The Discovery Of The Delta Mariner - 2096 Words

On the night of January 26, 2012 at approximately 2001 hours central time, the vessel M/V Delta Mariner collided with the Eggner’s Ferry Bridge near Aurora, Kentucky. She was a roll on/ roll off vessel which at the time of the accident, was carrying NASA booster cores for the Atlas V rocket. The Delta Mariner was 286.8 ft. long and measured 82 ft. across. At her tallest point at the moment of impact, she measured to be 53.43 ft. With the height of span B, the main navigation span, being 57 feet high, the Delta Mariner would have had 3.57 feet of clearance from her highest point to the lowest point of navigation span B. Instead of transiting under this span, her intended route, she transited under span E which was approximately 7.43 feet too short for the Delta Mariner, an 11 foot difference. If the bridge team at the time not relied on the contract pilot’s incorrect guidance, and used the available navigation tools such as the ECS (electronic charting system), she would have navigated under the correct span and avoided the collision with Eggner’s Ferry Bridge (National Transportation Safety Board [NTSB], 2013). Foss Maritime Company was the owner and operator of the Delta Mariner at the time of the accident. Being known for a safe working environment, they implemented regulations within its fleet that are not required among vessels navigating inland waters. Among these regulations are hiring contract pilots to be a part of the watch to aid the navigation of their vesselsShow MoreRelatedThe National Transportation Safety Board and Aviation Safety Essay2461 Words   |  10 Pagesits limited investigative resources to those accidents that will generate the most safety benefits. Not all aviation accidents are investigated by the Board, however all aviation accidents are required to be reported to the NTSB within 48 hours of discovery. Specific to aviation, the Board’s investigative response is limited primarily to the following scenario s: nbsp;nbsp;nbsp;nbsp;nbsp;All accidents involving 49 CFR Parts 121 and 135 air carriers; nbsp;nbsp;nbsp;nbsp;nbsp;Accidents involvingRead MoreRevolutionary Changes in the Atlantic World, 1750–185010951 Words   |  44 Pagesother goods. 3.The most successful new export was palm oil that was exported to British manufacturers of soap, candles, and lubricants. The increased export of palm oil altered the social structure of coastal trading communities of the Niger Delta, as is demonstrated in the career of the canoe slave Jaja who became a wealthy palm oil trader in the 1870s. 4.The suppression of the salve trade also helped to spread Western cultural influencesRead MoreProject Mgmt296381 Words   |  1186 Pagesprocess: You picked out a set based on price and feel. Today, there are golf clubs for tall players and short players, clubs for players who tend to slice the ball and clubs for those who hook the ball, high-tech clubs with the latest metallurgic discovery guaranteed to add distance, and so forth. Project management is critical both to development of customized products and services and to sustaining lucrative relationships with customers. 12 Chapter 1 Modern Project Management SNAPSHOT FROM

Raymond Carvers What We Talk About When We Talk About Love - Free Essay Example

Sample details Pages: 4 Words: 1343 Downloads: 7 Date added: 2017/09/20 Category Education Essay Type Argumentative essay Tags: Relationship Essay Short Story Essay Did you like this example? Love is undoubtedly one of the most frequently explored subjects in the literary world. Whether the focus is a confession of love, criticism of love, tale of love, or simply a tale about what love is, such literary pieces force readers to question the true meaning and value of love. Raymond Carver accomplishes this in his short story â€Å"What We Talk About When We Talk About Love. † As the unadorned setting and the personality of each character unfold, the reader realizes that Carver is making a grave comment on the existence of love. Carver utilizes strong contrast, imagery, and diction to ultimately suggest that love cannot be defined concretely and therefore cannot be defined in words, and because of this, it is better off unexplored. As the story opens, the reader is introduced to two couples. Nick and Laura epitomize the stereotypical â€Å"newlywed† relationship, meaning that they are still too fresh in love to realize each other’s shortcomings and question their love. Mel and Terri, on the other hand, have been together for five years, and though they still claim to love one another, a mutual underlying resentment for the other becomes evident as the story progresses. Knowing this, Nick and Laura are characterized as the young â€Å"fools in love†, and therefore, their opinions of love are not realistic. Despite Nick being the narrator, he only speaks up a few times to suggest that love is absolute. With such an outspoken narrator, Carver creates a unique situation in which Nick is overpowered in the conversation. This suggests that Nick is inexperienced with love and that his belief in his perfect loving relationship with Laura is just an illusion. Ironically enough, Mel dominates the dialogue of the story, yet he seems to be the most confused about the definition of love. His wife, Terri, speaks about her abusive ex-husband, Ed, and Mel claims that that relationship was not built on love. Several times, Me l scoffs, â€Å"If you call that love, you can have it† (174). However, it is eventually made clear that Mel knows more of what love isn’t than what love truly is. On page 178, Mel states, â€Å"†¦And it ought to make us feel ashamed when we talk like we know what we’re talking about when we talk about love. † In short, Mel is suggesting that none of the characters understand love, and those who think they do (Nick and Laura) are temporarily disillusioned. Additionally, Carver invalidates Nick and Laura’s comments on love by categorizing