The Death of the Ball Turret Gunner free essay sample

The paper analyzes the poem The Death of the Ball Turrett Gunner by American poet Randall Jarrell. An analysis of the poem The Death of the Ball Turrett Gunner by Randall Jarrell about a plane gunner and his death in battle. The paper covers areas such as denotation and connotation, imagery, literary techniques, symbols, irony and tone of the poem. Flak, nightmare and woke are words especially well chosen. Flak in the poem refers to flak from machine-gun fire but the word flak also has a second meaning of criticism. This double meaning implies that he is disliked with the actual flak a product of this dislike. Jarrell then describes the fighters shooting at the gunner as nightmare fighters. The word nightmare on one level means terrible but on another links to the feeling of the complete terror in a nightmare. This double meaning gives an insight into the gunners fear. We will write a custom essay sample on The Death of the Ball Turret Gunner or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The word woke also has important connotations. While the denotation to wake is important, it also implies a greater significance in the connotation meaning becoming aware of. The woke then means not only that he woke up but also that he realized something.

How to Do Well on ACT Science for Non-Science People

How to Do Well on ACT Science for Non-Science People SAT / ACT Prep Online Guides and Tips ACT Science is really a misnomer.The test should be called the â€Å"reading with very confusing big words and tricky visuals† section.The reason ACT Science does not force you to memorize AP level Bio or complete IB Physics HL problems is that not everyone takes all of that math in high school. For ACT Science to be a fair standardized test for all high school students, the test asks you about basic science concepts in tricky or confusing ways. If you're one of those people who runs away from Math and Science Questions or considers themselves a writer or artistrather than a scientist or mathematician, do not fear! You can still get a 36 on ACT Science. The keys to success on ACT Science for non-science people are: Focusing only on what you need to know and practicing those skills, specifically: Scientific Method The 13 topics the ACT Science section expects you to know Reading visuals Avoiding the science terms Focusing on the reading aspect I'll delve into these three topics below. Focusing Only on What You Need to Know and Practicing Those Skills As I mentioned above, there is very, very little actual science you need to understand for ACT Science. However, you do need to have a basic understanding of these three categories. Scientific Method This is the basis for all of the passages in the ACT Science section.I will give you a basic summary of the scientific method, and you can read more about it in my Experimental Design question article.Scientists use the scientific method for all experiments. Scientists begin by observing something they want to study such as the freezing point of water. They notice water freezes somewhere between -5 and 5 degrees Celsius and want to know at exactly what temperature it will happen.Scientists then make a prediction or a hypothesis about what will happen. These scientists predict that the water will freeze at 1 degree Celsius. Scientists then conduct an experiment to test this hypothesis. To conduct an experiment, scientists use independent variables and dependent variable.The variables that the scientists actively change are the independent variables. The variables that they then observe are the dependent variables.In this case, the scientists put 5 g of water into freezers. Each freezer is set to a different measurement: -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, or 5 degrees Celsius. The freezer temperature is the independent variable.After 2 hours, the scientists check each freezer and note whether the water in the freezer is solid or liquid. Liquid or solid is the dependent variable. Scientists then draw a conclusion from the results.The scientists find that all water at or below 0 degrees Celsius froze while all water at or above 1 degree Celsius remained a liquid.So, their hypothesis was incorrect. Water freezes at 0 degrees Celsius. ACT Science Tip: You do not need to memorize the steps of the scientific method to ace the ACT Science section.You just need to understand that Scientists are looking to see how a change in one thing affects the outcome. How a change in the independent variable affects the dependent variable.You need to be able to distinguish between these variables on the test.Check out our Experimental Design article for more practice on this topic. The 13 Topics ACT Science Expect You to Know There are 13 science topics that the ACT Science section expects you to know, ranging from basic cell biology to how gravity works.There will only be 4 questions per test on these topics (out of 40 questions), and the ACT will not give you information on these topics in the passage.Check out this previous knowledge question below: In order to answer this question, you need to use the information from the passage, that â€Å"A pre-MS star becomes an MS star when the star produces the majority of its energy by fusing hydrogen nuclei (protons) at its center to make helium nuclei.†On top of this information, you need to know that protons are positively charged and like charges repel each other.So, the answer is G. I wrote an entire article covering all13 topics: check it out here.Make flashcards for each topic and drill them until you know them.If you are looking to score a 30 or below on ACT Science, do not stress too much about memorizing these topics as you could get all 4 questions wrong and still score around a 30. Instead, focuson the next skill covered, as it is the most tested: Reading Visuals This is the key to success on all ACT Science Passages.This is the most tested skill on the ACT Science section.Learn the basics of reading graphs and other visuals through our article on Factual Questions: How to Read Graphs, Tables and Data.Continue to practice this skill by taking ACT Science Practice Tests: check out our article on where to find the best practice tests. Avoiding the Science Terms As I said before, ACT Science is really a misnomer.You DO NOT need to comprehend the large science terms used in the passages.If you do need to know it to answer a question, the passage will explain what it means. See the example below: You can see in this passage they give you definitions for most of the terms: refracted, seismograph, focus, shadowzone, the types of seismic waves, the difference between p and s waves. When the ACT Science section doesn’t give you the definition of a word, don’t sweat it.Think of ACT Science questions as a matching game.You see a word you don’t understand in the question like average change in AGTB, and you match the word to its partner in the visuals: You never actually have to explain what it means. DO NOT stress over these big terms.Think of them as placeholders. Focus on the Reading Aspect As I’ve said many times, ACT Science is not really a science test; it is a reading test.So if you are a writer/artist, who loves to read, focus on that aspect.Think of it as reading section #2 where you happen to read about science experiments or studies.Read our article on The Best Strategies for Reading ACT Science Passages to make sure you are getting the most out of your reading skills. Recap Do not worry about your dislike of science; you can still get a 36 on the Science section.Study the material you need to know: Make sure you understand the scientific method. Check out our article on Experimental Design for more information. Study the only actual science material you need to know. Make flashcards using our other article The Only Actual Science You Need to Know for ACT Science Practice reading visuals as it is the most tested skill on the ACT Science section. Check out our article on Factual Questions: How to Read Graphs, Tables, and Data for more information. Do not get caught up in the big, scary science terms. Instead, think of the section as a matching game.Focus on the reading aspect if you enjoy reading! What’s Next? Keep practicing by learningabout the different types of ACT Science questions suchasfactual questions,interpreting trends questions, experimental design questions, and interpreting experiments questions. In a hurry to study for the ACT? Learnhow to cram. Not sure where you want to go to college? We can help you pick your target school and figure out what should be your target ACT score. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Applied Financial Management Essay Example | Topics and Well Written Essays - 5000 words

