Supralinga essays

Supralinga essays The most basic form of art is music. Before man learned to use berries to paint on walls, he probably learned to make noises on the various objects around him. The instinct to make pleasurable noises is evidenced today by children, worldwide, banging away on various objects. Surely some prehistoric person noticed the various timbre of each object and began to strike them in a fashion which elicited some sort of emotion, whatever he was experiencing at the time. The same basic structures in that original music are fairly evident in the drums of Africa. They have continued in their music traditions for hundreds of years, continuing to produce emotionally charged percussion-driven music. While many people know that Mickey Hart was the drummer for the Grateful Dead, he is also well known (outside of the western world) for his efforts to record and preserve various tribal music. He is also notorious for his side project, Planet Drum, which is a collaboration of various African drummers playing music. These artists won a Grammy in 1996 (in the World Music category) for their first release which is self-titled. This album, "Supralingua" is somewhat of a continuation of their first recording; it is slightly different, incorporating various chants into the songs. It also incorporates some aboriginal instruments as well, namely the Didjeridu. With this album's emphasis on percussion, it appears (on the surface) very basic in nature. Upon listening, however, a new environment is opened up to the western listener. The music is rich and contains a trance element used and used for centuries by medicine men and shamen and even in modern "electronica" music. It is this element that I find especially appealing. While Mickey Hart is a westerner, he is the only one featured on a regular basis. This album, while very different in nature in comparison to much of the "music" littering popular radio today, appe ...

10 Copper Facts

10 Copper Facts Copper is a beautiful and useful metallic element found throughout your home in both pure form and in chemical compounds. Copper is element No. 29 on the periodic table, with the element symbol Cu, from the Latin word cuprum. The name means  from the isle of Cyprus, which was known for its copper mines.   10 Copper Facts Copper has a reddish-metallic coloring unique among all the elements. The only other non-silvery metal on the periodic table is gold, which has a yellowish color. The addition of copper to gold is how red gold or rose gold is made.Copper was the first metal to be worked by man, along with gold and meteoritic iron. This is because these metals were among the few that exist in their native state, meaning the relatively pure metal could be found in nature. The use of copper dates back more than 10,000 years. Otzi the Iceman (3300 BCE) was found with an axe that had a head consisting of nearly pure copper. The icemans hair contained high levels of the toxin arsenic, which may indicate the man was exposed to the element during copper smelting.  Copper is an essential element for human nutrition. The mineral is critical for blood cell formation and is found in many foods and most water supplies. Foods high in copper include leafy greens, grains, potatoes, and beans. Although it takes a l ot of copper, its possible to get too much. Excess copper can cause jaundice, anemia, and diarrhea (which may be blue!). Copper readily forms alloys with other metals. Two of the best-known alloys are brass (copper and zinc) and bronze (copper and tin), although hundreds of alloys exist.Copper is a natural antibacterial agent. It is common to use brass door handles in public buildings (brass being a copper alloy) because they help prevent disease transmission. The metal is also toxic to invertebrates, so it is used on ship hulls to prevent the attachment of mussels and barnacles. It is also used to control algae.Copper has many desirable properties, characteristic of transition metals. It is soft, malleable, ductile, and an excellent conductor of heat and electricity, and it resists corrosion. Copper does eventually oxidize to form copper oxide, or verdigris, which is a green color. This oxidation is the reason the Statue of Liberty is green rather than reddish-orange. Its also the reason inexpensive jewelry, which contains copper, frequently discolors skin.In terms of industrial use, copper ranks thir d, behind iron and aluminum. Copper is used in wiring (60 percent of all copper used), plumbing, electronics, building construction, cookware, coins, and a host of other products. Copper in water, not chlorine, is the cause of hair turning green in swimming pools. There are two common oxidation states of copper, each with its own set of properties. One way to tell them apart is by the color of the emission spectrum when the ion is heated in a flame. Copper(I) turns a flame blue, while copper(II) produces a green flame.Nearly 80 percent of the copper that has been mined to date is still in use. Copper is a 100 percent recyclable metal. Its an abundant metal in Earths crust, present at concentrations of 50 parts per million.Copper readily forms simple binary compounds, which are chemical compounds consisting of only two elements. Examples of such compounds include copper oxide, copper sulfide, and copper chloride.

Business Term Paper on Google Inc. in China Example | Topics and Well Written Essays - 2750 words

Business on Google Inc. in China - Term Paper Example However, the company took a considerable time and effort in order to understand how its search technology could work effectively in China and thus made adjustments accordingly. The author has the perspective that even though the company appeased censors in China, but it maintained the personal information associated with the web blogs and emails outside the Chinese territory, which was different strategy of the company in comparison to its competitors. However, it might create the bias as it is better to provide access to information to users rather than make them completely devoid. 2. My Perspective :  ¶ The knowledge of the motto of the motto of Google Inc. ‘not to be evil’ and the mission of the company which is to organize the information of the world and make it universally useful and accessible is violated in terms of the decision of the company to comply with the filtering regulations of Chinese authorities. The possible bias from the author’s perspective could be overlooking the motto of the company to gain a market share in the growing market of China by compromising with the ethical perspective of freedom of expression. B. Bracketing:  ¶ ‘Previously acquired information about the corporate image of the company and how it is superior to its competitors in terms of putting user benefits first.’ This previous information is set for bracketing so as not affect the analysis. II. The Situation A. Facts:  ¶ Informal corporate motto of Google ‘don’t be evil’. 2002: Blocking of google.com and very slow speed of the search engine due to non-compliance with Chinese censorship laws. 2006: China’s attempt to move away from the communist model and declaring its commitment to outside reforms and Google’s initiative to look more at its global strategy. Establishment of strong surveillance system by Chinese government. Making the internet service providers in China comply with censorship rules fo r getting license. Offering google.cn, a local version that complied with censorship issues Criticism worldwide for giving in to the bullying of the Chinese government. B. Historical context:  ¶ 2001: China joined WTO abolishing market impediments and giving positive signals to the world. 2004: IPO by Google leading the shareholders to have a more say in activities of the company. Governmental and self censorship by the Chinese authorities for internet service providers in China. Google’s non compliance with censorship laws in 2000 that made the website shut down for 2 weeks in 2002. Announcement of launching google.cn that complied with censorship laws. C. Quotations:  ¶ â€Å"While many companies claim to put their customers first, few are able to resist the temptation to make small sacrifices to increase shareholder value. Google has steadfastly refused to make any change that does not offer a benefit to the users who come to the site† (Martin 5). This shows bia s of the author he mentions the previous conduct of the company to relate to presented case scenario. III. Analysis A. Situational Analysis: 1.  ¶ Key principal parties involved in the case are Google Inc. Director of International Business, Tom Mclean, and Chinese authorities. McLean headed the development of Chinese version of its search engine in order to cater to the needs of its users in China by first developing the US based technology wherein it did not require complying with scrutiny and internet filtering regulations of the Chinese autho

