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

Our Town By Thornton Wilfer Essays - Our Town, Thornton Wilder

Our Town By Thornton Wilfer Thornton Wilder's Our Town spans twelve years in the life of Grover's Corners, New Hampshire. Throughout this time period the play portrays both routine daily life and major events in the lives of George Gibbs, Emily Webb, and their families. Present throughout is the Stage Manager who gives informal commentary and explanation of the play's characters and events. Although the play begins and ends in Grover's Corners, it ranges far beyond the village boundaries. As specific as the dates, places, and characters are, it is apparent that life in general rather than individual lives is the focus. The characters in the book go about life as if it truly were a scripted play. There is no spontaneity or excitement. I believe Wilder's purpose in this is to portray the importance of finding value above all price for even the smallest events in our daily lives. To appreciate everything without exception in life. Our claim, our hope, and our despair are what we make of them and only we have the power to change them. The scenery that surrounds us is not important, you should live life as full as you possibly can. You should always appreciate life, and most people do not. Others do, but not enough really understand that they shouldn't let life pass them by because who knows, this may be your only shot at it. I see Our Town not as a sad and sentimental play but as a celebration of daily life in the knowledge of death's inevitability. The tragedy in failing to grasp the value of common, routine events becomes evident in the cemetery scene at the end of Our Town. In her brief return to life, Emily realizes that she has let much of it slip past her attention. "It goes so fast" she cries. "We don't have time to look at one another." In tears she asks the Stage Manager, "Do any human beings ever realize life while they live it? Every, every minute?" He replies, "No...the saints and the poets maybe -- they do some." Unable to endure her grief, Emily is quite willing to return to the realm of the dead. Wilder once said, "The cause of man's unhappiness is not his failure to achieve or sustain greatness, but his failure to delight in the beauty of ordinary existence." I think he means that the cause of people's unhappiness is not the failure to achieve good things, but the failure to appreciate the beauty and value of daily life, no matter how plain or ordinary. I believe this is the understanding that he wanted readers to have after reading his play.

