamp winked to the guard†, illustrates the secretive and cynical nature of war, and presents the mental assumptions about a typical war. Personification is also used, â€Å"So secretly, like wrongs hushed-up, they went,† to communicate the soldier’s unfair treatment at the hands of the government, while the phrase â€Å"they were not ours†, alludes to the soldier’s lack of belongingness. LINK TO Q Another poem, in which Owen uses the power of poetry to convey the themes of war, is â€Å"Anthem for doomed youth. † The title, â€Å"Anthem for doomed youth,† acts as an extended metaphor for the sacrificial and improvident consequences of war. Owen uses religious imagery, â€Å"candles† and â€Å"choirs†, alluding to the funeral ceremonies associated with such religious symbols, while also depicting the inhumane nature of killing during the war. â€Å"Doomed,† conveys a pessimistic tone and creates an image of entrapment. The opening rhetorical question, â€Å"What passing-bells for these who die as cattle? †, illustrates the dehumanisation of war through the use of animal imagery. Moreover, the composer’s repetition, â€Å"only,† highlights the insufficient homage paid to death. Owen also employs alliteration and symbolism to convey the themes related with war. Alliteration, â€Å"rapid-rattle†¦,† is used to assist the responder’s knowledge of the nature of death, and heightens our aural and visual senses to these disorientating images. Another example of alliteration, â€Å"sad shires†¦,† conveys the after effects of war and its devastating consequences. Owen also tries to convey the horrifying nature of war through his vivid use of symbolism. Religious and church symbols such as â€Å"bells† and â€Å"choirs,† denote religion as a sanctuary from the horrors and evils of war. Imagery, â€Å"What candles maybe held†¦shall shine in the holy glimmers of good-byes†¦Ã¢â‚¬ , transforms the mourner’s candlelight into tears and the â€Å"pallor† of mourners faces are compared to a â€Å"pall†, contrasting the different funeral images in war and peace. Also, the connotation of â€Å"each slow dusk†¦Ã¢â‚¬ , reinforces the cycle of life and death. It is evident that through the composer’s power of poetry, various themes been conveyed about war, thus heightening the responder’s understanding of the war experience. SUM UP THEMES In the final two lines of the poem, the composer makes successful use of imagery together with alliteration to convey the horrors of war, â€Å"Each slow dusk a drawing-down of blinds,† revealing the end for many soldiers’ lives. LINK TO Q Through the poem, â€Å"Spring offensive†, the composer conveys the various themes about war, through contrast, imagery and simile. The positive connotation, â€Å"Spring,† reinforces the idea of rebirth and renewal, which is juxtaposed with the destructive connotations associated with â€Å"offensive†. Owen awakens the audience through the harshness of the sound â€Å"f† in the alliteration, â€Å"fearfully flashed†. In so doing, the composer provides an ominous warning on the battlefield. Owen’s vivid use of death imagery, â€Å"Knowing their feet had come to the end of the world†, portrays a rather chilling and detrimental perspective of the battlefield. Owen continues to mix the ideas of war and nature in the third stanza. Here the composer effectively juxtaposes the beauty of â€Å"buttercups† with the men’s â€Å"boots,† to emphasise war’s unnatural repulsiveness. Owen’s use of simile, â€Å"clutched to them and to them like sorrowing hands†¦,† conveys mother nature’s unwillingness to relinquish the soldier’s lives. Simile is also used, â€Å"like a cold gust†, to depict the lack of warmth and quiet beginnings of confrontation, as war commences in the fourth stanza. Owen also successfully uses vivid war imagery to convey the various concepts of war in â€Å"Spring-offensive† and thus portraying the horrors present in war. The imagery, â€Å"So soon they topped the hill, and raced together†¦instantly the whole sky burned with fury†¦,† illustrates the dark and frightening nature of war amongst this peaceful physical environment, while the unity, â€Å"together,† highlights that the men go into battlefield as a group. Finally, the composer’s use of the rhetorical question â€Å"Why speak not they of comrades that went under? †, conveys the ghastly and silent nature of the battlefield, as the battle nears to an end. LINK TO Q Consequently, it is evident Owen has been able to integrate various poetic devices and language features into his poems, to reveal numerous ideas within war. Owen has been able to successfully convey the horrors of war through his power of poetry and his influential words. ANSWER THE Q Where ever possible, LINK TO Q!!! MEMORISE â€Å"The Send-Off† is a poem written about WW1 soldiers leaving their homes to go off to war. It is set in a train station where a soldier is watching the new recruits boarding the train. You can tell it is written by an on looking soldier because in line 12 he says, â€Å"They were not ours†; where as previously he had been referring to them as â€Å"them†. In â€Å"The Send-Off†, Owen conveys his feelings about the war and the young soldiers going off to die. You can tell he has a very pessimistic attitude to the likelihood of the soldiers surviving. You can see this from his continual references to death, â€Å"Their breasts were stuck all stuck with wreath and spray/As men’s are, dead†. To convey his emotions and foretelling further he uses a range of language. The actual words that he uses are quite simple, but he uses many effects to create imagery. In line 3, Owen uses the oxymoron, â€Å"grimly gay†, this gives the impression that the soldiers know what is going to happen to them and they are scared, but they put on a brave face anyway so as not to upset their families, each-other and also, if they don’t admit their fear to themselves, then maybe it will go away. In the poem there is often para-rhym, for example, â€Å"They were not ours†¦who gave them flowers†. There is more often though just a normal rhyme. This rhyme scheme seems to have no particular pattern; it will start a pattern, and then change it. It starts off A, B, A, A, B, C, B, C, and carries on in the same sort of irregular patterns. Maybe Owen is trying to convey the mixed, uncertain feelings and lives that can change so quickly, with a mixed, uncertain rhyme scheme. This is the same with the rhythm; I think this is to represent, instead of the regular, ordered marching step that the army is renowned for, there is disorder and chaos. I think that he is trying to convey the truth of war. Analysis of The send off 2006-09-10 Added by: John Terry This poem actually conveys a message to the readers. That war is not as glorious and honourable as it is always portrayed as. The pun in the title also shows this. The send-off could mean two things. Firstly, it could mean that the soldiers were being sent off to war. However, it could also mean that the soldiers were being sent off to their deaths. This emphasizes the fact that war actually is not what it is portrayed to be. It is not glorious and honourable to fight in war but the people and soldiers going through it are actually filled with grieve and most soldiers do not survive in war. The pun has brought across this message to the reader. WAR IS not an honourable and glorious thing to be in.