Leadership and Team-working Essay Example | Topics and Well Written Essays - 500 words

Leadership and Team-working - Essay Example After all the leader is only an individual with limited capacity and it would be an exaggeration to credit to him or her all the performance of a team. Yukl however mentioned that â€Å"it [would be] helpful to examine the collective process that determine team performance. Leaders can improve team performance by influencing these processes in a positive way† (Yukl, 2013 pg 361) and having said this, the definition has acknowledged that the efficacy of a leader is dependent on his or her ability to engage the members of the team collectively and make it function as a team. Directing the team towards a common goal requires the members to be motivated by the leader. The definition given was inadequate because it does not provide the method to motivate team member to be directed towards a common goal. This leadership motivation includes visioning, expressing confidence in the team and celebrating progress. It is also important to involve team members in making decisions to affirm that they belong to the team. Managerial functions is also a necessary part of leadership such as selecting competent team members and coaching/training them to be able to perform well. An effective leader must also identify the obstructions for effective team working and be able to break down these barriers. These barriers could be miscommunication and factionalism that could divide the team and render it nonfunctional. Parker and Stone provided an answer on how these obstructions be overcome by highlighting the importance of communication and relationships between team members and calls for the effective interpersonal skill for the leader to overcome obstructions of effective team working (Parker and Stone, 2002). The classic case that can be cited on how a leader has effectively improved a team performance is the legendary Steve Jobs, Apple’s co-founder. During the absence of Steve Jobs, Apple was nearing bankruptcy but when he took over the company,