Applied Financial Management - Essay Example The analysis is conducting implying accounting theories and principles. Caterpillar Inc is a leading American heavy equipment and machinery manufacturer and distributor. The company is a subsidiary of Caterpillar (CAT). The company is recognized as the leading manufacturer of construction machinery, equipment, engines and turbines. According to the Fortune 500 listing the company ranks number one among 44 industries across the globe and is currently headquartered in Peroria, Illinois (Annual Report: Caterpillar Inc., 2014). The Company was initially established in 1925 under the name of Caterpillar Tractor Company that was then re-organized under the name of Caterpillar Inc in 1986 (Annual Report: Caterpillar Inc., 2014). The primary operations of the company compresses manufacturing and distribution, having manufacturing plant located in more than 110 facilities across the globe among that 51 plants are located in United States and others are located in the different countries worldwide. In addition, the company also provides financial services to its customers in order to provide financial alternatives for the customers to acquire Caterpillar Products. The company acquires assets of net worth, more than US$89 billion with an average revenue turnover of US$55.6 billion (Annual Report: Caterpillar Inc., 2014). The growth and expansion of the company are subjected to its effective financial management practice and performance. The outlook of the financial practices and policies of the company are analyzed to evaluate financial management practices of the company. Caterpillar has constantly expanded with the passage and sustained its financial performance in different economic conditions. The company has ensured its financial practices and policies anticipating its financial positioning in the global market. The section of the report

The Cause of Aggressive Crime Essay Example | Topics and Well Written Essays - 500 words

