An Overview of the USS Massachusetts

An Overview of the USS Massachusetts In 1936, as the design of the North Carolina-class was being finalized, the US Navys General Board met to converse regarding the two battleships that were to be funded in Fiscal Year 1938.   Though the Board preferred building two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley opted to pursue a new design.   As a result, construction of these battleships was delayed to FY1939 as naval architects commenced work in March 1937.   While the first two ships were officially ordered on April 4, 1938, the second pair of vessels was added two months later under the  Deficiency Authorization which passed due to rising international tensions.   Though the escalator clause of the Second London Naval Treaty had been invoked allowing the new design to mount 16 guns, Congress required that the battleships stay within the 35,000-ton limit set by the earlier Washington Naval Treaty. In designing the new South Dakota-class, naval architects created a wide array of plans for consideration.   A principal challenge proved to be finding ways to improve upon the North Carolina-class while staying within the tonnage limit.   The answer was the design of a shorter, by approximately 50 feet, battleship that incorporated an inclined armor system.   This offered better underwater protection than earlier vessels.   As naval leaders called for vessels capable of 27 knots, designers sought a way to obtain this despite the reduced hull length.   This was achieved through the creative layout of machinery, boilers, and turbines.   For armament, the South Dakotas equaled the North Carolinas in mounting nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns.   These weapons were supplemented by an extensive and constantly changing complement of anti-aircraft guns.   Assigned to Bethlehem Steels Fore River Shipyard, the third ship of the class, USS Massachusetts (BB-59), was laid down on July 20, 1939.   Construction on the battleship advanced and it entered the water on September 23, 1941, with Frances Adams, wife of former Secretary of the Navy Charles Francis Adams III, serving as sponsor.   As work moved towards completion, the US entered World War II after the Japanese attack on Pearl Harbor on December 7, 1941.   Commissioned on May 12, 1942, Massachusetts joined the fleet with Captain Francis E.M. Whiting in command.   Atlantic Operations Conducting shakedown operations and training during the summer of 1942, Massachusetts departed American waters that fall to join Rear Admiral Henry K. Hewitts forces which were gathering for the Operation Torch landings in North Africa.   Arriving off the Moroccan coast, the battleship, heavy cruisers USS Tuscaloosa and USS Wichita, and four destroyers took part in the Naval Battle of Casablanca on November 8.   In the course of the fighting, Massachusetts engaged Vichy French shore batteries as well as the incomplete battleship Jean Bart.   Pounding targets with its 16 guns, the battleship disabled its French counterpart as well as struck enemy destroyers and a light cruiser.   In return, it sustained two hits from shore fire but received only minor damage.   Four days after the battle, Massachusetts departed for the US to prepare for redeployment to the Pacific. To the Pacific Transiting the Panama Canal, Massachusetts arrived at Noumà ©a, New Caledonia on March 4, 1943.   Operating in the Solomon Islands through the summer, the battleship supported Allied operations ashore and protected convoy lanes from Japanese forces.   In November, Massachusetts screened American carriers as they mounted raids in the Gilbert Islands in support of the landings on Tarawa and Makin.   After attacking Nauru on December 8, it aided in the assault on Kwajalein the following month.   After supporting the landings on February 1, Massachusetts joined what would become Rear Admiral Marc A. Mitschers Fast Carrier Task Force for raids against the Japanese base at Truk.   On February 21-22, the battleship helped defend the carriers from Japanese aircraft as the carriers attacked targets in the Marianas. Shifting south in April, Massachusetts covered the Allied landings at Hollandia, New Guinea before screening another strike against Truk.   After shelling Ponape on May 1, the battleship departed the South Pacific for an overhaul at Puget Sound Naval Shipyard.   This work was completed later that summer and Massachusetts rejoined the fleet in August.   Departing the Marshall Islands in early October, it screened American carriers during raids against Okinawa and Formosa before moving to cover General Douglas MacArthurs landings on Leyte in the Philippines.   Continuing to protect Mitschers carriers during the resulting Battle of Leyte Gulf, Massachusetts also served in Task Force 34 which was detached at one point to aid American forces off Samar. Final Campaigns Following a brief respite at Ulithi, Massachusetts and the carriers returned to action on December 14 when raids were mounted against Manila.   Four days later, the battleship and its consorts were forced to weather Typhoon Cobra.   The storm saw Massachusetts lose two of its float planes as well as one sailor injured.   Beginning on December 30, attacks were made on Formosa before the carriers shifted their attention to supporting Allied landings in Lingayen Gulf on Luzon.   As January progressed, Massachusetts protected the carriers as they struck French Indochina, Hong Kong, Formosa, and Okinawa.   Beginning on February 10, it shifted north to cover raids against mainland Japan and in support of the invasion of Iwo Jima.      Ã‚         In late March, Massachusetts arrived off Okinawa and commenced bombarding targets in preparation for landings on April 1.   Remaining in the area through April, it covered the carriers while fighting off intense Japanese air attacks.   After a short period away, ​Massachusetts returned to Okinawa in June and survived a second typhoon.   Raiding north with the carriers a month later, the battleship conducted several shore bombardments of the Japanese mainland beginning on July 14 with attacks against Kamaishi.   Continuing these operations, Massachusetts was in Japanese waters when hostilities ended on August 15.   Ordered to Puget Sound for an overhaul, the battleship departed on September 1. Later Career   Leaving the yard on January 28, 1946, Massachusetts briefly operated along the West Coast until receiving orders for Hampton Roads.   Passing through the Panama Canal, the battleship arrived in the Chesapeake Bay on April 22.   Decommissioned on March 27, 1947, Massachusetts moved into the Atlantic Reserve Fleet.   It remained in this status until June 8, 1965, when it was transferred to the Massachusetts Memorial Committee for use as a museum ship.   Taken to Fall River, MA, Massachusetts continues to be operated as a museum and memorial to the states World War II veterans.  Ã‚   Selected Sources: DANFS: USS Massachusetts (BB-59)NHHC: USS Massachusetts (BB-59)Battleship Cove Museum