High Cost of Poverty in the United States Essay Example for Free

High Cost of Poverty in the United States Essay Poverty can be defined in many different ways. In certain attempts, it can be used in numbers, while other definitions can be more vague, and used to define a life style. The defined term of poverty is â€Å"the state of one who lacks a usual or socially acceptable amount of money or material possessions†. (Mirriam Webster, 2011) According to the U.S. Census Bureau, more than 37 million people live below the poverty line. â€Å"The ranks of Americas poor swelled to almost 1 in 6 people last year, reaching a new high as long-term unemployment left millions of Americans struggling and out of work. The number of uninsured edged up to 49.9 million, the biggest in more than two decades.† (Yen, 2011) Poverty is obviously very common in our country, and all over the world. Even with the United States being the wealthiest country in the world, we still have many Americans who struggle everyday to survive. The topic I chose to focus on is the high cost of poverty, and how it actually costs more to be poor. Although it seems like an oxymoron, it is a very realistic topic. I chose this topic because I have personally been involved in both sides of economic statuses. Although I do not live in extreme poverty, I technically have an income that falls within the line of poverty, but I do not have a family to support and have student loans to live off of. I wanted to know further detail of how those who only experience poverty, have limited choices, and how their disadvantages actually cost them more money. My personal life experience is one from an upper middle class family, and was raised in a wealthy suburb in a predominately white community. My family never had financial struggles, so I had no experience with battling bills. I worked in high school and had my own money, but I had nothing to pay for. I thought I made a decent amount of money making $7 an hour, and only working 15-20 hours a week. For a person with no bills or rents to pay for, $150-200 a week was a lot to me. Recently, I moved out of my parent’s suburban home and into the city to be closer to school and gain some independence as an adult. I make about $250-400 a week, depending on the activity of the restaurant I waitress at. I soon realized that I am very dependent on my two roommates to split bills and rent, because I could never afford to live on my own. Although we live in a low income neighborhood, the cost of food, rent, electric, heat and cable bills stack up, and I struggle to pay them. I also only pay one third of the full cost. I have a car I need to put gas in, a gym membership I pay monthly and credit card bills every month. I now see how people that make just as much, or less than I do, struggle even more to make ends meet when their income is at the head of the household. I wanted to show to people that it is more expensive to be poor, because of the lack of resources, income and credit, and also what their options become for survival due to these circumstances. I also did a quantitative study on renting versus owning an item, to show that it actually costs more to rent something than to purchase it upfront. I chose to sample the same three items from two different stores, and recording the prices to see the differences of renting and owning it. I am aware that most individuals in poverty, usually do not have enough money to purchase items or homes upfront so they often rent them, thinking they can afford weekly or monthly payments to stretch out their income to afford other life necessities. My first concept I chose to focus was access to food. I thought about how much I spend on the food I enjoy for just for me personally, and I think it is expensive. I enjoy fruits and fresh vegetables, brand name cereals and expensive breads. Since I grew up eating the certain brands, I continue to try and afford the things I like. Being an individual with a low income, I cannot imagine supporting not only myself, but a family solely on my income. In this research paper, I will explain the hardships of getting to and from the grocery store, and if you cannot, you need to shop elsewhere, such as corner stores.† Prices in urban corner stores are almost always higher, economists say. And sometimes, prices in supermarkets in poorer neighborhoods are higher. Many of these stores charge more because the cost of doing business in some neighborhoods is higher.† [ (Brown, 2009) ] This can lead to spending extra time, danger, stress, and in the end, costing the individual more money. It also forces those with less money to spend, higher risk for obesity. â€Å"Inequitable access to healthy foods is one mechanism by which socioeconomic factors influence the diet and health of a population†. (Drewnowski, 2009) Since they do not have the money to afford healthy choices, they must choose foods that they can stretch out in order to feed their families, even if it is not healthy. My next concept I chose to study was the price of minimum wage, and how it isn’t really the minimum coverage of standard living. In New York State, the minimum wage is $7.25. â€Å"About 20% of American adults who have jobs are earning less than $10.65 an hour. Even at 40 hours a week, that amounts to less than $22,314, which is the poverty level for a family of four†. [ (Isidore, 2011) ]. This simply states that a monthly income of about $1,000-$2,000 is almost impossible to survive on. This may lead to bad credit, forced into renting, and having people do dangerous or criminal activity to get money or items for their families. The poverty rate for all people disguises substantial variation between racial and ethnic subgroups. Poverty rates for blacks and Hispanics greatly exceed the national average. According to the United States Census Bureau, â€Å"In 2010, 27.4 percent of blacks and 26.6 percent of Hispanics were poor, compared to 9.9 percent of non-Hispanic whites and 12.1 percent of Asians.† (Bureau of the Census, 2011) Poverty rates are most often the highest for families headed by single women, particularly if they are black or Hispanic. â€Å"In 2010, 31.6 percent of households headed by single women were poor, while 15.8 percent of households headed by single men and 6.2 percent of married-couple households lived in poverty.† (Bureau of the Census, 2011). â€Å"The official poverty level is an annual income of $22,314 for a family of four â€Å". (Yen, 2011) On average, depending on the size of a household, a family living in poverty has an average income of less than $20,000. This can include couples with children, single parents with one or more children. Needless to say, this is not a lot of money to support a family on, and thus they have to take extra steps to survive, which results in higher costs, and contributing to the statement of the high cost of poverty. You have to be rich to be poor. This is what some people, who have never lived below the poverty line, dont understand. The poorer you are, the more things cost. Additional steps in money, time, hassle, exhaustion, and danger. This is a fact of life that television, magazines and media, do not often explain. Take for example, food. First, if you do not have a car, getting to the supermarket can take anywhere from one to three hours of public transportation, and costing a price to use the bus or a taxi. To use the method of public transportation, it is necessary to have to loa d all of your groceries into the bus, or taxi. This is limiting to space and capability of carrying all of the groceries. A simpler version of this would be to walk to the corner store, for free, but where the grocery selection is limited and prices are doubled. â€Å"Prices in urban corner stores are almost always higher, economists say. And sometimes, prices in supermarkets in poorer neighborhoods are higher. Many of these stores charge more because the cost of doing business in some neighborhoods is higher.† (Brown, 2009) Also, if you are living in poverty, you will most likely not be making enough money to buy $100 or more worth of groceries for your family. This results in the person or family spending more money, to either get to the grocery store, or paying more for the food to save money traveling to and from. In the end, it is a losing situation, and the poor are paying more in the end than someone who is wealthy and has access to the necessary resources. Spending more money than middle class, or wealthy class to buy groceries is one example of how high the cost of poverty is. If the poor is spending money in the corner stores, they are most likely not getting nutritious foods or healthy choices that most corner stores do not carry. Obesity is a direct result from that, seeing that unhealthy foods cost way less than healthy eating does.† Obesity and type 2 diabetes follow a socioeconomic gradient. Highest rates are observed among groups with the lowest levels of education and income and in the most deprived areas. Inequitable access to healthy foods is one mechanism by which socioeconomic factors influence the diet and health of a population†. (Drewnowski, 2009) Low income levels leave people no choice but to choose foods that are nutrient poor, because it is a price that can afford and something they can stretch out among their whole family to feed them. It is also the best way to provide daily calories at an affordable c ost. Those who are struggling financially are clearly the most disadvantaged when it comes to healthy eating habits. In our grocery stores today we have so many artificial sweeteners, preservatives, fats and sweets that are sure to taste good, but not good for our health. Fats and sweets tend to cost way less, where as healthy foods cost more. It makes no sense to have unhealthy foods cost less than healthy foods, but it is the manufacturing and production that determines the cost of foods. Therefore, those who do not have the money to purchase healthy options have to choose foods that fit in their budget. These are usually unhealthy, packaged, canned or frozen options that have little to no nutritional value. Even those families that have government support, welfare checks and food stamps are still on a restricted budget. The foods they are allowed to get for free or reduced price are items such as fruit juices, canned fruits, cereal, grits, and corn tortillas. These items are all packed with sugar and calories which is not aiding in healthy lifestyles. â€Å"Researchers have shown that low-income neighborhoods attract more fast-food outlets and convenience stores as opposed to full-service supermarkets and grocery stores† (Drewnowski, 2009). This also relates back to travel costs, transportation and affording food. Since it is easier to get to the corner stores, it is a disadvantage to the customers because the corner stores are usually just packed with unhealthy options. It is economic deprivation that is a key factor in obesity, and one key factor of weight gain may be low diet cost. Another example of how the high cost of poverty is, is the price of minimum wage and if it really acceptable to be the minimum wage you can survive on. Most people and experts agree that to get out of an economic slump, we need more jobs. But another problem is that millions of Americans already have jobs that dont pay very much. â€Å"About 20% of American adults who have jobs are earning less than $10.65 an hour. Even at 40 hours a week, that amounts to less than $22,314, which is the poverty level for a family of four†. (Isidore, 2011) In New York State, the federal minimum wage is $7.25. Minimum wage is supposed to be the wage in which it is the bare minimum amount of money that one can survive on. Even at 40 hours a week, that equals to be $290 without taxes taken out. This would be a paycheck of about $250 for one week, and this equals about $1000 a month. Taking into consideration that those who are the working poor, they need to spend more money getting to and from work, which also costs extra time. They also need to pay bills, feed themselves and their families. For an individual making $1,000 a month, this is almost impossible to survive on even in minimal conditions. An average cost of rent in Buffalo NY is fairly inexpensive, and taking into consideration that Buffalo on of the poorest cities in the United States, we have to be aware that there is many people in the city below the poverty line. According to Rentjungle.com, An average one bedroom apartment in Buffalo is $679 a month and two bedroom apartment rents average $750. To see this in comparison to another large city, one bedroom apartments in New York City rent for $2356 a month on average and two bedroom apartment rents average $2767. Minimum wage is clearly not enough to survive on if your average monthly income is $1000. Out of $1000 income, you have to set aside an average of $600 for rent, leaving you $400 for car fees, if you have one, or transportation fees if you depend on them. If your apartment does not include utilities, you need money for electric bill, gas bills, which can skyrocket in our area when it is winter, cable or internet if possible, and food budget. Another example of a disadvantage the poor have is the actual process of cashing their check to get their money. The rich or middle class usually have the option of direct deposit for their paychecks. The poor have check-cashing and payday loan joints, which cost time and money. The poor pay more for financial services, and many people who cannot be capable to have a bank account may have to pay extra money for a money order to pay their bills and cash their checks. â€Å"They may pay a 2 percent check-cashing fee because they dont have bank services. (Brown, 2009) Many people in poverty literally live paycheck to paycheck. If they have a bill that’s due, they do not have a luxury of online payments, because they cannot afford computers or internet, so they have to mail it. If they do not have the money in time for a bill, they have to wait for their next paycheck. This can cost late fees, and in an end result, spending more money than a person with those luxuries. While many people are surviving in this manner, people will look for any way to get by without spending their money. Many people in poverty may depend on credit cards to help them afford things they cannot. Credit cards can help out for temporary reasons, but if not paid off, this can cause more problems. People who are struggling to pay their bills will most likely have bad credit, and have no other option but to rent homes, items, and many other things they cannot afford, due to their credit and income. Bad credit also costs more money than those with good credit. If a person does not have enough money to pay off bills in full, they will get extra interest charges and fees that stack up and end up costing more for them. Since I did not have the option of going into homes of the people in poverty, I decided to do research on items, rather than homes, to compare the costs of rent to own. Poor people do not have the option of owning homes, because of their credit and/or income, so they have no choice but to rent. I wanted to see if the price you pay for being a low income individual actually costs you more, than to own something. This is to show that poverty does in fact cost more to live I chose to look at a refrigerator, a range and a television from two different department stores to compare prices on a rent versus owning the item. My first item, the refrigerator, a 25.3 cubic foot, Side-by-Side with thru-the Door Ice and Water, Black color, was $799.99 to own immediately from Best Buy. At Rent- A-Center, the same exact refrigerator was $37.99 to rent per week, for 91 weeks. At first, it seems like a cheap deal and a realistic price for those who do not have the $799.99 upfront to spend. When you do the math, $37.99 per week for 91 weeks is $3457 total to own after renting at the $37.99 per week. This is over four times the price it would cost to buy at Best Buy and own immediately. I also learned that consumers can get a â€Å"discounted† price by purchasing the item after 90 days, which seemed a little better to me. When I did the math again, it would equal out to be $1728 total to own after renting for 90 days. This is still about double the price of buying it immediately. My next item I compared was the range. A GE-30† Freestanding Electric Range, Black-on-Black Quickset III oven. At Best Buy this was $429.99 to own immediately. Rent-A-Center had the same oven for $24.99 to rent per week for 74 weeks. The total to own after renting for 74 weeks at $24.99 was $ 1849. After 90 days of renting, the total price to own would be $924.63. The prices are clearly different, but yet it seems manageable when you are there. Looking at a price of $25 a week for a nice, brand new stove seems pretty manageable if you have a low income. When you look at the math and how much it will actually cost to rent rather than own, it is actually over four times the original price to own the oven upfront. The last item I compared was a television, an Insignia © Advanced 42† Class/1080p/ 120Hz/ LCD. This item from Best Buy was $749.99 to own immediately. Rent-A-Center had the same television for $39.99 to rent per week, for 74 weeks. It seems like a reasonable, affordable price until you calculate it and realize that it would cost $2959 total to own after 74 weeks of renting. This is about four times the original price. After 90 days of renting, the â€Å"discount† price to own, at Rent-A-Center is $1479, still double the original price. All three of the items I chose to compare are most needed in homes, with the exception of the television. Although it is not a necessity, almost all homes have at least one television. When those who are living in poverty want to own these items, they will have struggles to afford paying them. They turn to the option of renting because they see the low price and it appeals that it is affordable to them. The small payments they think they can afford weekly add up and end up costing them quadruple of original prices. In conclusion, being poor is a struggle. It costs much more money and time to be poor. Working lots of hours and making little money takes a toll on many people here in the United States. I wanted to show readers that this is a very realistic topic to study, and that the cost of poverty is high. The obstacles and disadvantages those in poverty have to deal with are frustrating, stressful ,and in need of change. Poverty is a very difficult thing to understand and take control over because lifestyles cannot be forced upon. People choose their own paths of life, and lack of education, jobs, motivation, children and many other situations are uncontrollable. In our society, I think it is important to know the struggles of those in poverty stricken situations and to understand their hardships. This can be motivation to those in it, or headed towards it in their future. Learning about the costs and disadvantages poverty comes with can be a motivating factor for people to go to college and get an education to receive a well paying job, get a job in general, educate themselves about saving money, and learning that renting is not cheaper than owning. Hopefully my research will be beneficial to those in college, living on low income, to do well in school to gain better jobs, educate those in poverty about the costs they are spending and figuring new alternatives, and to open eyes to those that think it is cheap to be poor. Being in poverty costs time and the cost of poverty is certainly high. In the end, the high cost of poverty will be a never ending cycle of time and money and I hope this research paper opens the eyes of all individuals to help make this problem change. Bibliography Brown, D. L. (2009). The High Cost of Poverty: Why the Poor Pay More. Lexis Nexis Academic , A-4. Bureau of the Census. (2011). Income Alternative Poverty Estimates in the United States. Washington D.C: U.S Census Bureau. Drewnowski, A. (2009). Nutrition Reviews: Obesity, diets, and social inequalities. Seattle: University of Washington. Isidore, C. (2011, September 27). CNN Money. Retrieved November 15, 2011, from Not getting by on minimum wage: http://money.cnn.com/2011/09/27/news/economy/minimum_wage_jobs/index.htm Jason M. Sutherland, E. S. (2009). Getting Past Denial — The High Cost of Health Care in the United States. The New England Journal of Medicine , 1227-30. Mirriam Webster. (2011). Mirriam Webster Dictonary. Dictionary . Brittanica Company. Yen, H. (2011, September 13). Yahoo News. (A. Press, Ed.) Retrieved November 15, 2011, from Census: US poverty rate swells to nearly 1 in 6: http://news.yahoo.com/census-us-poverty-rate-swells-nearly-1-6-142639972.html

