Herbert George Wells Essays - H. G. Wells, International PEN, Wells

Herbert George Wells Essays - H. G. Wells, International PEN, Wells Herbert George Wells In History, many writers have tried to touch on stories of science fiction, but were not too successful. One man though, by the name of Herbert George Wells has been considered by some to be the father of modern science fiction.(GeoCities.com) H.G. Wells as some may call him, have had various books, and stories that has made him very famous in the great book world around the nation, as far as modern science fiction goes. Wells best know books include, The Time Machine, The Invisible Man, The War of the Worlds and The Island Of Dr. Moreau. Out of 100 Books Wells wrote fifty of them were top sellers across the United States and many parts of the world. Many Critics seen Well's as a crazy and loony writer because of his illusional mind, But Wells seen his work as a piece of the world that everyone was afraid to touch on, but Wells was the crazy writer that did so. As far as many people were concerned, Wells was considered a great author for his work and one of the best authors of his ti me because of his imagination and delusional sense of mind. His writings were not like any others because he always wrote about the other side of the world no one dares t touch aliens and the world ending at that time. Now many writers have free-fall writing about science fiction because of our more sense on the science fiction life. Wells can be responsible for why we now talk about science fiction, Because in this world many things are still to be discovered and taught about and some people are too scared and afraid to see what is out there and when Wells found science fiction a whole new door opened. At the time this made him different from many writers because of his subjects but he was just as good as good as some and better than a lot. His sense and wonder for science fiction made him unique and very fascinating to the reader world. At First people we scarred to read Wells writing because they didnt know what to expect from a science fiction writer but once they got a hold of his first book they were fascinated, and thats how Wells succeeded. H.G.Wells had a past that was similar to many great writers but his unique backgrounds made him different. Wells was born in Bombay, Kent in 1866.(Geocities.com). His father was a shopkeeper, even though being a shopkeeper wasnt a great job' during those times but Wells father had a family to tend too so he had to do what he had to do. His mother on the other hand served from time to time and, also was a housekeeper at the newly estate. His fathers business failed and to elevate the family to middle class status, Wells apprenticed like his brothers to a draper, spending the years between the years of 1880 and 1883 in Wilson and South sea.(kirjasto.sci.fi/hgwells.com) His career as an author was fostered by unfortunate accident as a young child. He broke his leg in 4 places and spent a mandatory of the time resting and reading almost every book he could find(kirjasto.sci.fi/hgwells.htm). In 1883 Wells became a teache r/pupil at Midwest Grammar School. He was a very good teacher and many of students and staff seen him as a good and great teacher because of his ways he carried on his teaching and the was he taught his literary work. He obtained a scholarship to the Normal School of Science in London and studied their biology under T. H. Huxley.(kirjasto.sci.fi/hgwells.htm) He majored in biology and science and earned his degrees, this had a lot to do with how he got his knowledge for science fiction books and why he was so good at his work. However his intent fluted and in 1887, he left without a degree. He taught in private schools for four years, not taking his Bachelors degree until 1890. The next year he settled in London and by accident he married his cousin. Her name was Isabel, unfortunately he fell in love with her and forced her to marry him, but when he