Parents for Public Schools Essay -- essays research papers

Parents for Public Schools   Ã‚  Ã‚  Ã‚  Ã‚  Today, the push for more accountability of student performance changed how assessment will be measured and judged in public schools. Not only will students be assessed through test scores, but also through attendance, school work, and observations. Parents hold the schools responsible for the advancement of their students’ knowledge. Different tests are given to measure their intelligence level which is either used to compare one student to another or measure their performance based on a pre-existing body of knowledge. The scores from the tests help the schools determine the advancement of a student from grade to grade, additional educational help, and graduation. Accountability needs to apply to everyone, including the administrators, teachers, and students.   Ã‚  Ã‚  Ã‚  Ã‚  Schools are put under the pressure of meeting standards that maintain the students’ current level of intelligence. When placed in a classroom of varying levels of knowledge the teacher must teach at a level that all students can understand. The government and higher administration hold the schools responsible for the advancement of a student’s intelligence, while the teachers hold the students responsible for their performance. Yet, the state and district also hold the students responsible for their grades, courses, school work, test scores, and attendance. Therefore, a student is held accountable for their education from all aspects.... Parents for Public Schools Essay -- essays research papers Parents for Public Schools   Ã‚  Ã‚  Ã‚  Ã‚  Today, the push for more accountability of student performance changed how assessment will be measured and judged in public schools. Not only will students be assessed through test scores, but also through attendance, school work, and observations. Parents hold the schools responsible for the advancement of their students’ knowledge. Different tests are given to measure their intelligence level which is either used to compare one student to another or measure their performance based on a pre-existing body of knowledge. The scores from the tests help the schools determine the advancement of a student from grade to grade, additional educational help, and graduation. Accountability needs to apply to everyone, including the administrators, teachers, and students.   Ã‚  Ã‚  Ã‚  Ã‚  Schools are put under the pressure of meeting standards that maintain the students’ current level of intelligence. When placed in a classroom of varying levels of knowledge the teacher must teach at a level that all students can understand. The government and higher administration hold the schools responsible for the advancement of a student’s intelligence, while the teachers hold the students responsible for their performance. Yet, the state and district also hold the students responsible for their grades, courses, school work, test scores, and attendance. Therefore, a student is held accountable for their education from all aspects....