Holding Back Your Backstory

Holding Back Your Backstory Holding Back Your Backstory Holding Back Your Backstory By Michael Authors call the hidden part of a characters life their backstory. When I was acting in plays, directors might ask me to decide what my character was doing before the scene began. Since my character is supposed to be a real human being, he has a life outside of what appears on the stage or on the page. Every character is like an iceberg there is more to the character than appears on the surface. If its a minor character, the reader may never learn much about what is under the surface. But even if you dont write about it, it still has to exist. A 25-year-old woman, by definition, has 25 years of life experience. Unless she was raised by wolves, she was raised by people, even if your story never mentions it. Everything she does, she does for a reason, unless she is mentally ill, and even then, as they say, there is reason in her madness. Keep the backstory in the background. A backstory is your tool to help you create your story, not a creation in itself. Your reader may never see it directly. Part of the editing job is to prune away references to the backstory that dont advance your story. Doing that may be painful if you think you have a darling backstory, but, as you know, writers have to kill their darlings. If your backstory is as fascinating as you think, use it to write a prequel. Backstory is for characters, not for writers. Details add life, but dont spend time coming up with old details for the sake of details. Decide what events and experiences could have made your characters into the people they became. But just because your character wants to say something, that doesnt mean your reader needs to hear it. Understatement increases interest. A five-page backstory digression about a father who worked in psychological operations during the war will probably become more interesting as you make it shorter. The shorter you make it, the more you leave to your readers imagination and the more interesting it will be come. Dont front-load your backstory. You may call it a prologue, but most prologues are not necessary. Instead, use the basic editing approach of cutting as much as possible from the beginning without confusing your reader. Youll likely discover that you can begin your story at an exciting point, in media res (Latin for â€Å"in the midst of things†), without having to explain everything first. Your story needs to catch your readers interest immediately. Adding a long introduction before the interesting part is about as effective as adding a long explanation before telling a joke. Nobody will laugh. You can add backstory as needed. Writing is more like sculpting with clay than with marble. If you find you need something, you can slap it on later. For example, once a mystery writer decides who committed the crime, she can go back and develop a backstory that explains why. She can reveal that on the night the plans were stolen by an unknown spy, the sweet kindergarten teacher was in the next room. But she can also hint that the teacher learned to sing The Internationale as a child when her intellectual parents invited other immigrants over to discuss politics. Dont info-dump. Yes, maybe you absolutely have to tell your reader something so they can understand whats happening. But how you share backstory elements is as important as what you share, if not more so. Share them naturally. Dont abuse characters, such as maids and butlers, by having them talk about information they already know. Spread out your revelations over several pages or chapters. The principle Show, dont tell applies here. So does the principle of subtlety. Youre creating an experience, not simply communicating facts. You dont need to flash back for a backstory. Flashbacks can be confusing and overused, along with other sudden changes in time and setting. You want your reader to always be wanting more, and how can they be curious about something if youve already told them all about? Instead of telling your backstory as another little story, intersperse it into your main story. You can say, At the Anhui Palace, she tried the Honeycomb Tofu, but it was much sweeter than her mother made it, instead of, Her mother had immigrated from the Chinese province of Anhui. Sometimes writers think their backstory is story. Its common: as your mind works out your tale, it spins out both story and backstory, and both may end up on your page. Identify when your real story takes place: what is the conflict? When does it come to a head? Look at references to the past, and see if your story still works if you remove some of them if you begin your story later. Does your second chapter work as your first chapter? Then maybe you should remove your first chapter, call it backstory, and interweave its contents, revelations and hints into the rest of your book. Avoid world-builders disease. Because J.R.R. Tolkiens high fantasy novels are more imitated than any others in the genre, his imitators might feel they need to copy his backstories as well. But the creator of The Lord of the Rings, who was a professor of philology and Old English, apparently enjoyed creating backstories more than creating the novels themselves. Otherwise, he could have published even more novels. If you want to publish more novels, you need to spend more time writing novels than creating the backstory for them. Because of Tolkiens popularity, his son was able to get these backstories published, but dont count on doing that yourself. James Michener was known, even teased, for his heavily-researched historical novels that sometimes retold the geological formation of the places where they were set. But in an interview with Voice of America, he said, Now if you look at the best books of the research writers, theyre as good as anything anybody else did. But the bulk of the best books, I think, come from people who just sit at a desk and write. And if I were starting over again, knowing that I had the ability that I did have, I might well go that route. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:12 Greek Words You Should Know10 Techniques for More Precise WritingPredicate Complements