them as new fools in love, meaning that Nick’s comment about love being absolute is far from true. The contrast of the two couples relationships suggests that there are many forms and stages of love, which further disproves its absoluteness. In conclusion, the contrast of all four characters’ views questions both the existence and the verbal definition of true love. As the story unfolds fur ther, Mel continues to lead the group’s conversation. Carver incorporates significant imagery through this drunken character. First of all, Mel speaks of his wishes to be a knight so that he could have a suit of armor, which is a form of protection. However, on page 181 Nick states, â€Å"I read somewhere that they’d fall off their horses and not be able to get up because they were too tired to stand with all that armor on them. They got trampled by their own horses sometimes. † This is an analogy in the sense that the armor represents â€Å"walls† that people put up to protect and separate themselves from others. The horse represents the creature in which the man confides the most trust, which could also represent a person’s romantic partner. Therefore this image means that people who build â€Å"walls† (represented by the armor) around them actually hurt themselves in the end. In other words, even the animal that is most cared for in th e man’s life may end up killing him, which is the ultimate act of hatred. The horse killing the knight can also be interpreted as Carver explaining that love, whether it be between a knight and his horse or a married couple, is imperfect and does not last. This idea is suggested once more on the final pages of the story when Mel is hatefully talking about his ex-wife, Marjorie. On page 176, Mel admits, â€Å"But sometimes I have a hard time accounting for the fact that I must have loved my first wife too. But I did, I know I did. † However, Mel maliciously speaks of wishing to unleash a swarm of bees on her on pages 184 and 185. Mel’s hateful attitude toward Marjorie, the woman that he once loved, further proves that love is neither absolute nor eternal, and its’ beginning and end cannot be logically explained. In addition to Carver’s use of contrast and imagery, â€Å"What We Talk About When We Talk About Love† is written strategicall y with simplicity in both the diction and plot. As most of the action in the story revolves around drinking and replenishing the gin, a mental image of four characters drowning their sorrows and confusion concerning love is formed (yet this is never admitted). Nick, the narrator, limits his comments to physical movement and appearance of the characters, which at first glance suggests a skin-deep story about two couples; yet with a deeper analysis, it actually adds mood and overall importance to the meaning of Carver’s story. The setting is described at the beginning of the story very plainly. On page 170, Nick describes the scene as, â€Å"The four of us were sitting around his kitchen table drinking gin. † The simplicity found in Nick’s descriptions is reflected in all aspects of the story, as the setting remains still and static throughout. The lack of movement or excitement among the characters suggests that their love is also stagnant, or will soon be lifeless in Nick and Laura’s case. The combination of the lack of movement and the continuous intake of alcohol create a melancholy and creepy mood at the conclusion of the story. By the time the gin is polished off, the upbeat conversation in the first few pages has died down to an awkward, lonely silence. On page 185, Nick says, â€Å"Eat or not eat. Or keep drinking. I could head right on out into the sunset. This line illustrates a sudden loss of motivation and want- not only for food, but also for love itself. After hearing Mel and Terri’s gloomy stories about love, it seems that Nick and Laura silently realize that their destiny as a couple is doomed and that their infatuating love will not and cannot last. Mel and Terri are also immersed in this silent, drunken, and dispirited mindset, as if realizing that they are stuck in this rut of â€Å"love† that, at its core, is lacking passion. Also, on page 185, Nick narrates, â€Å"I could hear my heart beatin g. I could hear everyone’s heart. I could hear the human noise we sat there making, not one of us moving, not even when the room went dark. † Carver’s powerful use of diction in this closing line creates an idea for the whole story. Ironically, Nick mentions the heart of each one of them. Since the heart is the body part most associated with love, Nick hearing the characters’ hearts in the dark is a reflection of his emotions; Nick understands that each person can love, yet in the dark, the definition of love cannot been seen or understood. The diction in this line also ends the story ironically in that the characters are more confused and hopeless about love than they were in the beginning. With this understanding, Carver is implying that love is not absolute, and it should not be defined or analyzed. In conclusion, Carver’s â€Å"What We Talk About When We Talk About Love† insinuates that the individual is better off embracing love wi th his/her heart rather than mind, as the mind will only spoil any potential true beauty that love may offer. Don’t waste time! Our writers will create an original "Raymond Carvers What We Talk About When We Talk About Love" essay for you Create order

Multicultural Education versus the Common Culture Free Essays