The Cause of Aggressive Crime - Essay Example impulse control is important in violent crime, as studies have shown that it can be (Roy & Linnoila, 1988), and that this could have come from an inability to manage anger through parenting control. I also felt that this could be linked to seeing others commit violent acts, particularly during development. Many others feel a similar way, as the suggestion that violent video games can be triggering for young people has shown (Siegel, 2011). This is part of the sociological positivism theory of crime , and relies on the thought that a person is not necessarily born bad, but is a result of many different interacting factors in his or her history. However, there are three other theories about the causes of violent crime, including biological positivism, psychological positivism and rational cause (Siegel, 2011). After studying this topic in more detail, it seems as though rational cause theories may be more applicable to other forms of crime (such as tax evasion, which require more thought) than to violent crime. In this sense, my views on violent crime have not changed, as I had never held the belief that someone makes a choice in their own right to become aggressive or violent. However, it is interesting to consider biological and psychological theories for crime, as there appear to be a lot of different elements that interact to create a person susceptible to violent impulses (Fajnzylber, Lederman & Loayza, 2002). Psychological positivism suggests that violence and aggression may be a result of offender mental illness or that they may have a personality disorder (Blackburn, 1993). This illness or disorder may have stemmed from biological factors or be a result of trauma, so it includes some aspects of sociological positivism (Blackburn, 1993). Biological positivism also helps to illustrate that there are different biological features of a person that may cause them to be more violent or aggressive, such as having a lower heart rate (Blackburn, 1993). I fell that

Impact of Slavery System on African Continent and Its People Essay

Impact of Slavery System on African Continent and Its People - Essay Example Efforts of Africans in these plantations are what made America and Western countries to be the way they are today (Mentan, 2010). Nevertheless, slave trade, according to Anne Caroline Bailey, had profound effect to the social, political, and economic situations and structure of African continent and its people (Bailey, 2005). Therefore, efforts have to be made in identifying and analyzing the effects of slave trade to African continent and its people. Impact of Slave System to African Continent Slavery gave rise to the Trans-Atlantic trade, which has been identified as the main cause of numerous political, social, and economic malaises that befell the continent of Africa. Slave system largely transformed the African society, and this transformation persisted into the future of Africa. Walter Rodney argues that Atlantic slave trade did African continent more harms than benefits, a situation that has remained detrimental to the African societies (Leslie and Rucker, 2010). More so, Afri can in post-colonial era continued to writhe from the detrimental effects of slave trade (Leslie and Rucker, 2010). Slave trade system has been associated with under-development in Africa, especially from the detrimental effects it had on population, economy, agriculture, and stability (Leslie and Rucker, 2010). Inikori and Engerman (1992) argue that slave trade was responsible for the creation of more arbitrary and centralized warrior state, which in turn encouraged social conflict and increased violence. Moreover, the trade led to loss of population, decline in productivity, and increase in exposure to famine (Inikori and Engerman, 1992). At the same time, Becker (1977) asserts that slave trade was responsible to the detrimental effects to the African continent such as the increased wars, state instability and militarization of the society, and lastly, declined food production, which led to more deaths (Inikori and Engerman, 1992). Sharp and Schomp (2006) on the other hand, are co nvinced that the primary political impact of transatlantic slave trade was the entry of Western powers into Africa which led to subsequent colonization. The authors observe that the Western nations reaped huge profits from selling African slaves and gained profits from plantations in which slaves worked. As a result, they became powerful over weak African continent, and this situation led to colonization of the continent after the Berlin Conference of 1884 (Sharp and Schomp, 2006). Of course, the effects of colonialism are well articulated among majority of authors. Colonialism is associated with rampant underdevelopment of the continent, persistence of the culture of corruption and resource stealing, and many more evils the colonialist planted on the continent. On overall, slave system as manifested through transatlantic trade transformed the African continent in such way that its key institutions and stimulus for development and progress were suffocated and stagnated, a situation that has led African continent to lag behind in terms of developments. Impact of Slave System to the People of Africa Apart from the economic and institutional impact slave