Biography of emigrant Essay Example | Topics and Well Written Essays - 500 words

Biography of emigrant - Essay Example The author tells that when he first moved to the US, he merely had the basic level of competency in English. Accordingly, the author had had a lot of difficulties studying in the US in the first two or three years. But now, that more than five years have passed since then, he is fully competent in the use of English in all four areas of reading writing, speaking and listening. The researcher had always aspired to work in US Navy. He applied for it and luckily got hired in the US Navy on 17 May 2011. He had several reasons for joining US Navy. It was not simply what the author aspired to be in. He has always looked forward to the benefits that he would gain by working in US Navy. The first and foremost benefit that this job gives the author is the opportunity to continue his studies since the study expenses are borne by US Navy. By nature, the researcher would call himself optimistic as he hardly has any regrets in life. He does have harsh experiences in life but his fundamental goal always remains to learn something from them. The author reflects upon his experiences of the whole day in the night for full one hour before going to sleep. This tells him what went right, what went wrong, what his mistakes were, and how could he avoid them for good in the future. The author generally remain quiet rather than participating in meaningless and rough discussions, though he makes sure that he has his say when it is required.

Question and Answers Essay Example | Topics and Well Written Essays - 3750 words

Question and Answers - Essay Example With regard to ownership, a business can be owned by one individual, a small group of individuals and it can be owned by the public at large as a publically traded company. For privately owned companies, the main advantage is control since these companies do not have to keep the wishes of the shareholders in mind while making large business decisions. Additionally, the profits earned by them are taken by the owners and not divided amongst the shareholders. However, they may not have access to large amounts of capital which publicly owned companies can generate from issuing shares. Publicly owned companies also have the advantage of limited liability in case the business fails or the company hits the ground regarding the investments made by the company. The primary source of capital for privately owned businesses are investors such as venture capital companies, individual investors and banks which give out loans to privately owned company. For companies under a partnership, several individuals may bring their assets together and use that as a capital base for the company. The relationship between a business and its investors may be defined by ownership where the profits made by the company are owned by the investors until their liability has been paid up. The two most important factors which must be understood well before a business is started are the business plans and the value chain which the business seeks to provide to its clients. In the first instance, the business plan shows investors and company owners the method by which the company plans to make money over a period of time. The value chain shows the process by which the company will deliver a certain value to the customers and how the customers will reward the value given to them with money that can be used by the company. Once these elements are understood, it becomes easy to see if the