Why Did A Stalemate Develop On The Western Front Essays

Why Did A Stalemate Develop On The Western Front Essays Why Did A Stalemate Develop On The Western Front Paper Why Did A Stalemate Develop On The Western Front Paper World war: How the Stalemate was developed In this piece of work I will be exploring the events between the start of the world war and Christmas 1914 and Ill be looking on how the stalemate developed. With the Schlieffen plan a wash at the onset of the war and the resulting race to the sea leaving the opposing sides on an unending series of trench-building marathons until they were lined up from the Alps in the south to the North Sea in the north. With the complete and almost idiotic reasoning of high command to send wool-clad men against well-protected, well-sighted, machine-guns, barbed wire and later armoured barbed-wire, heavy artillery, and long-range accurate rifle fire the life span of a soldier was measured in seconds during some battles. With the defence heavy technologies of the time coupled with lack of innovation and advancement by the offense side the battles that may last for months having huge losses and maybe yards are the only gains. Germany in Belgium Germany aim was to attack France and pull them out of the War because by doing this Germany think they would have won the war in a midst of a couple of months. Germany couldnt go straight through France because heavily allies defended the Franco-German borders. The Schlieiffen plan had to be put to work. Germany thought they will be able to march through Belgium and Luxembourg to quickly knock France out of the war; they have done it before they will do it again. They would think that Russia would take time mobilise; it was an all-or-nothing gamble. The main route through Belgium would be through the flat plains of Flanders; 34 divisions would be use to march through Belgium and 8 divisions would be used to hold back the German advance from the German borders. The main place that German was aiming for was Paris; if Paris was surrounded France would have been able to fight back but wouldnt have success. German knew that Russia could take up to 6 weeks to mobilise their army and Germany knew that they had 6 weeks to go through Belgium to get to France. The only problem with the Schlieffen was that Germany depended on the action of the other four countries (France, Russia, Britain and Russia). If the Schlieffen plan was not followed all hell would break lose. Germany marched into Belgium but Germany was not so lucky because Belgium gathered all there soldiers and try to stop the German advance. The Belgiums knew that Germany was twice their size but they put up a resistance from there frontier forts which was bombed by Germans. Belgium had hide themselves in underground tunnels were they waited for the German but the Germans had bomb these tunnels killing many Belgium soldiers. But this brought time for the British and French Army to mobilise. The Battle of Mons The British Expeditionary Force deployed in the fields of Belgium, led by Sir John French. The BEF moved into position in front of Mons creating a line along the Mons-Condi Canal, they were just to the left of the French fifth Army. The BEF dug in along the side of the Mons Canal awaiting the advancing Germans, who were marching through Belgium following the Schlieffen Plan. After the defeat earlier by the Germans General Charles Lanrezac, asked French to hold their position along the canal for 24 hours while French and the BEF fell back. On the 23rd August the BEF were attacked by the German first Army. The German Infantry were advance was repelled by the British Infantry, the sustained a very large losses; almost 1600 British Soldiers were killed and wounded. But with the French Plan 17 abandoned the French force retreated to defend Paris but found that Germany were in Paris they tried their hardest to push Germany back. British also had no other alternative but to retreat as well. If the French had hold their position along the canal they may have been able to push the German advance back and not lose so many soldiers, they may have been able to defeat German. But Germany may have brought more troops in from Germany. The Battle of Marne The French were on defensive in September 1914 but the German were not doing well either. The German Supreme Moltke had to pull out 100,000 troops from the army advance from Paris because they found out that Russia had mobilise quicker than supposed to and had already invaded Germany. This was proved that the British and French were needed. Another problem that had sprung up within the German force was that their advance had been so fast that their food and ammunition couldnt keep up. The German soldiers were unfed and really exhausted. The German commander, Von Kluck couldnt go round Paris as it was planned because the further they get away from their border line the less supply that would be about to get to them. So they decided to advance straight towards it. While the German Advanced on no other choice that foot, the French diverted troops to Paris by railway and then they were put on the front, some of them were transported by taxi. The Germany army couldnt hold it any longer they were weary and overstretched. British and French forces combined were able to stop the German army along the River Marne. The British and the French had counter attacked and pushed the Germans back to the river Aisne, but they couldnt drive them out of France entirely. The Race to the Sea The Battle of Marne was a turning point, for all 3 countries. The best known Plan (Schlieffen) had failed and Germany was caught up in a two-front war. The German general realised that they couldnt break through the enemy lines; Moltke was replaced by commander Falkenhayn who decided the best way to get to your enemy lines was to outflank them his enemy lines. The German were digging in to guard themselves from the advancing allies. The charge went on 12th October. This became the race to the sea. The Germans charged west towards to the sea. Each army tried to outflank the other to achieve the benefit, the British and French moved troops to block the Germans whenever it seems like they are about to attempted to break through. The First Battle of Ypres The battle of Ypres was in Belgium, this was one of the key battles in the race to the sea. Still trying to break through each others trench line, from the 12th October to 11th November 1914 the BEF lost around 50,000 men and the Germans lost around 100,000; but the British held the important ground-they kept the control of the English Channel Ports which meant they could be supplied with equipments and reinforcements. By November 1914 there was a deadlock, the BEF had been slaughtered. The French had already suffered around 1 million dead or wounded in just 10 weeks. Despite all this happenings, the French army tried to break through the German lines in Artois and Champagne in December but they were beaten badly back with heavy losses. As 1914 ends, the fighting had reach stalemate which was to last until 1918. Digging Trenches The reason of why trenches were built was to prove them cover from their enemy snipers and shell bombs. Trenches stretched from the sea (the English Channel) to the west of the Alps in Switzerland this was known has the Western Front. The trenches were dug at seven feet deep and six feet wide, they had to put it in a zigzag pattern to prevent the enemy from shooting in a straight line. The space between the opposing on the Western Front was between 100 and 300 yards apart. On the Eastern Front and Middle East the areas on the battlefield was too vast and the distance from the factory that sells shells, bullets, concrete and barbed wire was so great that the trench warfare in the European style was not eventuate. There were three standard ways to dig a trench: entrenching, sapping and tunnelling. Entrenching, where a man would stand on the surface and dig downwards, was most efficient as it allowed a digging party to dig the length of the trench simultaneously. However, entrenching left the diggers exposed above ground and hence could only be carried out when free of observation such as in a rear area or at night. Sapping involved extending the trench by digging away at the end face. The diggers were not exposed but only one or two men could work on the trench at a time. Tunnelling was like sapping except that a roof of soil was left in place while the trench line was established then removed when the trench was ready to be occupied. The guidelines for British trench construction stated that it would take 450 men 6 hours (at night) to complete 250 metres of a front line trench system. Thereafter the trench would require constant maintenance to prevent deterioration caused by weather or shelling. Types of Weapons The types of weapons used in 1914 were things like machine guns which could cause a lot of damage and kill soldiers in the open, they could fire up to 600 bullets a minute, machine guns were deemed to be a mass destruction. Artillery was the new and upgraded cannon they could fire up to 170 million shells in that time. But the Germans have different plans, the German Scientist have been planning the biggest artillery ever known, its name was Big Bertha it was so powerful it can fire at the heart of Paris from 120 kilometres away. The shells were also upgraded. Instead of the ordinary shells, they had high-explosive shells which were thin casing and full of tiny lead pellets. This was so effective that it killed hundreds and thousands of men; it also blew of the ground which made hiding more difficult for the soldiers. Gas Grenades were very effective weapon; they were highly toxic and could kill someone in a instant. There were 3 main gas grenades. The first was Chlorine gas which was used in the Battle of Ypres, the second Phosgene gas and the third was Mustard gas. This burned the lungs of the inhaler leaving them to die in agony. Gas masks were issued to everyone in the country, but they werent so useful and many people died. Transportation greatly increased, as more troops were needed at battlefields and other places. British forces used everything from trains to Lorries and even taxis. They transported 500 men in 1914; 250 taxis took the reserve troops to the Battle of Marne and thousands of lorries were used to transport troops to Verdun in 1916. Tanks were known as The Chariots of God at First, they were giant blocks of metal that could carry 1-2 personnel and travelled at about 5 kilometres per hour. But scientists and developers kept making new and improved tanks and by 1918 the Anglo-American Mark 8th could carry up to 8 men, and at the same time fire 208 shells and up to 13,000 bullets. Although these beasts were powerful, they were not so reliable. Most broke down and a good example is the battle of Amiens. The British sent 525 tanks, and after four days, only 25 were left in working order. Rolls Royce also joined in the development of these tanks, by building their own armoured car! It could travel up to 88 kilometres and had 8mm machine guns. Planes were the new types of weapons use in advanced technological warfare. They had everything from mini scout planes to huge blimp like bombers called Zeppelins. Air warfare was not seen as important as any other type so it did not have its own category. Conclusion I think Germany invading Belgium is the most responsible for the stalemate, because if German hadnt invaded Belgium they wouldnt have gone through a series of Battles. German trust a plan that was made quite sometime ago which relied of the actions on the other countries around them which may have been different like it was. But if Belgium just let Germany thorough there country then Germany could have captured Paris quickly enough and kicked them out of the war and the war may have been finished by Christmas. But one different move may have changed the whole history of this from a 4 year war to a 5 months war. I think because of the actions of both Germany and Belgium the war was at stalemate. Belgium was a neutralised country they werent on any side so there wouldnt have been a problem with German forces marching through their country?