Modernized education particularly makes it possible for every individual to develop as a fine individual that he ought to be. As a primary part of the society, each individual is entitled to an education that is made to give him the needed knowledge that he ought to receive for him to have a better outlook on life.   Certainly, education’s main aim is to create a possibility for each individual to develop as a fine member of the human society. We will write a custom essay sample on Multicultural Education versus the Common Culture or any similar topic only for you Order Now The common set-up of education has been originated from the local-based teaching and learning process. The students are taught by their teachers in a classroom with which the students belong to one race and are mostly having the same situation in an economic perspective. However, the common culture in providing education to the younger generation of each civilization already changed with the introduction of the new technologies and the modern system of economy as suggested by the global trade. Through the aims of economists to create a global market of people who are interconnected for the sake of the advancement of global economy, the introduction of modern technological communication devices were also made possible. The creation of network connections through the utilization of Internet has been a primary result of the said globalization movement. On the other face of the situation, it could be observed that another result of the said movement towards economic liberalization is that there are numerous immigrants who opt to transfer places or even countries to be able to cope up with the major changes in the society especially with regards the economic progress. As a result, several classrooms around the world are subjected to assisting students from different cultures, different races that are also having their own individual capabilities as per based form the race that they primarily belong to. Aside form this, the primary subjects that used to be the only topics that are discussed within the four walls of the classroom increased and were added up with particular social issues that mainly concerns the multi-racial classes that they handle. For this reason, this paper shall discuss the ethical issues, the educational problems and the teaching adjustments that are taken by educators in presenting their lessons to their classes. By doing so, the author of this paper then aims to particularly address the issues brought about by modernization towards the common culture that used to be the basis of knowledge enhancement during the past decades of human society. The importance of education in the human society has mainly made it a reason of debate among education enthusiasts and experts who are concerned on which type of education is actually more efficient for the society; common culture education or the multicultural education, which is currently a trend in the field of education. To know both sides of the argument, knowing what the both ids of the debate pertain to, would help much in the clearing of the issue. What is the Common Culture all about? Mostly, traditional educational institutions plainly deal with the outlined lessons that are supposed to be taught to the students. This includes subjects such as Mathematics, Language, Science, Crafts or Home Economics and History. These particular subjects are taught to a group of students who are coming from the same race and are having a common ground. Hence, the focus of the education is more on providing the students with the necessary knowledge that they need to incur for better individual developments rather than focusing on the social involvement of the young learners. It is by the outlined pattern of teaching common education that only the essential factors of life are taught to the students within the classrooms. While on the other hand, the social current events are to be learned by the students on their own way as it is pictured as a common responsibility of humans as major parts of the society. According to those who takes side in this part of the issue, common education helps the students understand the lessons fully since they are asked to focus only on the most essential factors of education that they need to know which are believed to have a great impact upon their lives later on. (Mayor, 1992, 13) Furthermore, the arguments pertain to the fact that teachers who are commissioned to teach only based on common culture education have a greater capability of addressing to their subjects more closely because they are less pressured to see to it that the students are also able to grasp the other subjects that are added up in multicultural education. (Cortes, 1976, 45) The Nature of Multicultural Education Because of the globalization movement that is presently adapted to by different countries around the world, immigration has become a common trend especially among entrepreneurs and other workers who find better lives in living abroad. As a result, education too has taken a new face of development. Because of the said advancements, the situation within classrooms became a mixture of students from different races trying to cope up with the subjects that are taught to them in a different setting as compared to their original locality’s traditional practice of teaching and educating students. To support this particular fact, the following report pertains to the fact that immigration is a great cause of social divisibility: â€Å"Most new immigrants to the United States are coming from Spanish speaking Latin American nations and from Asia rather than from Europe. Between 1981 and 1990, 87% of the legal immigrants to the United States came from non-European nations while 10% came from Europe. Most Asian immigrants came from China, Korea, the Philippines, and India while Mexico and nations in the Caribbean were leading sources of immigrants from the Americas.† (U.S. Bureau of the Census, 1994). True, many students in the United States alone came from different races around the world. Hence, to be able to create a common ground among the students, the inculcation of social studies within the curriculum is then realized to be among the most effective practice of teaching culturally divided students. As a result, Baker’s study on the issue has the following findings: â€Å"Teachers currently find themselves adrift in a seemingly endless sea of school reform literature and policies. Moreover, the often acrimonious, and increasingly politicized public debates about educational issues (phonics versus whole language, immersion versus English as a second language, basic skills versus problem solving)†¦ these practitioners face additional challenges, including poverty, violence, overcrowding, and huge bureaucracies, which drain precious energy from the primary goal of opening students’ minds.