50s Pop Culture Essay Example for Free

50s Pop Culture Essay Pop culture is commercial culture based on popular taste. Today’s pop culture consists of rap/ hip hop music, sagging jeans, high-top shoes, and 3D movies. In the 1950’s fashion, music, and technology was worlds apart from how it is today. Rock Roll, Hot Rods, black leather jackets and rebellious teens are iconic images often imagined when mentioning the 1950’s in the US. History repeats itself. This fat is perhaps the most obvious when it comes to fashion. Fashion today is heavily influenced by the fashion during the 1950’s. Girls wearing bright colors, flow dresses, tight blouses, and high-waist shorts are common now, and were during the 50’s. Guys wearing fancy suits/ dress shirts, with khakis are undoubtedly coming back into style especially among â€Å"hipsters. † The â€Å"rebel† style of the 50’s with blue jeans (which everyone wears today, but were unacceptable for young women to wear) T-shirts under leather or jean jackets, with boots and long hair is becoming quite common for the youth today. Music has played a huge role in American society for over a hundred years. In the 1950’s the fastest growing genre was Rock Roll. Largely because of teens, and they’re need to express themselves and be noticed. Music in the 50’s was one of the only things in this time embraced it fully. Country singers like Johnny Cash stayed above water because of their ingenuity, ability to adapt, and pure talent. Blues and soul artist like James Brown and Ray Charles are icons for their ability to touch people through music on a personal level. No essay about American 50’s pop culture would be complete without mentioning â€Å"The King of Rock Roll† Elvis Presley. Almost every aspect of pop culture in the 50’s was heavily influenced by the era of Rock Roll. Cars were no exception. Hot rods were very popular among the youth, but seen as death traps by adults. In reality â€Å"adult cars† like the Lincoln Continental were far more dangerous. Car advancements were huge during this time, like the growth of automatic transitions. Cars were simple to work on making it a hobby for many young adults. Racing and car shows became common. Learning about pop cultures from different is not only interesting but important too. It helps you understand how todays pop culture became the way it is. People that ask questions about why fashion is the way it is, or how music became how it is, can study past pop cultures for answers. 50’s pop culture changed music, fashion and technology forever!

Ben Franklin: Early Life Essay -- Essays Papers

Ben Franklin: Early Life In his many careers as a printer, moralist, essayist, civic leader, scientist, inventor, statesman, diplomat, and philosopher, for later generations of Americans he became both a spokesman and a model for the national character. He was born in Boston, Massachusetts on Jan. 17, 1706, into a religious Puritan household. His father, Josiah, was a candlemaker and a skillful mechanic. His mother, Abiah Ben’s parents raised thirteen children--the survivors of Josiah’s seventeen children by two wives (#1). Printer & Writer Franklin left school at ten years old when he was pressed into his father's trade. At twelve Ben was apprenticed to his half brother James, a printer of The New England Courant. He generally absorbed the values and philosophy of the English Enlightenment. At the age of 16, Franklin wrote some pieces for the Courant signed "Silence Dogood," in which he parodied the Boston authorities and society (#3). At one point James Franklin was imprisoned for his liberal statements, and Benjamin carried on the paper himself. Having thus learned to resist oppression, Benjamin refused to suffer his brother's own domineering qualities and in 1723 ran away to Philadelphia (#1). Soon Franklin found a job as a printer. After a year he went to England, where he became a master printer, sowed some wild oats, amazed the locals with his swimming feats, and lived among inspiring writers of London. By 1726 Franklin was tiring of London (#1). He considered becoming an itinerant teacher of swimming, but when a Quaker merchant by the name of Thomas Denham offered him a clerkship in his store in Philadelphia, he decided to return home (#5). Returning to Philadelphia in 1726, he soon owned a newspaper, the Pennsylvania Gazette, and began to print Poor Richard's Almanac. In the Pennsylvania Gazette, a citizen asked editor Franklin the following question: "If A found out that his neighbor B was sleeping with his wife, was he justified in telling B's wife, and persuading her to seek a little revenge with A?" The editor's response: "If an ass kicks me, should I kick him again? (#4)" His business expanded further when he contracted to do the public printing of the province, and established partnerships with printers in other colonies. He also operated a bookshop and became clerk of the Pennsylvania Assembly and postmaster of Philadelp... ...eek. These virtues include temperance, silence, order, resolution, frugality, industry, sincerity, justice, moderation, cleanliness, tranquillity, chastity, and humility. The Autobiography is not the full story of Franklin’s life. It terminates approximately in his fifty-third year, before he became America’s greatest diplomat. Poor Richard was an uneducated but experienced homespun philosopher, created and edited by Ben Franklin from 1732-1757. Although Poor Richard of the early almanacs was a dim-witted and foolish astronomer, a round character soon replaced him who was a rich source of prudent and clever aphorisms on the value of economy, hard work, and the simple life. WORKS CITED 1. â€Å"Benjamin Franklin.† Grolier Multimedia Encyclopedia. 1998 ed. CD-ROM. Danbury: Grolier Interactive Inc., 1998. 2. Franklin, Benjamin The Autobiography and other writings of Benjamin Franklin. Donovan, Frank, ed. New York: Dodd, Mead & Company, 1963. 3. Ketcham, Ralph â€Å"Benjamin Franklin.† Lexicon Universal Encyclopedia. Vol.8. New York: Lexicon Publications Inc., 1989. 282-284. 4. http://library.advanced.org/22254/home.htm 5. http://www-lj.eb.com/