USS Arkansas (BB-33) in World War II

USS Arkansas (BB-33) in World War II Nation:  United StatesType:  BattleshipShipyard:  New York Shipbuilding, Camden, NJLaid Down:  January 25, 1910Launched:  January 14, 1911Commissioned:  September 17, 1912Fate:  Sunk July 25, 1947, during Operation Crossroads USS Arkansas  (BB-33) - Specifications Displacement:  26,000  tonsLength:  562 ft.Beam:  93.1 ft.Draft:  28.5 ft.Propulsion:  12  Babcock and Wilcox  coal-fired boilers  with oil spray, 4-shaft  Parsons  direct-drive  steam turbinesSpeed:  20.5  knotsComplement:  1,063  men​ Armament (As Built) 12 Ãâ€"  12-inch/50 caliber Mark 7  guns21 Ãâ€"  5/51 caliber guns2 Ãâ€" 21  torpedo tubes USS Arkansas (BB-33) - Design Construction Conceived at the 1908 Newport Conference, the  Wyoming-class of battleship was the US Navys fourth type of dreadnought after the earlier  -,  -, and  -classes.  The first incarnations of the design came about through war games and debates as the earlier classes had not yet entered service.  Central among the conferences findings was the need for increasingly larger calibers of main guns.  During the latter months of 1908, discussions  ensued over the configuration and armament of the new class with various layouts  being considered.  On March 30, 1909, Congress authorized  construction of two Design 601 battleships.  The Design 601 plans  called for a ship approximately 20% larger than the  Florida-class and carrying twelve 12 guns.   Named  USS  Wyoming  (BB-32) and USS  Arkansas  (BB-33), the two ships of the new class were powered by twelve Babcock and Wilcox coal-fired boilers with direct drive turbines turning four propellers.  The arrangement of the main armament saw the twelve 12 guns mounted in  six twin turrets in  superfiring (one firing over the other) pairs forward, amidships, and aft.  To support the main guns, naval architects added twenty-one 5 guns with the bulk placed in individual casemates below the main deck. Additionally, the battleships carried two 21 torpedo tubes.  For protection, the  Wyoming-class utilized the main armor belt eleven inches thick.   Assigned to New York Shipbuilding Corporation in Camden, NJ, construction started  on Arkansas  on January 25, 1910.  Work advanced over the next year and  the new battleship entered the water on January 14, 1911, with Nancy Louise Macon of Helena, Arkansas  serving as sponsor.  Construction concluded the following year and  Arkansas  shifted to the Philadelphia Navy Yard where it entered commission on September 17, 1912, with Captain Roy C. Smith  in command. USS Arkansas (BB-33) - Early Service Departing Philadelphia,  Arkansas  steamed north to New York to take part in a fleet review for President William H. Taft.  Embarking the president, it then carried him south to the Panama Canal construction site before conducting a brief shakedown cruise.  Retrieving Taft,  Arkansas  transported him to Key West in December before joining the Atlantic Fleet.  Taking part in routine maneuvers during the majority of 1913, the battleship steamed for Europe that fall.  Making goodwill calls around the Mediterranean, it arrived in Naples in October and aided in celebrating the birthday of King Victor Emmanuel III.  Returning home,  Arkansas  sailed for the Gulf of Mexico in early 1914 as tensions with Mexico increased. In late April, Arkansas  took part in the US occupation of Veracruz.  Contributing four companies of infantry to the landing force, the battleship supported the fighting from offshore.  During the battle for the city,  Arkansas detachment sustained two killed while two members won the Medal of Honor for their actions.  Remaining in the vicinity through the summer, the battleship returned to Hampton Roads in October.  Following repairs at New York, Arkansas  began three years of standard operations with the Atlantic Fleet.  These consisted of training and exercises in northern waters during the summer months and in the Caribbean in the winter.   USS Arkansas (BB-33) - World War I Serving with Battleship Division 7 in early 1917, Arkansas  was in Virginia when the US entered World War I that April.  Over the next fourteen months, the battleship operated along the East Coast training gun crews.  In July 1918,  Arkansas  transited the Atlantic and relieved USS  Delaware  (BB-28) which was serving with the 6th Battle Squadron in Admiral Sir David Beattys British Grand Fleet. Operating with the 6th Battle Squadron for the remainder of the war, the battleship sortied in late November along with the Grand Fleet to escort the German High Seas Fleet into internment at Scapa Flow.  Detached from the Grand  Fleet on December 1,  Arkansas  and other American naval forces steamed for Brest, France where they met the liner SS  George Washington  which was carrying President Woodrow Wilson to the peace conference at Versailles.  This done, the battleship sailed for New York where it arrived on December 26. USS Arkansas (BB-33) - Interwar Years In May  1919,  Arkansas served as a guide ship for a flight of US Navy Curtiss NC flying boats as they attempted a trans-Atlantic flight before receiving  orders to join the Pacific Fleet that summer.  Passing through the Panama Canal,  Arkansas  spent two years in the Pacific during which time it visited Hawaii and Chile.  Returning to the Atlantic in 1921, the battleship spent the next four years conducting routine exercises and midshipmen training cruises.  Entering the Philadelphia Navy Yard in 1925,  Arkansas  underwent a modernization program which saw the installation of oil-fired boilers, a tripod mast aft, additional deck armor, as well as the trunking of the ships funnels into a single, larger funnel.  Rejoining the fleet in November 1926, the battleship spent the next several years in peacetime operations with the Atlantic and Scouting Fleets.  These included a variety of training cruises and fleet problems. Continuing to serve, Arkansas  was at Hampton Roads in September 1939 when World War II began in Europe.  Assigned to the Neutrality Patrol reserve force along with USS  New York  (BB-34), USS  Texas  (BB-35), and USS  Ranger  (CV-4), the battleship continued training activities into 1940.  The following July,  Arkansas  escorted US forces to the north to occupy Iceland before being present at the Atlantic Charter conference a month later.  Resuming service with the Neutrality Patrol, it was at Casco Bay, ME on December 7 when the Japanese attacked Pearl Harbor. USS Arkansas (BB-33) - World War II Following training activities in the North Atlantic,  Arkansas  arrived at Norfolk in March 1942 for an overhaul.  This saw a reduction in the vessels secondary armament and an enhancement of its anti-aircraft defenses.  After a shakedown cruise in the Chesapeake,  Arkansas  escorted a convoy to Scotland in August.  It repeated this run again in October.  Beginning in November, the battleship began protecting convoys bound for North Africa as part of Operation Torch.  Continuing in this duty until May 1943,  Arkansas  then moved to a training role in the Chesapeake.  That fall, it received orders to aid in escorting convoys to Ireland. In April 1944, Arkansas  commenced shore bombardment training in Irish waters in preparation for the invasion of Normandy.  Sortieing on June 3, the battleship joined Texas  in Group II before arriving off Omaha Beach three days later.  Opening fire at 5:52 AM,  Arkansas first shots in combat struck German positions behind the beach.  Continuing to engage targets through the day, it remained offshore supporting Allied operations for the next week.  Operating along the Norman coast for the rest of the month, Arkansas  shifted to the Mediterranean in July to provide fire support for Operation Dragoon.  Striking targets along the French Riviera in mid-August, the battleship then sailed for Boston. Undergoing a refit,  Arkansas  prepared for service in the Pacific.  Sailing in November, the battleship reached Ulithi in early 1945.  Assigned to Task Force 54,  Arkansas  took part in the invasion of Iwo Jima beginning on February 16.  Departing in March, it sailed for Okinawa where it provided fire support for Allied troops following the landings on April 1.  Remaining offshore into May, the battleships guns bombarded Japanese positions.  Withdrawn to Guam and then the Philippines, Arkansas  remained there into August.  Sailing for Okinawa late in the month, it was at sea when the word was received that the war had ended. USS Arkansas (BB-33) - Later Career Assigned to Operation Magic Carpet,  Arkansas  aided in returning American servicemen from the Pacific.  Employed in this role through the end of the year, the battleship then remained at San Francisco through the early part of 1946.  In May, it departed for Bikini Atoll via Pearl Harbor.  Arriving at Bikini in June, Arkansas  was designated as a target ship for the Operation Crossroads atomic bomb testing.  Surviving Test ABLE on July 1, the battleship was sunk on July 25 following the underwater detonation of Test BAKER.  Officially decommissioned four days later,  Arkansas  was struck from the Naval Vessel Register on August 15. Selected Sources DANFS: USS  Arkansas  (BB-33)NHHC: USS  Arkansas  (BB-33)U-boat.net: USS  Arkansas  (BB-33)