HSM Personal Leadership Plan Essay

Trinity Services, Inc. is where I am currently employed, as an independent living counselor (ILC), in an adult learning program. Trinity Services, Inc. is an established, community based, not for profit, non-sectarian human services organization that provides an array of quality services and supports for people who have developmental disabilities. The mission statement of Trinity Services, Inc. s, â€Å"Trinity strives to be a leader in providing the highest quality, socially responsible and cost effective services and supports to persons with disabilities, so that they might achieve their full potential and have the opportunity to live full and abundant lives. † As an ILC in an adult learning program, I work on teaching and training of life skills. I also provide individualized assistance and coaching with personal care, activities of daily living, transportation, and other areas of need. At Trinity Services, Inc. the preferred and minimum qualifications to gain employment as an ILC are a high school diploma or GED. I truly enjoy my job and find it to be extremely rewarding but I would really love to have the ability to help the clients even more by obtaining a leadership position at Trinity Services, Inc. such as a program coordinator or case manager; two job positions that require a Bachelor’s degree that relates to the human services management field. It is my current job and the people I serve that have inspired me to go back to school and get my degree. Obtaining a leadership position in a human services organization means that I will have the ability to be a better advocate for the clients I assist but along with that comes more responsibility which is why ethics, morals, and, values are so important in the field of human services. As a leader in a human services organization the moral responsibilities I would have include â€Å"upholding the law, fulfilling the legitimate duties of my position, observing relevant codes of ethics and otherwise abiding by generally held moral principles such as honesty and not knowingly doing harm† (Teehankee, 2007, para. 3). Leaders of human services organizations operate in a variety of ways and perform many different roles. For example, these leaders have responsibilities to the clients, community and society, colleagues, and also to their profession and employers (â€Å"National Organization for Human Services†, n. ). The National Organization for Human Services (n. d) website has two sections pertaining to ethical standards for human service professionals. The first section covers standards for human service professionals while the second section covers standards for human service educators. These ethical guidelines were designed so that human service leaders and educators could use it to assist them in making ethical decisions when faced with difficult ethical dilemmas. Practicing ethical leadership is important because it sets a good example for the organization and the community, builds trust, brings credibility and respect to the leader as well as the organization, leads to collaboration, and creates a good climate within the organization (Rabinowitz, 2013). My moral vision as a leader in a human services organization is to carry out Trinity Services, Inc. mission statement, and utilize the National Association of Social Workers (NASW) (2013) code of ethics and the National Organization of Human Services (NOHS) (n. ) ethical standards for human service professionals to the best of my abilities in order to guide me as an ethical human service leader. Although I don’t believe it will always be possible to specifically use these as guidelines since every situation is different and poses different challenges, however I do believe that as long as I have a good understanding of ethics and what ethical leadership means then I will be able to make the most ethical decisions no matter what obstacles I encounter. For me, it would be a dream come true to see each and every person who has developmental disabilities live in a safe environment where they are respected, treated fairly and are free from abuse and neglect. They are human beings who have rights and should be able to make choices, have friends, and participate in the community without experiencing discrimination of any kind. I hope to make my dream become a reality for people who have developmental disabilities and I believe as a leader in a human services organization I will have the tools to make that happen. There are many different ways that leadership can affect the overall performance of a human services organization and I believe it is important to be an ethical leader to improve performance. Placing the well-being of clients above all other issues is a significant moral responsibility of an ethical leader.