Why Plagiarism is a serious academic offence

Why Plagiarism is a serious academic offence The plagiarism is identified in student works, the student has been penalized according to plagiarism existing policy by the academic institute in the United Kingdom therefore teachers and students point of view plagiarism is seem as serious academic offence. An the most of international students are not-native speakers and English has a third or second language and due to their earlier education background, grip of English language or communicating as well writing skills are not that standard as an native student, even the culture different play major roll to understand Western Construct of Plagiarism, why the international student facing much challenges then UK students in relation to plagiarism. Why Student Plagiarise: Many international students are not aware regarding plagiarism in their previous education in the home country. On other hand at UK into the class room teacher applying their ideas that student learn academic writing through a process of acquisition Patch writing support their views that students are involving as academic writers, therefore student find difficulty to achieving the balance between reliance on academic books and his own analysis ability. In reality, we are leaving in aged of Information Technology where World Wide Web (WWW) or internet brings the plagiarism for student; the internet has re-articulated the role and meaning of authorship in a number of way or composite techniques. Unfair Practice to Plagiarism In that case, if unintentional plagiarism is a situation where students are unwarily cross the border of academic integrity, now this is the big questions of teacher and academic management weather student will penalized or not, in case of this term plagiarism policy is unfair and practice should be flexible so that students get justice. In this study researcher going to analysis the differences in understanding between home (UK) foundation students and international foundation students as well usefulness of the distinction between intentional and unintentional plagiarism to justice unfair plagiarism practice at UK university through qualitative research. METHODOLOGY The nature of research is subjective so that qualitative research is most suitable for this study and gathering data through pilot questionnaires, with regard to achieving aim of the study issued to comparative statement to plagiarism between international students and UK students and unfair plagiarism practice at UK universities. The questionnaires were set out and design according to findings and self administrative questionnaires distributed to all 38 participants at different colleges and universities campus, included 14 were native students and 24 international students respectively Asians were 10, Africans were 8 and from gulf were 8 and overall respondents rate was 95%. The self administrative questionnaires conducted into the two groups first international students from 14 different countries and subsequent native students within the United Kingdom, the intention of finding and analysis issues of plagiarism and its related topics such as culture and cultural factor, intentional and unintentional plagiarism. All the questions were design in intention of this study and obtained by self administrative questionnaires. International Native Student Plagiarism This chapter intends to investigation and analyzes being collected data through questionnaires and the results explored the key issue in this topic and illustrate appropriate conclusion regarding international student face greater challenges than UK students in relation to plagiarism and unfair practices at UK universities. The table 1 explain that apart from 38 students, 100% native students aware about plagiarism and having a well experience of academic writing where as only 58% international students aware about plagiarism and just 33% students having a experience of academic writing in their under-graduation degree, while 79% native students have a sound knowledge of Harvard references style however just 54% international students knows about Harvard references style. The most of respondents confirmed that they plagiarised and respectively 64% and 63% native and international students copy other people work in their own as well 36% and 46% native and international student copied their some work from internet without acknowledgement, even majority of international student admitted that in your home country from any text book not at problem. In term of culture and plagiarism, 71% international student faces a language and communication skills problem, however respectively 57% and 58% native and international students have a lack of individual value and 57% native and 38% international student having problem with lack of research skills and deep subject knowledge. Respectively 43% and 71% native students has an laziness and overconfident to get works ready within couple of days on other hand 25% and 54% international students has laziness or overconfident on the other side respectively 54% and 50% international students having a pressure to home and they believe to share work with others/friends while just 43% and 29% native students having a pressure from home and believe to share works. Table 1 Results for plagiarism Questions Posed Yes/No Native Students (14) International Students (24) Asian Students (10) African Students (8) Do you know and heard about plagiarism before university Y 14 7 3 N 0 3 5 Do you have educational experience of academic writing in undergraduate Y 14 4 2 N 0 6 6 Do you know what is hardware references style you well informed Y 11 6 3 N 2 4 5 Ever Plagiarised Y 12 9 6 N 2 1 2 Have you copied other people work in your own Y 9 6 5 N 5 4 3 Have you cope and pest from the internet without acknowledgement Y 5 4 5 N 9 6 3 Have you faced a language problem Y 0 7 6 N 14 3 2 Respect of Authority Y 8 9 6 N 6 1 2 Individual Vales (Poor time management, lack of self regulation, fear of failure etc) Y 8 6 4 N 6 4 4 Lack of research skills and deep subject knowledge Y 8 4 3 N 6 6 4 Laziness or Carelessness Y 6 2 3 N 8 8 5 Pressure from home and to write academic standard Y 6 6 3 N 8 4 5 Easier work with friend or sharing work is OK Y 4 6 4 N 10 4 4 Self confident to get work done within couple of days Y 10 4 5 N 4 6 3 Conclusion: The output of this little study describe that international student plagiarism due to, they are not shimmering aware of plagiarism as well references style by the university or college were they attending, even lack of academic writing experiences for their previous study in home country, even some cultural issue such as language problem, lack of research knowledge and presentation skills. Finding from this study students from overseas they cannot easily understand the UK existing practise of Plagiarised so that UK academics intuition should provide and set out the training in referencing skills, academic writing, poor study and research skills and existing plagiarism law. In the regards unfair practice, majority of students unintentionally plagiarised, they are not copy and pest text from the internet, even do not copied work from others and always others works copied from their own words even though lot of students were unintentionally plagiarised in terms of this regards plagiarism practice should be flexible. Part B: This is paragraph about contemporary British people had a rather patronizing attitude with other countries people as well British government policies with the other countries.