† (Baker, 97, Internet) From the findings cited above, it could be noticed that one of the particular results of the said adaptation to multicultural-based learning is the stress that is placed upon the teachers and the students. In addition, the subjects are doubled and thus more works and research are supposed to be completed, especially focusing upon social events that are currently reported. Certainly, these situations within the classrooms makes it hard for the educators and the learners to grasp as much as their minds could with the bundle of responsibilities that are required to them for learning their multi-cultural based subjects. In a more concise discussion, it could be observed that multicultural education simply aims to attend to the needs of the students of the present generation. Since globalization caused immigrants to fly to different countries abroad, attending to their needs as students is also essential for social development. The Ethical Issues Although the created curriculum for international classes are designed to help the students understand humanity as a whole and not as an individual race, it could not be denied that these particular subjects raise the questions of discrimination between the students. Most often than not, its either superiority or inferiority that the students feel towards their own race when they are given the chance to join international classes. Actually, the creation of international learning classes aims to open up the minds of the students to the fact that they are of a great importance to a growing society of a developed human civilization. This is the reason why it is necessary to address ethics within the subjects that are taught in classrooms. This is because of the fact that the lessons may address several issues on the connection of culture towards the particular ethical practices of the society. The educators should carefully address this while assisting their students understands the lessons that they ought to grasp. To be able to avoid being subjected to particular issues of ethics and problems alike, it is suggested that the students are taught about cultural equality starting from their pre-school years. â€Å"Young children can develop stereotypic viewpoints of cultures different from their own when similarities among all individuals are not emphasized. Teachers can help eliminate stereotypes by presenting material and activities that enable children to learn the similarities of all individuals. Circle time is particularly helpful in this respect, as it provides children with a feeling of group identity and introduces them to the variety of cultures represented in the class (Dixon and Fraser, 1986). This suggestion would actually work if the students are made to realize that discrimination is a social sickness that keeps the human civilization form progressing to the best possibilities that they could be, making their differences work for the sake of social development. The Involvement of Technology Technology has a great role in providing students from different countries the education that they need to know through the utilization of the Internet. People from all over the world are able to access education within the convenience that they are satisfied with. A part of this particular educational innovation with the integration of teaching and technology, it has been possible for this particular educational set up to host cultural crossover among students. It is through this particular advancement that students are able to learn about their classmates’ cultural background in a broader view of their importance in the society. It is by this process that the students are given a chance to see others in a more balanced way. Conclusion Education is a provision given to everyone. Not a single person should be denied of this provision whatever race he may come from. People from over the world are making several progresses pertaining to becoming globally connected to each other. The cultural crossover as a result of the globalization movement should then be used for the betterment of the entire human society. Through education and accurate knowledge of others’ worth to the society, the social issues and the ethical questions that are raised because of the differences of the races from each other could be gradually eliminated. Yes, education itself is the key to a more peaceful, progressive society that has particularly burst-out from a multicultural society. BIBLIOGRAPHY Dixon, G.T. Fraser, S. (1986). â€Å"Teaching Preschoolers in a Multilingual Classroom.† CHILDHOOD EDUCATION, 62, 4, 272-275. U.S. Bureau of the Census (1994). Statistical Abstract of the United States (114th ed.). Washington, D.C.: U.S. Government Printing Office. Cortes, Metcalf and Hawke (1976). Understanding You and Them: Tips for Teaching About Ethnicity. Bolder Colorado: ERIC Clearinghouse for Social Studies Education and Social Science Education Consortium. Gill, D., Mayor, B., Blair, M. (Eds.) (1992). Racism and Education: Structures and Strategies. London: Sage Publications Ltd. Hanvey, Robert G. (1978). An Attainable Global Perspective. Next Steps in Global Education: A Handbook For Curriculum Development, ed. William Kniep. New York: The American Forum. Internet Sources: Frederick J. Baker. (1999). Multicultural Versus Global Education: Why Not Two Sides of the Same Coin? http://www.csupomona.edu/~jis/1999/baker.pdf. (April 9, 2007). How to cite Multicultural Education versus the Common Culture, Essay examples