Thesis Essay

Foremost, eating Exploders gave symptoms like food poisoning. My family's dies were rejecting the snack by both vomiting and having diarrhea. The whole family was up all night throwing up, gagging burping, and coughing, which lead to exhaustion because the Exploders made them so sick. It is weeks later, and many of the symptoms have continued. This creates the first major problem for your product, as well as gives me concerns for the health and well-being of my family. Studies show that, when children get sick from food, there is a 40% chance they will never eat again.My husband, who is a well-regarded doctor, said ‘the Exploders caused the illness and something eke this should never happen to the public. When you sell a product, it is the company's obligation to test it first so things like this don't happen to innocent consumers. † The word obligation informed me that you are required to check your product before selling it, when obviously, you did not. With everyone in my house sick from one serving of candy, it is hard to keep up with the kids' academic studies and after school activities. My children are falling behind because of consuming your product; that is unacceptable.If making my family sick was not enough, they taste atrocious and caused my family to gag. The flavor was not enjoyable and left a strange aftertaste. The package clearly stated a â€Å"guaranteed amazing fruity flavor that everyone loves. † When someone guarantees something that means it will always be true. This was not true for anyone that tried the candy, so it is not true. I do not know how anyone could enjoy the awful flavor. Although, the initial reaction to the â€Å"candy† gave me a laugh, it was unnecessary to make a food with such a horrendous taste. When people pop candy in their mouth, they expect a sweet, gratifying taste.They certainly do not expect something that tastes like the butt of an elephant. One of my children started crying and gagging when the Exploders first hit her tongue. â€Å"It burns my throat! † she screamed. Even my husband complained and choked out how gruesome these candy balls were and he never complains about â€Å"sweets. † Finally, Exploders permanently harms and damages the stomach and throat. Instead of just getting my husband's professional opinion, we got the viewpoint of an Audiologist's to assess our symptoms. He concludes that Exploders cause severe, permanent damage to your vocal chords and stomach lining.This is in no way acceptable and I demand that no one else as to go through being sick and harmed by your defective product. The juices from this â€Å"candy† hurt vital organs and could potentially kill someone. It is unacceptable that you have not removed the item from stores. I know I am not the first citizen to complain about your inferior product. You are putting your own customers in serious danger just to make a profit with your lame piece of candy. They cause pe rmanent damage to customers, make everyone sick, and taste terrible. Thesis Essay Romeos guilty pleasure. He does not actually like Juliet at this moment when they meet. He just wants to mend his broken heart by finding a new girl. He even goes far to say, ‘This love feel I, that no love in this' (1 . 1. 171) to show his feelings of being hurt. Romeo believes that no one loves him. This quote shows Romeos unstable emotions by his complete devastation over one girl. He either is very happy or very depressed there is no middle ground, or in other words, he is black and white. Another example where Romeo shows extreme behaviors is during Act II, scene II, â€Å"The Balcony Scene.In this scene Juliet is on her balcony fantasizing about Romeo. Romeo overhears her and they begin to talk about their love for each other. When Juliet starts to worry about their family rivalry Romeo says, ‘My life were better ended by their hate, Than death prorogued, wanting my love' (2. 1. 81-82). He is basically saying that he would rather die now than die later without Gull et's love. This is strange for someone to say after just meeting. After first seeing someone you would not want to risk your life for them. You would want to get to know the person before making such a bold statement.Romeo is not your average typical boy; he has extremities when it comes to his mood. Later on in the play, Romeo and Mercuric get into a fight with Table. There is one word that describes why this fight occurred in the first place, revenge. Revenge is the action of inflicting hurt or harm on someone for an injury or wrong suffering at their hands. Revenge is cruel by making people act differently than what they would do with a clear mind. For example, revenge made Romeo kill Table and this is the start of the big downfall. This is the moment where light and dark imagery start to switch, the climax of the play.From the Chorus at the beginning of the play, Romeo and Juliet are said to be â€Å"fated† to die, even Romeo says, ‘This days black fate on Moe days doth depend; this but begins the woe others must end' (3. 1. 1 10-111 This shows how people start to believe that death is the only solution to their problems. Light and dark imagery switch throughout the play once the climax was reached. In the beginning of the play, light was considered good and dark was considered bad. Now, after the climax, light is considered bad and dark is considered good. This would have to do with Romeos extreme actions by killing Table.Once Romeo kills Table he knows that he is going to face battles. His life was already miserable just by shooting Table, but then Romeo is faced with another obstacle. Juliet is â€Å"dead†. In actuality she just drinks a poison that keeps her dead for a few hours and then she wakes up. But Romeo does not know about this. He thinks she is actually dead. This is when his extreme emotions start to show again. NOTES- -Gullet's feelings for Romeo grow to the point where she feels her only escape is death- start to see her switch her mind process -He has strong feelings about every event that occurs throughout his life.