John Keats techniques to evoke the readers senses Essay -- essays pape

John Keats techniques to evoke the readers senses Question: Examine various techniques a poet can use to evoke reader response to a subject in reference to two or more poems Answer: John Keats uses various techniques in his compositions to evoke a reader’s response to his theme. In Keats’s poem, â€Å"On first looking into Chapman’s Homer† depicts Keats’s emotions and feelings after being read Chapman’s Elizabethan translation of the Odyssey. To show the magnitude of his delight, Keats compares his feelings to those of many explorers, who discover the wonders of the world and universe. On first looking into Chapman’s Homer is an Italian sonnet, with 14 lines, in the classic rhyme pattern of abbaabbacdcdcd, and is written in an iambic pentametre which gives the poem a lyrical flow. The poem begins with a calm beginning, in the voice of ripe experience. â€Å"Much have I traveled in the realms of gold. And many goodly states and kingdoms seen;† The calm beginning then mounts to the excitement of the climax towards the end. â€Å"Wild surmise† which is then confirmed by the ne...

Coal Crimes of Buffalo Creek

Let us imagine that one day a natural disaster hits your town, you watched everyone you know lose their homes, and for some, their lives. Your life view most likely would be skewed for some time, but who could you blame? Nature? God? While tragic, an act of nature or god most often carries no great amount of blame with it. This is not the case in the Buffalo Creek incident however. It is important to note that the people of the Buffalo Creek area were deeply traumatized by this event, and their trust violated by those responsible for this incident. The Buffalo Creek incident is one of the most widely studied disasters in the U. S. and as Kai T. Erikson writes in his prologue to Everything in Its Path â€Å"It was a fairly contained disaster, as such things go, having taken place on a scale small enough to allow one to see it whole,†. There were a number of variables leading into that day, the day the â€Å"dam† gave way, and throughout the course of this paper I intend to trace the pattern back to the source of this disaster, the creator of a situation that certainly does deserve blame. What it comes down to in the aftermath of this disaster is whether to cast the guilt on the coal company that created the environment for this disaster, or the people of the valley who some might say had failed to save themselves. The coal company would trivialize the loss that the people of this valley community had undergone and try to label the flood an â€Å"act of God†. (Stern) I however, soundly took the side of these mountain people as I read about the coal industry’s molestation of their land, and the destruction of WV life as they had once known it. The coal industry creeped its way into the lives of West Virginians over the better part of a century. Although coal had always been rich in West Virginia’s land and it was know for sometime to be that way, coal companies did not gain access to most areas of WV including Logan County until the very early 1900‘s as railroads invaded the hills and valleys. Coal Company employment greatly changed the lives of W. Virginians over time, bringing them down from the mountain farms they used to live on, to factory like homes constructed in crowded valley mining towns. The miners of Logan County were also influenced heavily from the company to remain non-union workers which is to the ultimate benefit of the industry rather than the miner. The popularity of the studies into this disaster are not only beneficial to our response to disasters that are both man made and acts of god, but also to promote the protection and safety of a company’s workers through stricter safety guidelines. On the morning of February 26, 1972 132 million gallons of black water and coal waste forced its way through the impoundments that the Buffalo Mining Company had built in three stages over the span of two or three years. The Pittston Coal Company did not feel they needed to say sorry or offer retribution for the damages caused by their poor management and supervision of dam construction, this act is what sparked the defiance in the people victimized by the flood. (Erikson) Immediately