Public resource management Essay Example | Topics and Well Written Essays - 3000 words

Public resource management - Essay Example The Council plays a strategic role which is beyond the constricted confines of acting merely as providers of social housing. The Westminster Council Management has on the other hand, continually recognized the importance of local authority by getting involved in an outward looking approach and being part of the broader roles that range from social to economic perspectives (Hyman, 2010). The Westminster Council has at all times acted in various capacities as a facilitator, co-coordinator and as a financial source and delegate in acquiring the needed service from other stakeholders. In particular, the Planning and Housing Departments have worked well together by using their powers, part of which includes compulsory purchase aimed at attaining the match needed effort of reduced housing shortage outcomes. Beyond service delivery, Westminster is the centre of national government. This is reflected in the number of workers in the public sector, in the city. Tourism activities and entertain ment related industries have been identified as potential employers. To this extent, serving as the economy’s driver, considering that Westminster is well known for its ever growing sector in the West End region. Market forces that are experienced globally have an impact on valuation, and availability of accommodation and this is well replicated in this city. This can be viewed in the way government regulations set to control council practices. To a large extent, they have been instrumental as they have worked beyond management of the Westminster Council as well as adopted policies of the Greater London Authority in determining the desired quality of affordable housing. Decisions made by the private sector landlords and investors can be influenced by limited extent by the local authority itself in seeking solutions to housing ills. It therefore, remains clear for the commission to direct its recommendations to these other targets within the Great London but in particular focu s on Westminster City Council (Palmer, Kenway and Wilcox, 2006). Background Information Westminster was incorporated in 1911. The city’s progressive council is recognized for excellent performance in management and full delivery of services to businesses and the neighboring community. All this is achieved without additional help from either districts or taxing authorities (Hyman, 2010). The report explores layers of complexity that undermine the good intentions in solving housing problems. Apart form handling housing issues, Westminster Council is responsible in providing parking space, recreational venues, and library and water services to the residents aw well as waste collection services and security to the city dwellers. Budget Development Objectives Westminster, as any other organization, has its own consideration that has been behind repeated success and growth of the council. This has been an influential means of raising the council’s operational efficiency in t he previous years. However, it is vital to realize that not any of the recognized ideas can be accomplished if there are no clear financial limitations built in the budgeting process from the beginning. In formulating a realistic budget, Westminster’s strategies are often based on four major dimensions. These are: The council management, planners and interested stakeholders have to identify