Urban Public Space Essay -- Public and Private Properties

Le Corbusier was serious when he suggested that a â€Å"truly modern street will be as well equipped as a factory. In this street, the best equipped model is the most thoroughly automised with no people except for those operating machines. In the city of the future, cafes and places of recreation [public space] will no longer be the fungus that eats up the pavements of [the city] the macadam will belong to the traffic alone† (See Figure 1). This comment seems drastic, though as the modern world develops into a society that is more introverted and private, these spaces of public display and freedom, one day may turn into those envisioned. Throughout history, public space has formed the backdrop to public life, accessible for all, for both commercial and social exchange. While public spaces can take many forms, the common grounds on which they stand is general. It’s where people have gathered for centuries through the presence of music, art, food, discussion and festive c elebrations or simply a place for a person to purely exist. Whether the public space comes in a form of streets, squares, parks or public buildings, it is in these places where the drama of communal life & human social exchange unfolds (Slessor 2001, Perrem, 2011 & Carr, 1992). Needs of these types of spaces have been displayed throughout history and their existence has defined and shaped the cities at the centre of their social organization (Cuthbert 2003 & Slessor, 2001). Today, the private places of work, domestic life and technology advances in movement and communication are consuming the essential counterpart of private existence (Cuthbert, 2003) Society lives in a very nine-to-five characterization which has created a large separation of public and private spher... ... onto the whole of society. When public space for public life is neglected, people become isolated, eroding any sense of communal sprit and cohesion in a community (Slessor 2001). Excessive neglect may create this vision. Although, as our cities and lifestyles change so do our definitions of public space. Original concepts of form and function are being replaces as we claw back every available corner into the public realm, is it possible to find new ways to spend our leisure time in the public urban environment? (Gaventa 2003). It is evident with further research that the recent attitude towards public space is beginning to alter. Expressed by A.E.J Morris â€Å"In terms of town planning the [public space] represents the purest and most immediate expression of man’s fight against being lost in a gelatinous world, in a disorderly mass of urban dwellings’’(Perrem 2011).