following the disaster Pittston began doing damage control for the protection of the company and tried to place all of the responsibility away from themselves during the ensuing legal battles. Pittston lawyers immediately began treating the people left behind in the wake of the disaster as â€Å"potential adversaries in court action†, questioning them not about the state of their living conditions but instead about their ill will against the company (Erikson). During one of the interviews included in Everything in Its Path a former mine worker said Lawyers had asked him â€Å"Do you have any hard feelings against Pittston? † and â€Å"Do you believe they’ll talk to people? †. While these actions may have seemed like sensible legal maneuvers in Pittston’s legal team, they proved to seed a deep resentment toward the coal company in the minds of Buffalo Creek’s residents. The second mistake Pittston made, as described in The Buffalo Creek Disaster, was them stating that â€Å"the break in the dam was caused by flooding—an Act of God. (Stern). Throughout the works of both Kai T. Erikson and Gerald M. Stern there is a general consensus that the valley community being a largely religious group of people were provoked by this statement. In this respect Pittston ultimately did more to embolden their â€Å"adversaries† than they did to protect themselves from monetary loss in the end. Pittston Coal Company and the Buffalo Mining Company are the responsible parties for this man made disaster from the beginning of it’s creation until the day of the flood. The Buffalo Mining Co. nd Pittston both failed to learn from past mistakes during the construction of the dam system. Pittston ignored the poor quality of the dams built, previous complaints about the lack of emergency run off systems, and multiple previous failures of the dams which were simply patched and reinforced in the same faulty manner as the original was made. In March of 1971 several Coal Company officials noted that there was a significant slumping in dam 3 and it was estimated at â€Å"150 to 200 feet wide across the face of the dam and 20 to 30 feet from the face back. by testimony of Ben Tudor, General Superintendent, Buffalo Mining Company. Later that same month it was recorded that a West Virginia Department of Natural Resources inspector had listed a â€Å" â€Å". . . lack of emergency s pillway or overflow system from upper impoundment. † (In this instance, â€Å"upper impoundment† refers to Dam No. 3. )†. Despite these and many other alarming findings, no significant improvements were made before the dam system’s failure in 1972. (Kelley). On the day of the disaster, citizens of Buffalo Creek Valley had little or no warning from Pittston or the Buffalo Mining Co. f the impending danger until the wall of water had descended upon them. â€Å"Pittston Coal neglected to warn The Mining Bureau, the National Guard, the State Police, and even the Logan County Sheriff’s office. † (Stern). In Everything in Its Path Erikson includes several accounts of victims who had been given no warning at all that there was danger of a flood at that time. The importance of this disaster and its aftermath has permanently touched the way we handle disaster prevention, relief, post traumatic counseling, and hopefully future litigation. While the magnifying glass initially was held over the coal industry and specifically on the legal battle that the people of Buffalo Creek eventually would win, its scope has continued to broaden over years and will remain an important learning tool for use in varieties of disasters on the earth and humanity. Consider the lessons to be learned by all companies and corporations in respect to how they monitor the safety of their employees and the communities they have potential impact on. I ask you to consider the victims of the Buffalo Creek flood as brave pioneers into the world of disasters, and appreciate the advancements that have been made possible by their bravery. References Erikson, K. T. (1976). Everything in its Path: Destruction of Community in the Buffalo Creek Flood. New York, NY: Simon & Schuster Paperbacks. Kelley, J. H. , Dr. (1973). The Buffalo Creek Flood and Disaster: Official Report from the Governor’s Ad Hoc Commission of Inquiry. West Virginia Archives & History.