Teaching/training cycle

Teaching should be a learning experience for both the teacher and the students; we never stop learning, whether it is the unconscious referral to past experiences that prevents us taking a wrong turn down a well trodden path or a conscious decision to learn a new skill. As teachers it is our role to ease learners through the process of learning, Coffield, F (2008) supports this by stating that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The 5 Key Stages are: Identify needs, Planning and design, Delivery, Assess & Evaluate. Identify needs: Adult learners bring a wide range of abilities, skills and life experiences to the classroom and these can influence the way they learn. It is a crucial responsibility of the teacher to ensure that learning needs are identified in order that delivery can be planned or adjusted to meet these needs. When delivering short, legislative courses, identification of needs is not always achieved prior to commencement of delivery for many reasons. In some cases enrolment is completed by employers who may not be aware of learners’ literacy, numeracy or special needs, (e. g. dyslexia); some learners may have had previous bad experiences of learning but require the qualification to do their current job, or employees may just â€Å"have been sent† by their employer so may bring a negative attitude. It is the teacher’s role to identify any issues as early as possible and to implement delivery and support strategies ensuring learner needs are met throughout the delivery, at the same time respecting learners’ rights to confidentiality. Planning & Design: It is the responsibility of the teacher to plan and design the course to meet the needs of the learners and the awarding body. Occupation specific courses have very prescriptive learning outcomes, aims and objectives so it may be suggested that the teacher has little involvement in course planning or development. As supported by Armitage et al (2003) even highly prescribed courses still allow some freedom to interpret, resource and emphasise the various course elements in our own way. Every group of learners is different with a wide variety of learning needs and although the base design of the course remains the same each course delivered is adapted with varying resources, exercises, and anecdotes drawn from working experience. Many of these adaptations are made â€Å"on the hoof† in response to the limited learner knowledge prior to commencement of delivery. Delivery: The teacher is wholly responsible for delivery of the learning programme to achieve identified aims and objectives whilst meeting individual learner needs. Delivery should incorporate differentiation to allow for individual learning goals and expectations, competence levels and speed of progress and there should be a variety of learning methods utilised, while the pace of learning should be varied to maintain interest and concentration. Teaching should allow for different learning styles, such as VARK learning models & learning styles identified by Honey & Mumford, active learners should also be encouraged. Responsibility for the safety of the learners lies with the teacher, from both the physical and emotional viewpoint who should ensure that no learners are being discriminated against by themselves, other learners or the organisation as a whole. When delivering occupational training in the workplace an enhanced level of professionalism may be applicable to standards of dress and conduct, the teacher is also responsible for ensuring these standards are met. Assess: It is the teachers’ responsibility to ensure that learners are progressing and achieving throughout the course through a variety of methods of formative assessment. Methods of assessment must be linked to the course delivery and learning objectives supported by a clear idea of what students are setting out to learn and how far down the line they are to mastering that learning, as they progress through the course, this theory is well supported particularly by Minton (2003). The teacher is responsible for roviding timely feedback on learner progress which should be clear, concise and include both positive and developmental comments for learners to focus on. On legislative training courses summative assessment, is carried out in strict adherence to the requirements of the awarding body, however it is the responsibility of the teacher to ensure that all learners are aware of the format and assessment requirements and are provided with any agreed support to ensure equality of oppor tunity. Evaluate: The teacher carries the responsibility for evaluating the effectiveness of the teaching and learning of sessions and the course as a whole. Evaluations should cover content, resources used or needed, teaching methods and learner satisfaction. On legislative training courses, where each session makes up a module of the whole day’s course delivery, it is not always feasible to carry out a formal session evaluation however each course is evaluated in depth to ensure that strengths and areas of improvement are identified for future delivery. Learner evaluations and achievement provide useful feedback on course content, whether learners achieved their individual aims and objectives and whether they believe their learning has helped them in their working role, which is invaluable information when delivering occupational courses, however any changes to delivery must be tempered with any employees needs, as identified in the first stage of the cycle, and requirements of the awarding body. Adult learners already hold diverse life experiences when they arrive to learn. It is the role of the teacher to ensure that their needs are identified & met through planned provision and delivered in a professional manner on order that they can achieve to the best of their abilities and ensure that they are happy with their learning experience.