Hispanic Voting Related Literature Essay

The coming of the 2008 US Presidential Elections has made studies on voting behavior a fad in the scholastic community. Everybody wants to know, especially the candidates, how America or segments of its population will vote or the chances that a candidate will win based on some observations on voting patterns. Unfortunately, and not many people know this, studying voting behavior is not as simple as looking at the voting statistics. As one scholar commented, â€Å"voting is among the acts hardest to explain† (Uhlaner, 1989, p. 390). For one, Samuel Eldersveld (1951), defined voting behavior to connote â€Å"more than the examination of voting records†, but also includes â€Å"analyses on individual psychological processes and their relation to the vote-decision, of group structures and functions and their relation to political action, as well as institutional patterns and their impact on elections† (Eldersveld, 1951, p. 71). Thus, studies on voting behavior have also become multi-disciplinary, and were never confined in the field of political science. Still, studying voting behavior holds so much promise as far as theory construction is concerned, because it is viewed to be an area where theory can be systematically and quantitatively measured and tested. Also, this area offers more valid and reliable statements of causal determinants and a wealth of hypotheses, as voting behavior can be studied with respect to several possible variables. (Eldersveld, 1951, pp. 72-73). In her emphasis on the role of groups, Carole Uhlaner hypothesizes that voters act as part of groups with shared interests† (p. 390). Based on a utilitarian model of consumption benefit, she suggests that a group votes for a certain candidate because it would benefit from the policy positions of that candidate. From here, it is not difficult to presume that ethnic groups vote for candidates coming from their own group because they are expected to represent their interests. Though there has been a debate, in the case of Hispanic Elected Officials (HEOs), on whether Hispanic members of the US House of Representatives substantially represent the interests of their Hispanic constituents (Hero and Tolbert, 1995; and Kerr and Miller, 1997), it is useful to start with the assumption that groups, particularly ethnic groups, play an important role in determining voting behavior as identities and affiliations affect voters’ interpretations of the political world, preferences, and actions. (Uhlaner, 1989) Thus, a very interesting, yet under-studied (Antunes and Gaitz, 1975; Hero, 1990; Arvizu and Garcia, 1996), subject of inquiry on voting behavior would be the Hispanics in the United States. Scholars and politicians alike are interested in finding out how Latinos vote because despite the increasing significance of the group, being the fastest growing minority group in the US (Tanneeru, 2007), there seems to be the absence of consistent or predictable patterns on Hispanic voting across areas and through time. It may stem from the fact that the Hispanic community is diverse and voting interests are not homogenous. A Cuban-American may vote for a Republican because of the party’s long-standing policies toward Cuba, while a Hispanic in a border state may be affected by the stringent immigration policies. The culture of a state can also affect a Hispanic voter’s behavior: Texas voters may be more conservative in contrast to more liberal Hispanic voters in California. A study on the impact of religion also revealed that first and third generations placed more importance on religion than the second generation Hispanics in the US (Tanneeru, 2007). Socio-economic factors — such as social class, occupation, poverty indicators, among others — are also seen as significant determinants of voter turnout (Arvizu and Garcia, 1996; Antunes and Gaitz, 1975). In her explanation of the Hispanic low voter turnout, Cassel even suggested that Hispanics vote less than Anglos during presidential elections because they â€Å"tend to be younger, less educated, poorer or less frequently contacted by a political party or candidate† (Cassel, 2002, p. 397-398). In a comparison between the election of Federico Pena as Mayor of Denver, Colorado in 1983 and the bid of Victor Morales from Texas for US Senate in 1996 points to more variables that shaped the two campaigns. These include the size of the constituency, size and demographics of the Hispanic population, ability of the candidates to build coalitions of ethnic groups and sectors, personal qualifications or experience of the candidate, membership in civic organizations, political party support and campaign funds. This also tells us that the mere presence of a large Hispanic population in an electoral district could not ascertain victory for a Hispanic candidate. In a study by Rodney Hero comparing Hispanic political behavior in two Colorado cities – Denver and Pueblo – with other California cities, it appears that the governmental structure plays a significant role in determining different levels of mobilization of Hispanics in the cities. Colorado cities, with their unreformed structure, particularly Denver which has a strong-mayor system, have obtained greater political influence than what can be observed among California cities. This study supports the observation in 1983 in Denver, Colorado wherein Pena was elected into office with the highest Hispanic voter turnout ever recorded in the city. It also proves that it is not always the case that Hispanics are politically â€Å"acquiescent† and politically inactive and/or ineffective. (Hero, 1990) The observed political apathy of Hispanics had been explained by several studies in different ways. A study on voting behavior in Texas from 1960-1970 asserts that discriminatory devices such as the poll tax, the requirement of annual registration, short registration periods, and length of time between the end of registration and general election had restricted qualified electorate in favor of white persons and those with greater education and income (Shinn, 1971). Such means of discrimination, including literacy tests and printing of ballots in English, had also been used by the Mexican-American Legal Defense and Educational Fund (MALDEF), to extend the Voting Rights Act of 1965 to include large jurisdictions where large Mexican American populations live. Arguing that Hispanics never really met the level of discrimination suffered by the blacks, for whom the Voting Rights Act was originally intended, Linda Chavez points out that Hispanic votes had been aggressively courted by presidential candidates since 1960s and that hundreds of Mexican Americans had held office since the 1970s. She contends that in places where Hispanics make up a large segment of the constituency, several other factors, not the absence of safe seat for Hispanic representative, explain why no Hispanics hold office (Chavez, 1992). Complementing the initial observation of Chavez, George Antunes and Charels Gaitz found out in 1975 that in their interpretation of ethnic differences in the levels of participation among blacks, Mexican-Americans and whites, ethnic identification process among minority groups only partially account for the higher level of political participation of the discriminated groups. However, they stressed that compared to blacks, Mexican-Americans have lower participation rates for nine of eleven indicators of political participation, including voting. This is basically because of the cultural norms of participation inculcated in black communities owing to their history of discrimination wherein they suffered more than the Mexican-Americans (Antunes and Gaitz, 1975). Political history is also one of the aspects that Carol Cassel examined in her explanation of low Hispanic political participation as evident in their low voter turnout, compared to the African-Americans. Seeing that Hispanics vote at the same rate with other ethnic groups during presidential elections, Cassel suggests that low turnout in low visibility races can also be attributed to the Latinos’ lack of political networks or just because Latino political leaders prefer to mobilize voters in more competitive elections (Cassel, 2002). Mobilization efforts also figured as a very important determinant in the 1996 elections voting turnout in California, Florida and Texas (Shaw, dela Garza and Lee, 2000). Nevertheless, Harry Pachon and Louis De Sipio recognize that the structural changes such as the extension of the Voting Rights, combined with ethnic political mobilization in Latino communities and efforts of groups such as MALDEF, contributed to the increased electoral and political clout of the Hispanics. In their list of HEOs in the 1990s, they have found out that there were 4,004 Hispanics holding publicly-elected offices nationwide – 1% of the national total; nine states accounting for 96% of HEOs in the US; and that Hispanics were represented at all levels of government, except for the Presidency. The only factors that could mitigate the increasing trend of HEOs in the following years would be young Hispanic population and non-citizenship. (Pachon and De Sipio, 1992). Thus far, the numerous and variegated variables and determinants presented above attest that it is not easy to explain Hispanic voting behavior. Thus it is best to start with a single locality to test which of these – or a combination of these — variables could best explain Hispanic voting. (In this case, I have chosen to zero in on Houston, Texas, the fourth largest city in the United States. ) Though in the process, I should be cautious against committing what Eldersveld warned with respect to generalizing from single cases. Nonetheless, I believe that studies such as this could make a good case for comparing with similar political settings, and eventually, in explaining Hispanic political behavior. References: Antunes, G. and Gaitz, C. (1975) Ethnicity and Participation: A Study of Mexican-Americans, Blacks and Whites. The American Journal of Sociology, Vol. 80, No. 5, 1192-1211. Arvizu, J. and Garcia, C. (1996) Latino Voting Participation: Explaining and Differentiating Latino Voting Turnout. Hispanic Journal of Behavioral Sciences, Vol. 18, No. 2, 104-128. Cassel, C. (2002) Hispanic Turnout: Estimates from Validated Voting Data. Political Research Quarterly, Vol. 55, No. 2, 391-408. Chavez, L. (1992) Hispanics, Affirmative Action and Voting. Annals of the American Academy of Political and Social Science, Vol. 523, 75-87. Dela Garza, R. , Lee, J. and Shaw, D. (2000) Examining Latino Turnout in 1996: A Three-State, Validated Survey Approach. American Journal of Political Science, Vol. 44, No. 2, 338-346. Eldersveld, S. J. (1951) Theory and Method in Voting Behavior Research. The Journal of Politics, Vol. 13, No. 1, 70-87. Hero, R. (1990) Hispanics in Urban Government and Politics: Some Findings, Comparisons and Implications. The Western Political Quarterly, Vol. 43, No. 2, 403-414. Hero, R. and Tolbert, C. (1995) Latinos and Substantive Representation in the US House of Representatives: Direct, Indirect or Nonexistent? American Journal of Political Science, Vol. 39, No. 3, 640-652. Kerr, B. and Miller, W. (1997) Latino Representation, It’s Direct and Indirect. American Journal of Political Science, Vol. 41, No. 3, 1066-1071. Pachon, H. and De Sipio, L. (1992) Latino Elected Officials in the 1990s. PS: Political Science and Politics, Vol. 25, No. 2, 212-217. Shinn, A. (1971) A Note on Voter Registration and Turnout in Texas, 1960-1970. The Journal of Politics, Vol. 33, No. 4, 1120-1129. Southwestern Social Science Association. (1997, March 27) The Victor Morales for US Senate Campaign: Did the Sleeping Giant Notice an Unusual Campaign? Tanneeru, M. (2007, September 28). Inside the Hispanic Vote: Growing in Numbers, Growing in Diversity. Retrieved from : http://www. cnn. com/2007/US/09/28/hispanic. vote/index. html Uhlaner, C. J. (1989) Rational Turnout: The Neglected Role of Groups. American Journal of Political Science, Vol. 33, No. 2, 390-422.