M16 Rifle and Higher Headquarters Essay Example

M16 Rifle and Higher Headquarters Essay Example M16 Rifle and Higher Headquarters Essay M16 Rifle and Higher Headquarters Essay Battle Drill 07-309502 React to Ambush (Near) TASK: React to Ambush (Near) (07-309502). CONDITIONS: (Dismounted/Mounted) The unit is moving tactically, conducting operations. The enemy initiates contact with direct fire within hand grenade range. All or part of the unit is receiving accurate enemy direct fire. This drill begins when the enemy initiates ambush within hand grenade range. STANDARDS: (Dismounted) Soldiers in the kill zone immediately return fire on known or suspected enemy positions and assault through the kill zone. Soldiers not n the kill zone locate and place well-aimed suppressive fire on the enemy. The unit assaults through the kill zone and destroys the enemy. (Mounted) Vehicle gunners immediately return fire on known or suspected enemy positions as the unit continues to move out of the kill zone. Soldiers on disabled vehicles in the kill zone dismount, occupy covered positions, and engage the enemy with accurate fire. Vehicle gunners and Soldiers outside the kill zone suppress the enemy. The unit assaults through the kill zone and destroys the enemy. The unit leader reports the contact to higher headquarters. ILLUSTRATIONS: Figures D9502-1 to -3. TASK STEPS AND PERFORMANCE MEASURES: 1 . Dismounted (see Figure D9502-1 Figure D9502-1. React to ambush (near) (dismounted). a. Soldiers in the kill zone execute one of the following two actions: Return fire immediately. If cover is not available, immediately, without order or signal, assault through the kill zone. (2) Return fire immediately. If cover is available, without order or signal, occupy the nearest covered position, and throw smoke grenades. See Figure D9502-2. ) Figure D9502-2. React to ambush (near) (dismounted) (continued). b. Soldiers in the kill zone assault through the ambush using fire and movement. c. Soldiers not in the kill zone identify the enemy location, place well-aimed suppressive fire on the enemys position and shift fire as Soldiers assault the objective. d. Soldiers assault through and destroy the enemy position. (See Figure D9502-3. ) Figure D9502-3. React to ambush (near) (dismounted) (continued). e. The unit leader reports the contact to higher headquarters. Mounted a. Vehicle gunners in the kill zone immediately return fire, while moving out of the kill zone. b. Soldiers in disabled vehicles in the kill zone immediately obscure themselves from the enemy with smoke, dismount if possible, seek covered positions, and return fire. c. Vehicle gunners and Soldiers outside of the kill zone identify the enemy positions, place well-aimed suppressive fire on the enemy, and shift fire as Soldiers assault the o bjective. d. Soldiers in the kill zone assault through the ambush and destroy the enemy. e. The unit leader reports the contact to higher Supporting Individual Tasks 071-010-0006 step l. a. (l) Engage Targets with an M249 Machine Gun 071-025-0007 Engage Targets with an M240B Machine Gun 071-030-0004 Step 2. a. Engage Targets with an MK 19 Machine Gun 071-054-0004 Step 2. b. Engage Targets with an M136 Launcher 071-100-0003 Engage Targets with an M4 or M4A1 Carbine 071-311-2007 Engage Targets with an M16-Series Rifle 071-311-2130 Engage Targets with an M203 Grenade Launcher 071-313-3454 Engage Targets with a Caliber . 50 M2 Machine Gun 071-325-4407 tep 1. . (2) Employ Hand Grenades 071-326-0501 Step l. b Move as a Member of a Fire Team 071-326-0502 Move Under Direct Fire 071-326-0513 Select Temporary Fighting Positions 071-326-0608 Step 2. e. Use Visual Signaling Techniques 071-326-5606 Step l. c. Select an Overwatch Position 071-410-0002 React to Direct Fire While Mounted 113-571-1022 Step 1 . e. Perform Voice Communications Supporting Products The Infantry Rifle Platoon an d Squad (FM 3-21. 8) The SBCT Infantry Rifle Platoon and Squad (FM 3-21. 9) The Warrior Ethos and Soldier combat Skills (FM 3-21. 75)

Definition of Indefinite Article

Definition of Indefinite Article An indefinite article, called an  artà ­culo  indefinido  in Spanish, makes a noun refer to a nonspecific item or items of its class. In English, there are only two indefinite articles, a and an. In Spanish, there are four indefinite articles,  un, una, unos, and unas. Spanish and English have different grammatical rules concerning when indefinite articles  are needed or should be omitted. Agreement in Number or Gender Matters In Spanish, number and gender make a difference. Is the word plural or singular? Is the word masculine or feminine? The Spanish indefinite article must agree with the gender and number of the noun that follows it. Singular Forms of the Indefinite Article There are two singular indefinite articles, un and una, translating to a or an.  Un is used when referring to a masculine word, for example, un  gato,  meaning, a cat. Una is used before a feminine word, as in una persona, meaning, a person. Plural Forms of the Indefinite Article There are two plural forms of indefinite articles in Spanish, unos  and unas, translating to a few or some. Unos is masculine. Unas is feminine. In this case, the correct form to use depends on the gender of the word being described,  for example, She is reading  some  books, can be translated to be  Ella lee  unos  libros.  Although a female is reading the books, the word being described is libros, which is a masculine word, therefore, the article uses the masculine form of the word. An example of unas  being used in a sentence would be,  Yo sà © unas palabras  en  espaà ±ol,  which means, I know a few words in Spanish. Although the word some is considered an indefinite article in Spanish, the word some is not classified as an indefinite article in English. Some is considered as an indefinite pronoun or a quantifier in English. Exceptions to the Rule With every language, there will always be exceptions to the rule. When a feminine singular noun begins with a stressed  ,  a, or  ha, the masculine indefinite article is used instead of the feminine indefinite article to aide in pronunciation. For example, the word,  guila, meaning, eagle, is a feminine word. When referring to an eagle, instead of saying una  guila, which sounds clunky in pronunciation, the grammar rule allows a speaker to say un  guila, which has a smoother flow. The plural form remains feminine because pronunciation is not affected when a speaker says,  unas  guilas. Similarly, the Spanish word for ax is hacha,  a feminine word. A speaker would say, un hacha, as the singular form and  unas hachas as the plural form.