Dickens novels Essay

Hard Times was one of Dickens’ novels that focuses mainly on the education system and industrialisation. Dickens was furious about the changes in industrialisation throughout the Victorian period and this motivated him enormously to write the novel. Industrialisation meant that working conditions were poor and it had a massive impact on the way schools were run. Dickens hated Victorian schools; he saw the Victorian education system as boring and monotonous and often wrote essays to show his anger and frustration at the government and those responsible for what he saw as the poor schooling techniques. Dickens creates Coketown in this novel and it is used as a representation of the government at that time and is seen as a perfect world for the fact obsessed characters but the novel explores how this way of living is not healthy. Dickens suggests that facts have become a way of life, like a religion, which was very unacceptable for that time because in the Victorian period people were especially religious and that facts were taking over a religion would have been seen as disgusting  Dickens suggests that English towns around the industrialized era are ugly, polluted and debilitated, he suggests this because facts, repetition and the lack of individuality was taking over, one of the ways he achieves this is through his description of coketown. ‘Coketown’ suggests a very scary, dull and boring place, Dickens would have intended us to have this perception because this is how he saw the government’s way of teaching and he wanted us to perceive it in the same way that he did. He also wanted us to see through his description how monotonous and unhealthy the town and way of life in that area had become. Dickens describes the school in this novel as bland, containing no creativeness, or embellishment, a framework built purely on facts and reality alone. The rooms consist of white-washed walls, stripped and bare revealing the actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the school represent prisoners- influenced by the oppressive rules and watchful eye of Gradgrind. Their order is even arranged like prisoners, in a regular pattern, rows spaced evenly, closely monitored and not allowed to move.The rooms consist of white-washed walls, stript and bare revealing the actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school One of the main statements Dickens is trying to make throughout this novel is the obsession and repetitiveness of facts. The word fact is repeated so much that it feels like its being shoved into the children’s heads. â€Å"We hope to have, before long, a board of fact, composed of commissioners of fact, who will force the people to be a people of fact and nothing but fact.† This firstly shows that it is not just Gradgrind that is obsessed with facts, it is the whole school; implying the whole education system is like this. Also they wish for the facts to be ‘forced’ upon all people as they are doing in the school. Dickens put Gradgrind across as forceful, having high standards, obsessed and full of facts and wishing every one of his pupils to be as smart as he is. Mr M’Choakumchild is portrayed very similarly to Gradgrind, this gives the impression that all teachers of this time were like this. A character who is a representation for Dickens views is Gradgrind. He is used as a representation because he is made to be everything Dickens is against where education is concerned. ‘Forming the minds of reasoning animals’, Gradgrind is referring to the children as animals for testing out his way of education, he does not see them as human he sees them as animals that he needs to train to be just like him. However there are characters in the novel that challenge his way of teaching and try to be individual but Gradgrind sees this as wrong and tries to stop them and get them back in line. actuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the schooactuality industry at the time. Dickens describes the rooms as ‘plain, bare monotonous vault of a school-room’. The word ‘vault’ suggests the school-room takes the image of a jail cell; bare, isolated, barred windows. Therefore this also suggests the pupils attending the school represent prisoners- influenced by the oppressive rules and watchful eye of Gradgrind. Their order is even arranged like prisoners, in a regular pattern, rows spaced evenly, closely monitored and not allowed to move.One character who shows a contrast to the Victorian education system is Sissy Jupe. She is polite and full of life, she curtsy’s to address to Gradgrind and this shows how cheerful and polite she is. You can tell sissy loves and respects her father a lot from when she says ‘it’s father calls me Sissy sir’. Gradgrind tries to intimidate Sissy and because she is such a shy character Gradgrind easily embarrasses her with his intimidation ‘she would have blushed deeper, is she could have blushed deeper†¦Ã¢â‚¬â„¢ This shows the healthy colour in her face which represents how full of life she is and the fact she could have blushed deeper and deeper shows that she has so many different ideas and wonderful individuality that they just want to burst out of her as she is being made to keep them locked inside her.