Legalized Red Light District in Canada

They say that prostitution is perhaps the oldest profession in the world. Ancient books, including the Bible, provide account of different activities pertaining to prostitutes.Whether in the setting of religious practices or in social contexts, prostitution appears to be a part of the lives of men and women in all places and in different times throughout history. In developing countries as well as in developed countries, there are red light districts.Although the laws of most countries prohibit prostitution, probably because of the influence of the Judeo-Christian tradition, it is an open secret that these red light districts continue their operations. Some countries, however, such as the Netherlands and Thailand, have implemented a rather unconventional approach to the issue and that is to legalize prostitution.A number of interesting issues arise out of this. From a policy standpoint, is it better to legalize prostitution since its existence in the society cannot be denied by peopl e? If so, what are the implications on this on the values of the society?Does it matter if the issue is brought out into the open? On a cursory glance at the issue, with legalization, the government can help ensure that women working as prostitutes are free from sexually transmitted disease, thereby protecting both men and women from these illnesses.Likewise, the government can help regulate the number of prostitution centers operating in any given city and there will be a better reckoning of the number of prostitutes serving in the country.On the other hand, there might be important implications of this policy on several institutions of the society, not the least on marriage and the family. Likewise, there are religions who feel strongly against prostitution—legal or otherwise. Given these concerns, which course of action should governments take?This paper looks at the issue in broader terms by looking at the pros and cons of the legalization of prostitution and a red light district. The experiences of the countries that legalized prostitution will also be looked at such as Thailand, the Netherlands, and Germany. Through this, there will be a grounded view on the matter. It will also explore the matter of legalizing prostitution in Canada while taking into account the legal, social, and cultural impacts of this kind of policy.Legalized Prostitution: the ProsProstitution, in itself, is already a very contentious issue. The issue of legalizing it and decriminalizing it is also a contentious one, especially for organizations, even religious denominations, and individuals advocating for women’s rights. The issue itself is complex and requires careful analysis if any given society were to make a stand regarding legalizing prostitution.Several countries have already legalized prostitution. The examples of these countries are the Netherlands, some states in Australia, New Zealand, Nevada, and Switzerland. In the United Kingdom, prostitution in itself i s not illegal but there are several activities associated with it that are considered illegal. In these countries, prostitution is regulated and the governments constantly monitor people whose professions are in this area.There are also countries where prostitution is technically illegal but is allowed to flourish perhaps because of economic considerations and the poverty of people who are living in these countries (Farley, 2003).The most prominent reasons used as basis in legalizing prostitution is that it is impossible to eliminate and will only continue underground if left unchecked. Instead of letting people deal with prostitution underground, they decided to bring it out to the open so that the governments can regulate it better and prevent the occurrence or sexually transmitted diseases.Moreover, legalizing prostitution also limits sexual slavery and wresting the control away from criminal organizations promoting prostitution. This way, the government is able to generate addit ional revenue from it as well. In some instances, legalizing prostitution may also lead to greater sensitivity to the health of sex workers and their working condition, which are usually not the best of conditions.With this approach, the governments seek to take away the bond connecting prostitution and crime (Armentano, 1993).Paul Armentano (1993) presents several interesting arguments regarding the legalization of prostitution all over the world. In his article posted at the Freedom Daily, he says that prostitution can be seen in terms of ownership of people’s bodies who have the right to do what they want with it, including its sale for the purposes of sex.He also argues that thousands of American women make their living by engaging in sex work. These women have a steady flow of customers. The trouble, however, is that having sex with a prostitute is a sure way of contracting HIV and AIDS.Armentano (1993) also makes a case for better use of government funds. Instead of usi ng public funds for the crusade against prostitution, the government can redirect these funds for other more worthy spending. This money, instead, can be used to protect the public against criminals and help build infrastructures for people to enjoy. Besides, whatever war is being waged against prostitution is unlikely to win because prostitution is an enduring profession.