Harlem and the Blues essays

Harlem and the Blues essays The Harlem Renaissance marked the first time that mainstream publishers and critics took African American literature seriously. It was also the first time that African American literature and art attracted significant attention from the nation at large. Although it was primarily a literary movement, it was closely related to developments in African American music, art, theater and politics (Johnson 275). The movement emerged at the end of World War I in 1918, blossomed in the mid- to late 1920s, and then faded in the mid-1930s. There is a profound connection between the blues and the African–American literature and poetry that was produced during this significant time period. Much of what came out of the Harlem Renaissance can be credited to the use of blues. The blues created a social interaction between the blacks and whites, influenced some of America's greatest artists, allowed blacks to express their feelings and opened the eyes of many Americans by teaching the truth ab out Black heritage. In this essay, I will attempt to show the impact that the blues had on the Harlem Renaissance. The Blues evolved out of the African Americans struggle for freedom and equality. After the Civil War, Black churches were used for shelter and activity centers for former slaves. With the migration of Blacks from the South to the North, the Blues spread and became respected as a music genre (Nexum). In Harlem, the streets echoed of the blues flowing from the newest jazz clubs. For the first time in history, young middle-class whites were coming into black neighborhoods to listen to jazz. Blacks and whites began mixing in the speakeasies and cabarets. They joined on the dance floor and shared tables at the hottest jazz clubs to listen to the rhythms of a saxophone and the blues of man. The music connected the races as they etched a Black neighborhood onto the cultural map of the world (Anderson 199). Harlem was host to some of America's gre...

Dial One, Followed by the Octothorpe

Dial One, Followed by the Octothorpe Dial One, Followed by the Octothorpe Dial One, Followed by the Octothorpe By Maeve Maddox Everyone knows the cross-hatched symbol #. For some its the pound sign because it has been used by greengrocers as a symbol for pound on the little signs pricing fruit and vegetables: .75# (seventy-five cents a pound). For some its the tic-tac-toe sign because of the game that uses it as the playing area. Automated telephone systems instruct us to dial certain numbers, followed by the pound sign, a direction that confused me at first because I think of this symbol as the number sign. As if there werent already enough names for it, engineers at Bell have come up with an official moniker for it: the octothorpe. The octo part comes from the fact that the symbol has eight points. No one seems to be able to say with any certainty where the thorpe comes from. European phone companies, like British Telecom, call the symbol a square, a term apparently too simple for the North American telephone industry. On the other hand, rather than use the obvious word asterisk for that symbol on the dial, the telephone powers prefer to call it a star. Go figure. For an exploration of the etymology of octothorpe visit World Wide Words. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:12 Types of LanguageGrammar Quiz #21: Restrictive and Nonrestrictive Clauses50 Synonyms for â€Å"Villain†

Rhetorical Analysis Memo Essay Example | Topics and Well Written Essays - 250 words

Rhetorical Analysis Memo - Essay Example He attempts to prove that he is similar to whites by doing everything that the Americans do. He speaks perfect, unaccented English to show that he is no less than Americans discriminative against race and other immigrants.Liu appeals to the sympathetic emotions of the audience by admitting that he had never been a victim of discrimination (Liu 1). Liu proceeds to tell about the betrayal he earned from his hair. The hair betrayal instance shows how petty his discriminators were. Liu’s curse arose from his hair that failed to feather back. The hair remained straight, rigid, and wiry and continued to grow in the wrong way as he adds on. The nature of this discrimination was cruel as the discriminators blamed Liu’s natural being. It pushed him towards blaming his Chinese genes, a factor that he could neither moderate nor change. Liu lived a disgusting and complicated life trying every day to live other people’s lives. Liu’s text reveals seclusion that dominated relations between Whites and Asians in America. He views the blending and assimilation as cruel and fair giving justifying evidences. The reader can tell how Liu’s life at school was more complicated since the American tutors extended discrimination to

Racism As Social Phenomenon Essay Example | Topics and Well Written Essays - 4000 words

Racism As Social Phenomenon - Essay Example Likewise, Muslims are always biased against Christians and occasions of Islamic groups killing Christians based on religious difference have been reported in several parts of the continent. In addition, for racism to take place certain elements have to be involved and they include actions which are considered to be arbitrary and harmful towards one or a group (Fluehr-Lobban, 2005). A good example is Muslims killing or causing bodily harm to the Christian faithful. Secondly, there is a belief that one race is superior to the other. A good example of this was that both the Germans and Britons thought that they were superior more than the other. Thirdly, the belief in separation which can be easily identified and a good example of this is that Muslims and Christians use two different religious books the Quran and the Bible respectively and lastly the possession of power by the superior race and a good example of this is that Africans were discriminated as they were living in lands which were not theirs or lands belonging to the white men. However, prejudice based on attitude cannot be considered to be racism unless an action is taken to support the prejudice held by a group towards the other it is not considered racism. This action may be harmful to either of the groups depending on the amount of power wielded by either of the group. In the end, the group which always has the most powers is always the one which wins on racism hence becoming the perpetrators of racism. A good example is that when a Christian applies to rent an apartment owned by a Muslim, and the Muslim hates all Christians generally but treats his Christian tenant with dignity and respect then the act is considered to be prejudice.