Language in society Assignment Example | Topics and Well Written Essays - 1750 words

Language in society - Assignment Example Gender stereotypes are basic generalizations about the gender attributes, variations and the roles of individuals or groups. Gender stereotypes can be both positive and negative, perpetuated when people automatically apply assumptions based on gender to others in disregard of evidence to the contrary.Looking at the linguistic behavior of both women and men across languages; we will identify many specific differences. Gender stereotypes can be identified in the use of language in diverse contexts. Historically, Language forms may maintain old attitudes which portray men as morally, intellectually, spiritually or absolutely superior to women. Men and women are socially diverse in that society places special social roles for them, expecting different patterns of behavior (Trudgill, 1992). This may cause offence in today’s society, so we view these forms as appropriate for change. For example, terms such as men, man or mankind depict male as the norm-the term for the species or pe ople in general is identical to that referring to one sex only. It had been so different three years ago, the night she'd met Stefan de Vaux. There'd been a party. Bella always threw a party when she'd sold a picture because poverty, she'd explained, was a great inspiration. She'd been wearing a brilliant blue caftan, her fair hair twisted on the top of her head, the severity of it accenting her high cheekbones, the little jade Buddha gleaming on its silver chain round her neck. Claire, pale from England and the illness that had allowed her to come to Tangier to recuperate, had been passed from guest to guest - "Ah, you're Bella's cousin" - like a plate of canapes, she thought ruefully, attractive but unexciting. Until Stefan de Vaux had taken her out onto the balcony and kissed her. "Well?" he'd said softly, in his lightly accented voice, letting her go at last, and she had just stood there, staring at him, at his lean, outrageously handsome face, his laughing mouth, amber brown ey es. "Angry? Pleased? Shocked?" And she'd blushed furiously, feeling all three. This article can be analyzed to reveal whether men and women speak differently, and to explore the nature of masculinity and femininity and their association to ideologies conveyed in language. Women supposedly speak in emphatic language that includes the use of italics. For example, the speaker in the article uses the words ‘so different’ or ‘ruefully’ to create emphasis in her speech. Use of redundant qualifiers, also linked to women’s language is evident in the phrases ‘attractive but unexciting’, ‘lightly accented voice’, ‘outrageously handsome face’ and ‘amber brown eyes’. The speaker employs the use of direct quotation when she talks of â€Å"Ah, you're Bella's cousin", "Angry? Pleased? Shocked?" and "Well?" in her description of the conversations between characters. Use of special lexis of color can be identified in the phrases ‘a brilliant blue caftan’ and ‘silver chain’. Women use questions more often in speech as a rhetorical means of engaging the other partner’s conversational contribution or of getting attention from others conversationally. This can be spotted in the article where the speaker asks the

Kant’s Categorical Imperatives Essay -- Kants Moral Philosophy

In order to evaluate whether one’s actions are moral, we use many moral dilemmas. One of them is Kant’s categorical imperative. This essay presents Kant’s project of categorical imperative. Then, I will explain that rulers should appeal to Kant’s categorical imperative when making foreign policy decision. In order to support my point of view, I will give importance to the reasons of why rulers appeal to categorical imperative when making foreign policy, so I have two reasons for this. One of them is that states depend on each other in economically and politically. Thus, in order to provide this stability which means that continue to stay among other states, states should act through the principles of categorical imperative which are universally valid, good intention and never using people or other states as means to end. The second reason is that if rulers appeal to categorical imperative when making foreign policy decisions, the world can be more pe aceful. Since, wars and conflicts which are caused by bad intention, using other people or states as means for gaining advantages which are not universally valid can be hindered by categorical imperatives. Finally, I will conclude that the Kant’s categorical imperatives are still valid and necessary when rulers are making foreign policy decisions.   Ã‚  Ã‚  Ã‚  Ã‚  If we explain briefly Kant’s categorical imperative, there are basically three principles that represent it. These are universal law, ends as a means and the importance of intention in conducting of human behaviour. Firstly, according to Kant, one’s action should be universally valid. Universal validity means that people should think behaviours and they need to judge their own behaviours or actions are morally acceptable or not. When you think of your behaviour, if you decide that everyone acts in the same way with me, then the action become universal and moral. The second principle of categorical imperative is that people must respect others and never use them for achieving some goals. Lastly, the third but the most important criterion of categorical imperative is maxim, which means intention. Moral value is determined by the intention of people, which is called general maxim. If your intention is good, then your action is moral. The consequences of your action are not important, the most important thing is your intention. For this reason, being moral in... ... a means to their ends. As a result of this kind of action, war between states is inevitable. It is because when one state can act in that way toward others then, other states also act in similar way. For this reason, their interests can be probably conflicted and chaos in world politics can arise. However, if states take into account the principles of categorical imperative, there will be probably no conflict or chaos in the world politics.   Ã‚  Ã‚  Ã‚  Ã‚  In conclusion, when the principles of categorical imperative are concerned, we easily realise that they depend on each other and they help us to evaluate the actions, which are moral. These principles of categorical imperative have the same goal that is being moral. For to be moral, the actions should be universal and should not have the aim of using others in order to gain advantages. If rulers conduct through the principles of categorical imperative then, it is obvious that the world would be more peaceful and fair. However, these obligations are not put into practise in today’s world politics. But, it is enough to know that categorical imperative is still valid and is necessary to apply to today’s conditions of foreign policy.   Ã‚  Ã‚  Ã‚  Ã‚  