False and Puffery Advertising Essay Example | Topics and Well Written Essays - 2000 words

False and Puffery Advertising - Essay Example Aside from these ethical issues, advertising is also considered to have an impact on activities of the industry and the society. According to Wolfe and Ferland (n.d.), â€Å"the goal of advertising is often to create a need, increase consumer awareness and ultimately influence consumers purchasing decisions.† It has been believed that the use of puffery in advertisement would be helpful and effective in order to build awareness and catch consumer’s attention. Puffery is vague promotional statements and claims that boost only the appeal of a product or service subjectively rather than objectively without a misleading intention that makes the advertisement immunized from regulation (Ford, 1996, p. 8). In legal aspects, false or deceptive advertisements are categorized as implied falsity, literal falsity, and puffery (Barigozzi & Peitz, 2007, p. 223). More often, puffery is not considered as deceptive advertising for it only used to indicate exaggerations, opinions, and su bjective claims about product qualities, properties, claims, slogans, and many more (Hunt, 2007). Puffery becomes deceptive only if it crosses the fine line of distinction between puffery and deceptive advertising such as falsely claiming superiority that affect consumer’s choices. Literal falsity refers to statements presumed to mislead consumer’s purchasing decision rather than general statements of opinions wherein no reasonable consumers are likely to rely (Matheson, 2009). Finally, advertisements that talk about facts but there is a hidden falsity across the information is called an implied falsity. The main thrust of this paper is to discuss ethical issues and situations about false and puffery advertising that has an impact on the industry and the society as a whole. Ethical and Social Responsibility From the ethical point of view, puffery and false or deceptive advertising are viewed as important elements in consumer’s choices and value through the highe st standard and accurate information that prevails in advertisements. In other words, in order for advertisements to be ethical, claims should be factually substantiated supported with empirical facts and evidences (Levinson & Godin, 1994, p. 36). Ethics in advertising is said to be an integral part of advertising itself because people who often read and see advertisements assumed that there are truths in advertising. As long as the advertisement did not imply nor literally guaranteed something in return upon promoting the product or services, the advertisement would not be considered unethical. Misrepresentations and deceptive aspects of advertising are among the common criticisms of ethics advertising. The issues take several forms and this include â€Å"using deceptive mock-ups, using untrue paid testimonials, inserting the word guarantee where nothing is guaranteed, quoting misleading prices, failing to disclose defects in a product, misleading disparaging a competitor’s goods, or simulating well-known brand names† (Velasquez, 2006). On the other hand, the deceptive aspects of advertising occurred if the conveyed information to the consumers such as the real attributes of the products or services are different from what have been advertised. In terms of social impact, criticisms are always part of advertising, sometimes it focused on the

Marketing transportation Essay Example | Topics and Well Written Essays - 250 words - 2

Marketing transportation - Essay Example A different political limit includes embargoes, or the ban of goods amid specific countries. Government plays an imperative role in restriction of cross border trade so as to promote their own goods. The government can involve itself with constructing marketable vessels and engaging in trade related activities so as to promote their own commercial fleet. The regime also supports their individual carriers through the implementation of cargo preference regulations. This needs the approval of the government to enable the careers to move freely in their countries. In the past, various global airlines were governmental owned with the state dictating their operations. The past 25 years have seen some government sponsored carriers being privatized. British Airways was owned by the government in 1980s (Czinkota, Ilkka and Marta). Logistics performance guide is an index to measure a country performance using six logical aspects. It was started as a way of recognizing the significance of logistics in international trade. The six aspects of logistics covered in the regulations include making the clearance process efficient by enhancing speed, procedures and inevitability. The use of border agencies and customs ease the process. It deals with improvement of the quality of trade and infrastructure such as the transport system. Performance index helps in simplicity of arrangement of competitively priced shipments, proficiency and value of logistics. This includes transportation operators and custom agencies. The performance index encourages the ability of the custom body in tracking and tracing goods. Ships are more efficient in that they are expected to follow a strict timetable and schedule so as to reach the predictable destination on