Hitler Youth and the Indoctrination of German Children

Hitler Youth and the Indoctrination of German Children Education came under heavy control in Nazi Germany. Adolf Hitler believed the youth of Germany could be totally indoctrinated to support the Volk- a nation made up of the most superior of the human races- and the Reich, and the system would never face an internal challenge to Hitlers power again. This mass brainwashing was to be achieved in two ways: the transformation of the school curriculum, and the creation of bodies like the Hitler Youth. The Nazi Curriculum The Reich Ministry of Education, Culture and Science took control of the education system in 1934, and while it didn’t change the structure it inherited, it did major surgery on the staff. Jews were sacked en mass (and by 1938 Jewish children were barred from schools), teachers with rival political views were sidelined, and women were encouraged to start producing children rather than teach them. Of those who remained, anyone who didn’t seem dedicated enough to the Nazi cause was retrained in Nazi ideas. This process was aided by the creation of the National Socialist Teachers League, with affiliation basically required in order to retain a job, as evidenced by a 97% membership rate in 1937. Grades suffered. Once the teaching staff was organized, so was what they taught. There were two main thrusts of the new teaching: To prepare the population to better fight and breed, physical education was given much more time in schools. To better prepare children to support the state, Nazi ideology was given to them in the form of an exaggerated German history and literature, outright lies in science, and German language and culture to form the Volk. Hitlers Mein Kampf was heavily studied, and children gave Nazi salutes to their teachers as a show of allegiance. Boys of notional ability, but more importantly the right racial makeup, could be earmarked for future leadership roles by being sent to specially created elite schools. Some schools that selected pupils based solely on racial criteria ended up with students too intellectually limited for the program or rule. The  Hitler Youth The most infamous of these programs was Hitler Youth. The Hitler Jugend had been created long before the Nazis had taken power, but had seen only a tiny membership. Once the Nazis began to coordinate children’s passage, its membership rose dramatically to include millions. By 1939, membership was compulsory for all children of the right age. There were, in fact, several organizations under this umbrella: The German Young People, which covered boys aged 10–14, and the Hitler Youth itself from 14–18. Girls were taken into the League of Young Girls from 10–14, and the League of German Girls from 14–18. There was also the Little Fellows for children aged 6–10. Even those children wore uniforms and swastika armbands. The treatment of boys and girls was quite different: While both sexes were drilled in Nazi ideology and physical fitness, the boys would perform military tasks like rifle training, while the girls would be groomed for a domestic life or nursing soldiers and surviving air raids. Some people loved the organization and found opportunities they would not have had elsewhere because of their wealth and class, enjoying camping, outdoor activities and socializing. Others were alienated by the increasingly military side of a body designed solely to prepare children for unbending obedience. Hitler’s anti-intellectualism was partly balanced by the number of leading Nazis with a university education. Nonetheless, those going on to undergraduate work more than halved and the quality of graduates fell. However, the Nazis were forced into backtracking when the economy improved and workers were in demand. When it became apparent women with technical skills would be valuable, the numbers of women in higher education, having fallen, rose sharply. The Hitler Youth is one of the most evocative Nazi organizations, visibly and effectively representing a regime that wanted to remake the whole of German society into a brutal, cold, quasi-medieval new world- and it was willing to start by brainwashing children. Given how the young are viewed in society and the general desire to protect, seeing ranks of uniformed children saluting remains chilling. That the children had to fight, in the failing stages of the war, is one of the many tragedies of the Nazi regime.