Record Components Documentation Requirements Medical Records Essay Example

Record Components Documentation Requirements Medical Records Essay Example Record Components Documentation Requirements Medical Records Paper Record Components Documentation Requirements Medical Records Paper Essay Topic: Medical When a new patient comes to a doctor’s office bearing medical records, there are a number of things that the office wants to make sure that the patient has with them. This holds doubly true when dealing with an OB/GYN patient who is experiencing a second pregnancy and who had problems with the first pregnancy. When the patient comes in, the doctor and medical records manager wants to assure that the patient has at a minimum, the doctor’s dictation, the tests that the doctor ordered regarding the health of the mother and the baby, the hospital records regarding the first pregnancy, basic medical information, and the post natal information regarding her first pregnancy. The doctor’s dictation is important because it shows the visit to visit issues that occurred and how each was resolved. The dictation allows the new doctor to see the â€Å"train of thought† of the previous doctor in order to see the issues that came to light and what was done to resolve them. This gives the new doctor valuable insight into how this particular patient’s body operates, and can be valuable in keeping problems from occurring in the future. The tests that the doctor ordered are also important. This allows the doctor to get a sense of the health of the patient and to establish a baseline by which to conduct further assessments. It also gives the doctor a sense of the idiosyncrasies of the patient and to show what numbers and results are considered normal for the particular patient. It also gives the doctor an idea of what issues were discovered and what tests were necessary to diagnose and treat the problems regarding the first pregnancy should there be problems with the second. The hospital records are paramount in determining the doctor has all the information that he needs to have an accurate picture of the patient and her health. By having these records, there is a sense of the urgency that the first pregnancy had as well as any and all problems that were occurring as the patient was giving birth. Without these records, when the patient came time to deliver, there might be problems to which a solution had already been found and a potential litigious situation can be avoided. Basic medical information is probably the most important information that a doctor needs. This establishes the baseline health of the patient in order to give the doctor a sense of the history of the patient and if there are any unnecessary gaps in the wellness of the patient. For example, does the patient have her shots, is she current on Pap smears, mammograms and other tests that are important to the baseline health of the patient. Finally, post-natal information is needed in order to determine what, if any issues the first child had post-natally. By having this information, the doctor is aware of any and all issues that may arise in the post-natal health of the child and can be prepared to treat it should it become necessary. Additionally, there would be test results that would show any genetic predisposition to disease, and the doctor would have this information in order to help the patient make an informed decision regarding her reproductive health should it become necessary. Making sure that the patient has all the records needed should not be the sole responsibility of the patient. The doctor’s office does have an obligation and a responsibility to assure that all applicable records are obtained, should the patient have neglected some seemingly trivial piece of information that ends up being a vitally important piece of the puzzle. JCAHO, (2009). Standards frequently asked questions. Retrieved June 15, 2009, from JCAHO Web site: jointcommission. org/Standards/FAQs/ Montauk, S. L. (1998). American family physician. Retrieved June 15, 2009, from AAFP Web site: aafp. org/afp/981101ap/montauk. html