Principles of assessment in lifelong learning Essay

1.1Explain the types of assessment used in lifelong learning. (150 words approx.) Initial/diagnostic assessment can be taken before learner’s enrollment for a course. This is a way of finding out whether the prospective course is suitable for a student and meets the learner’s needs or not. Formative assessment can be taken during the programme or a course. Teachers use assessments in their teaching sessions to make judgement about their learners. Summative assessment is used to outline or work out the level of achievement. Summative assessment is used for a final judgement about the learning achievements. Formal assessment is used where there is a need to assess learners under controlled conditions. Informal assessment is used as an ongoing check on understanding without control conditions. This is an aid for a teacher to monitor progress. Independent assessment applies to courses where the learners are assessed by someone other than their teacher. Peer assessment is us ed where other learners are at the same level of skill and knowledge and can play a vital role in judging a learner’s achievement level. 1.2 Explain the use of methods of assessment in lifelong learning. (150 words approx.) Different methods can be used for assessment in the lifelong learning. Short answers: is a good way of keeping student activities in their learnings. Multiple –choice: is a task in which learner has to select the correct answer from a number of alternative options. Observation: Observation is used i this programme for assessment of micro-teach/ teaching practice delivery. It can be used in any situation where practical skills are being assessed. Project work: involves a piece of written work in which learners take responsibility. Essays: This is a substantial piece of written work as well. It asks learners to show understanding of the subject. Exams: can be taken either by written tests or completion of a practical task under controlled conditions. Oral and aural: These assessment test speaking and listening skills. In this assessment, learners are required to listen to something and respond . Electronic assessment: refers to the use of information technology for any assessment-related activity.

++i and i++ Increment and Decrement Operators

These increment operators and the corresponding decrement operators are perhaps a little confusing to anyone who hasnt come across them before. To start with there are several different ways to add or subtract one. i i 1;i 1;i;i; For subtracting one there are the same four choices with - substituted for each . So why exactly does JavaScript (and other languages) provide so many different ways to do the same thing? Well, for one thing, some of these alternatives are shorter than others and so involve less typing. Using easily allows any number and not just one to be added to a variable without having to enter the variable name twice. That still doesnt explain why both i and i exist since both can only be used to add one and both are the same length. The reason for the two alternatives is that these are not really intended to be used as stand alone statements but are really designed to be able to be incorporated into more complex statements where you actually update more than one variable in the one statement.statements where you actually update more than one variable in the one statement. Probably the simplest such statement is as follows: j i; This statement updates the values of both of the variables i and j in the one statement. The thing is that while i and i do the same thing as far as updating i is concerned they do different things with regard to updating other variables. The above statement can be written as two separate statements like this: j i;i 1; Note that combining them together means we have eight characters instead of 13. Of course, the longer version is much clearer where it comes to working out what value j will have. Now if we look at the alternative: j i; This statement is the equivalent of the following: i 1;j i; This, of course, means that j now has a different value to what it had in the first example. The position of the either before or after the variable name controls whether the variable gets incremented before or after it gets used in the statement that it is used in. Exactly the same applies when you consider the difference between --i and i-- where the position of the -- determines whether one is subtracted before or after the value is used. So when you use it separately as a single statement it makes no difference whether you place it before or after the variable name (except for a microscopic speed difference that no one will ever notice). It is only once you combine it with another statement that it makes a difference to the value that gets assigned to some other variable or variables.