USS New York (BB-34) in World War II

USS New York (BB-34) in World War II USS New York  (BB-34) - Overview: Nation:  United States Type:  Battleship Shipyard:  Brooklyn Navy Yard Laid Down:  September 11, 1911 Launched:  October 30, 1912 Commissioned:  April 15, 1914 Fate:  Sunk July 8, 1948 as a target ship USS New York  (BB-34) - Specifications: Displacement:  27,000  tons Length:  573  ft. Beam:  95.2  ft. Draft:  28.5 ft. Propulsion:  14  Babcock and Wilcox  coal-fired boilers  with oil spray, triple expansion steam engines turning two propellers Speed:  20  knots Complement:  1,042  men​ Armament (as built): 10  Ãƒâ€"  14-inch/45  caliber guns21 Ãâ€"  5/51 caliber guns4 Ãâ€" 21  torpedo tubes USS New York (BB-34) - Design Construction: Tracing its roots to the 1908 Newport Conference, the  New York-class of battleship was the US Navys fifth type of dreadnought after the earlier  -,  -, -, and  Wyoming-classes.   Key  among the conferences conclusions was the requirement for increasingly larger calibers of main guns.   Though debate ensued regarding the armament of the Florida- and  Wyoming-class ships, their construction moved forward using 12 guns.   Complicating the discussion was the fact that no American dreadnought had entered service and designs were based on theory and experience with pre-dreadnought ships.   In 1909, the General Board advanced designs for a battleship mounting 14 guns.   The following year, the Bureau of Ordnance successfully tested a new gun of this size and Congress authorized the construction of two vessels. Designated USS  New York  (BB-34) and USS  Texas  (BB-35), the new type featured ten 14 guns mounted in five twin turrets.   These were placed with two forward and two aft in superfiring arrangements while the fifth turret was situated amidships.   The secondary armament consisted of twenty-one 5 guns and four 21 torpedo tubes.   Power for the  New York-class ships came from fourteen Babcock Wilcox coal-fired boilers driving vertical triple expansion steam engines.   These turned two propellers and gave the vessels a speed of 21 knots.   Protection for the ships came from a 12 main armor belt with 6.5 covering the vessels casemates.    Construction of  New York  was assigned to the New York Navy Yard in Brooklyn  and work commenced on September 11, 1911.   Proceeding over the next year, the battleship slid down the ways on October 30, 1912, with Elsie Calder, daughter of Representative William M. Calder, serving as sponsor.   Eighteen months later,  New York  entered service on April 15, 1914,  with Captain Thomas S. Rodgers in command.   A descendant  of Commodore  John Rodgers and Captain Christopher Perry (father of Oliver Hazard Perry and Matthew C. Perry), Rodgers immediately took his ship south to support the American occupation of Veracruz. USS New York (BB-34) - Early Service World War I: Arriving off the Mexican coast, New York became the flagship of Rear Admiral Frank F. Fletcher that July.   The battleship remained in the vicinity of Veracruz until the end of the occupation in November.   Steaming north, it conducted a shakedown cruise before arriving at New York City in December.   While in port, New York hosted a Christmas party for local orphans.   Well-publicized, the event earned the battleship the moniker The Christmas Ship and established a reputation of public service.   Joining the Atlantic Fleet, New York spent much of 1916 conducting routine training exercises along the East Coast.   In 1917, following the US entry into World War I, the battleship became flagship of Rear Admiral Hugh Rodmans Battleship Division 9.    That fall, Rodmans ships received orders to reinforce Admiral Sir David Beattys British Grand Fleet.   Reaching Scapa Flow on December 7, the force was re-designated the 6th Battle Squadron.   Commencing training and gunnery exercises, New York stood out as the best American ship in the squadron.   Tasked with escorting convoys in the North Sea, the battleship accidentally rammed a German U-boat on the night of October 14, 1918 as it entered Pentland Firth.   The encounter broke off two of the battleships propeller blades and reduced its speed to 12 knots.   Crippled, it sailed for Rosyth for repairs.   En route, New York  came under attack from another U-boat, but the torpedoes missed.   Repaired, it rejoined the fleet to escort the German High Seas Fleet into internment following the wars conclusion in November.    USS New York (BB-34) - Interwar Years: Briefly returning to New York City, New York then escorted President Woodrow Wilson, aboard the liner SS George Washington, to Brest, France to take part in the peace negotiations.   Resuming peacetime operations, the battleship conducted training activities in home water before a brief refit which saw a reduction in the 5 armament and the addition of 3 anti-aircraft guns.   Transferred to the Pacific later in 1919, New York began service with the Pacific Fleet with San Diego serving as its home port.   Returning east in 1926, it entered Norfolk Navy Yard for an extensive modernization program.   This saw the coal-fired boilers replaced with new Bureau Express oil-fired models, the trunking of the two funnels into one, installation of an aircraft catapult on the amidships turret, addition of torpedo bulges, and the replacement of the lattice masts with new tripod ones.   After conducting training with USS Pennsylvania (BB-38) and USS Arizona (BB-39) in late 1928 and early 1929, New York resumed routine operations with the Pacific Fleet.   In 1937, the battleship was selected to transport Rodman to Britain where he was to serve as the US Navys official representative at the coronation of King George VI.   While there, it took part in the Grand Naval Review as the lone American vessel.   Returning home, New York commenced a refit which saw the expansion of its anti-aircraft armament as well as the installation of XAF radar set.   The second ship to receive this new technology, the battleship conducted tests of this equipment as well as transported midshipmen on training cruises. USS New York (BB-34) - World War II: With the beginning of World War II in Europe in September 1939, New York received orders to join the Neutrality Patrol in the North Atlantic.   Operating in these waters, it worked to protect the sea lanes against encroachment by German submarines.   Continuing in this role, it later escorted American troops to Iceland in July 1941.   In need of further modernization, New York entered the yard and was there when the Japanese attacked Pearl Harbor on December 7.   With the nation at war, work on the ship moved quickly and it returned to active duty four weeks later.   An older battleship, New York spent much of 1942 aiding in escorting convoys to Scotland.   This duty was broken up in July when its anti-aircraft armament underwent a major enhancement at Norfolk.   Departing Hampton Roads in October, New York joined the Allied fleet to support the Operation Torch landings in North Africa. On November 8, in company with USS Philadelphia, New York attacked Vichy French positions around Safi.   Providing naval gunfire support for the 47th Infantry Division, the battleship neutralized enemy shore batteries before steaming north to join Allied forces off Casablanca.   It continued to operate off North Africa until retiring to Norfolk on November 14.   Resuming escort duties, New York shepherded convoys to North Africa into 1943.   Later that year, it underwent a final overhaul which saw further additions to its anti-aircraft armament.   Assigned to the Chesapeake as a gunnery training ship, New York spent from July 1943 to June 1944 engaged in educating sailors for the fleet.   Though effective in this role, it badly reduced morale among the permanent crew. USS New York (BB-34) - Pacific Theater: Following a series of midshipmen cruises in the summer of 1944, New York received orders to transfer to the Pacific.   Passing through the Panama Canal that fall, it arrived at Long Beach on December 9.   Completing refresher training on the West Coast, the battleship steamed west and joined the support group for the invasion of Iwo Jima.   En route, New York lost a blade from one of its propellers which necessitated temporary repairs at Eniwetok.   Rejoining the fleet, it was in position on February 16 and commenced a three-day bombardment of the island.   Withdrawing on the 19th, New York underwent permanent repairs at Manus before resuming service with Task Force 54.    Sailing from Ulithi, New York and its consorts arrived off Okinawa on March 27 and began bombardment of the island in preparation for the Allied invasion.   Remaining offshore after the landings, the battleship provided naval gunfire support for the troops on the island.   On April 14, New York narrowly missed being struck by a kamikaze though the attack resulted in the loss of one its spotting aircraft.   After operating in the vicinity of Okinawa for two and half months, the battleship departed for Pearl Harbor on June 11 to have its guns relined.   Entering the harbor on July 1, it was there when the war ended the following month. USS New York (BB-34) - Postwar: In early September, New York conducted an Operation Magic Carpet cruise from Pearl Harbor to San Pedro to return American servicemen home.   Concluding this assignment, it shifted to the Atlantic to take part in Navy Day festivities in New York City.   Due to its age, New York was selected as a target ship for the Operation Crossroads atomic tests at Bikini Atoll in July 1946.   Surviving both the Able and Baker tests, the battleship returned to Pearl Harbor under tow for further examination.   Formally decommissioned on August 29, 1946, New York was taken from port on July 6, 1948 and sunk as a target. Selected Sources: DANFS: USS  New York  (BB-34)NHHC: USS  New York  (BB-34)MaritimeQuest: USS  New York  (BB-34)

Scientific Support for Coaches Essay Example | Topics and Well Written Essays - 2500 words

Scientific Support for Coaches - Essay Example This is a simple indication of the research done to understand the coaching behavior practically undertaken within this schooling institution (Carling, Reilly, & Williams, 2009, p. 3). Therefore, the following paper will look into the significance, source and impact of a coach’s behavior towards the players, and the scientific approach taken and attained towards solving or improving the issue. The factors considered in the research video clips include the means by which the coach shows the drills, how he or she fines the players, the feelings of the coach, and how leading he or she is within and outside the team. Therefore, it is not that significant what the coach utters for every word. After watching both video clips, the coaching behavior and experience there are overall things not only about the film, but the scientific aspect of the study’s aim. Supporting the coach is a prosperous factor of scientific knowledge obtained on the basis of studies carried out with athletes. Data is accessible to maintain the coach and athlete in every zone of training and advancement as well as nutrition, biomechanics, physiology, mental and medication. There are several methodical techniques to measure and assess the athlete’s behavior. For example, computer-assisted evaluation of VO2 max, lactate amounts, running methodologies are a number of the methods. The art of coaching pulls in the moment the coach has to evaluate the methodical information and convert it into coaching and training schedules to assist the athlete. This evaluation depends entirely on the skills and behavior of the coach. The knowledge of the sport or event ought to be a concern of the player and the coach as well. By comprehending the science behind the coaching skills and experience is the foundation of training. It is also an elegant and exercise schedule that can be advanced and assist a