How to Start a Story My Simple Guide as a Bestselling Novelist

How to Start a Story My Simple Guide as a Bestselling Novelist How to Start a Story: Writing a Great Opening Line for Your Novel or Nonfiction Book Some say editors and agents can decide against your manuscript within the first three pages. Harsh as that sounds, the truth is worse They can actually pass judgment within the first few paragraphs. If they arent hooked immediately, they move on. That doesn’t sound fair, but we writers must face reality. Except for loved ones and close friends, readers aren’t much more merciful. So even if you’re self-publishing and avoiding the harsh glare of professional eyes, rivet your readers from the get-go or most will close your book without a second thought. There’s no formula for the perfect opener, but great writers have been creating them for centuries. The key, as with every other writing question, is to think reader-first and do what you believe will work best. Novelist Les Edgerton began a short story this way: He was so mean that wherever he was standing became the bad part of town. I’d keep reading, wouldn’t you? You’ll find some favorites below in four categories. Play off these and see what you can come up with for your work in progress. Need help writing your novel?Click here to download my ultimate 12-step guide. How to Start a Story: 4 Types of Opening Lines 1. Surprise Fiction Many years later, as he faced the firing squad, Colonel Aureliano Buendà ­a was to remember that distant afternoon when his father took him to discover ice. - Gabriel Garcia Marquez,One Hundred Years of Solitude (1967) It was a bright cold day in April, and the clocks were striking thirteen. - George Orwell, Nineteen Eighty-Four (1949) It was a wrong number that started it, the telephone ringing three times in the dead of night, and the voice on the other end asking for someone he was not. - Paul Auster, City of Glass (1985) It was the day my grandmother exploded. - Iain M. Banks, The Crow Road (1992) High, high above the North Pole, on the first day of 1969, two professors of English Literature approached each other at a combined velocity of 1200 miles per hour. - David Lodge, Changing Places (1975) Nonfiction By the time Eustace Conway was seven years old, he could throw a knife accurately enough to nail a chipmunk to a tree. - Elizabeth Gilbert, The Last American Man (2002) Every year I bury a couple hundred of my townspeople. - Thomas Lynch, Undertaking: Life Studies From the Dismal Trade (1997) In the fall of 1993, a man who would upend much of what we know about habits walked into a laboratory in San Diego for a scheduled appointment. - Charles Duhigg, The Power of Habit (2012) 2. Dramatic Statement Fiction Lolita, light of my life, fire of my loins. - Vladimir Nabokov, Lolita (1955) I am an invisible man. - Ralph Ellison, Invisible Man (1952) He was an old man who fished alone in a skiff in the Gulf Stream and he had gone eighty-four days now without taking a fish. - Ernest Hemingway, The Old Man and the Sea (1952) Someone must have slandered Josef K., for one morning, without having done anything trulywrong, he was arrested. - Franz Kafka, The Trial (1925) They shoot the white girl first. - Toni Morrison, Paradise (1998) You better not never tell nobody but God. - Alice Walker, The Color Purple (1982) Nonfiction My sharpest memory is of a single instant surrounded by dark. - Mary Karr, The Liars Club (1995) What are you looking at me for? Im not here to stay†¦ - Maya Angelou, I Know Why the Caged Bird Sings (1969) I was five years old the first time I ever set foot in prison. - Jimmy Santiago Baca, A Place to Stand (2001) Beware thoughts that come in the night. - William Least Heat Moon, Blue Highways (1982) My high school friends have begun to suspect I haven’t told them the full story of my life. - Ishmael Beah, A Long Way Gone: Memoirs of a Boy Soldier (2007) 3. Philosophical Fiction Happy families are all alike; every unhappy family is unhappy in its own way. - Leo Tolstoy, Anna Karenina (1877) This is the saddest story I have ever heard. - Ford Madox Ford, The Good Soldier (1915) Nonfiction It’s not about you. - Rick Warren, Purpose Driven Life (2002) No comet blazed when I was born. - Denis Healey, The Time of My Life (1989) 4. Poetic Fiction When I finally caught up with Abraham Trahearne, he was drinking beer with an alcoholic bulldog named Fireball Roberts in a ramshackle joint just outside of Sonoma, California, drinking the heart right out of a fine spring afternoon. - James Crumley, The Last Good Kiss (1978) It was just noon that Sunday morning when the sheriff reached the jail with Lucas Beauchamp though the whole town (the whole county too for that matter) had known since the night before that Lucas had killed a white man. - William Faulkner, Intruder in the Dust (1948) Nonfiction The village of Holcomb stands on the high wheat plains of western Kansas, a lonesome area that other Kansans call â€Å"out there.† - Truman Capote, In Cold Blood (1967) When people ask- and seems like people always be askin to where I can’t never get away from it- I say, Yeah, that’s right, my mother name was Henrietta Lacks, she died in 1951, John Hopkins took her cells and them cells are still livin today, still multiplyin, still growin and spreadin if you don’t keep em frozen. - Rebecca Skloot, The Immortal Life of Henrietta Lacks (2010) Need help writing your novel?Click here to download my ultimate 12-step guide. Writing A Great Opening Line Is Only the Beginning Then it’s your job to keep the reader with you. So study storytelling, work at creating compelling characters, and become a ferocious self-editor. You just might produce a manuscript that keeps an editor or agent reading all the way through. What are some of your favorite opening lines? Tell me in the comments.

Planning for coordination with federal entities regarding homeland Essay

Planning for coordination with federal entities regarding homeland security - Essay Example The Department of Homeland Security is the central agencies that to provide effective management resource within federal, state and local governments on security issues. Its primary responsibility as a security authority is to anticipate, preempt, detect and deter threats to the homeland and its people from terrorist attacks, natural disasters or any other emergency. Its goal is to coordinate different agencies and programs into a single agency for fast and efficient response to the crisis. Larry Ness states, ‘the Department of Homeland Security (DHS) is still consolidating most of the more than 40 federal entities’ (Ness, 2006, p. 49). Its security responsibilities are varied and related to the governmental jurisdictions at federal, state, and local level and acts as a complementary system that connects all levels of government. It is an independent agency reporting to the President and tasked with responding to, planning for, recovering from and mitigating against disaster. Its role has become all the more important after 9/11 and works with a vision of ‘A Nation Prepared’. It works under FEMA and forms integrated disaster response task forces, comprising of emergency service personnel, equipped with necessary skills, techniques and tools that can be deployed for rescuing victims of structural collapse. Its aim is to protect civilians and prevent the loss of property from natural hazards. It acts as an emergency management to protect lives and property through partnerships with governments at the State and local levels as well as the private sector. It helps to promulgate interior security of the nation and the reduction of crimes and potential threats to federal facilities throughout the nation, and require close coordination and intelligence sharing with the investigative functions within Immigration and custom enforcement (ICE). FPS is a full service agency with a comprehensive HAZMAT, WMD,