Using Más in Spanish as an Adverb, Noun, or Pronoun

Using Ms in Spanish as an Adverb, Noun, or Pronoun Ms is the word most commonly used in Spanish as the equivalent of more and sometimes most. It typically functions as an adverb but sometimes as an adjective or pronoun. Here is a guide to its usage: Using Ms to Mean ‘More’ or ‘Most’ In its most simple use, ms can come before an adjective or adverb to mean more or most, depending on the context. In the same way, ms is often the equivalent of the English suffix -er or -est.  ¿Cul es el idioma ms fcil para aprender? (What is the easiest language to learn?)Es ms difà ­cil vivir en el à ©xito. (It is more difficult to live with success.) ¿Si me baà ±o en cloro serà © ms blanco? (If I bathe in chlorine, will I be whiter?)La propulsià ³n warp de Star Trek se usa para viajar ms rpido que la luz. (Star Treks warp propulsion is used to travel faster than light.)El monte Fujiyama es conocido como la ms hermosa montaà ±a en la Tierra. (Mount Fujiyama is known as the most beautiful mountain on Earth.) When it comes before a noun, ms can function as a masculine or feminine adjective and also be translated as more. Its use as an adjective to mean most is possible but uncommon. Hay ms felicidad en dar que en recibir. (There is more happiness in giving than in receiving.)Puedes enviar una invitacià ³n por correo electrà ³nico a dos o ms personas a la vez. (You can send an invitation by email to two or more people at a time.) ¿Causa la contaminacià ³n del aire ms muertes extra al aà ±o que el tabaco? (Does air pollution cause more additional deaths each year than tobacco?) Ms can also function as a pronoun in the same way where it substitutes for ms noun: Tengo ms que tà º. (I have more than you.)Compramos ms cuando tenemos hambre. (We are buying more when we are hungry.)Lo ms que puedes lograr es ser nà ºmero dos. (The most you can accomplish is to be number two.) Ms Que vs. Ms De The phrase more than is nearly always translated as ms de or ms que. However, the two phrases are used in different ways, arent interchangeable, and should not be confused with each other. Ms de is used with numbers and quantities: Las olas, de ms de siete metros de altura, hicieron estragos. (The waves, more than 7 meters high, created havoc.)Habà ­a ms de un mil espectadores. (There were more than 1,000 spectators.)Es importante beber ms de dos litros de agua al dà ­a. (It is important to drink more than two liters of water per day.) Ms que is used otherwise. As in the second example below, an adjective or adverb can come between the ms and the que. Hoy te amo ms que ayer. (I love you more today than yesterday.)La paz es ms difà ­cil que la guerra. (Peace is more difficult than war.)Somos mucho ms que amigos. (We are much more than friends.) Using Ms With Verbs Although ms is often translated as more when used as an adverb following a verb, often it is better to let the context suggest a different translation:  ¡No puedo vivir ms con mis padres! (I cant live any longer with my parents!)Pienso ms cuando no hay distracciones. (I think better when there arent any distractions.)Esta pilas recargables duran ms. (These rechargeable batteries last longer.) Using Ms in Arithmetic In mathematical formulas, ms is the equivalent of plus: Dos ms dos es igual a cuatro. (Two plus two equals four.)La suma de cero ms cualquier nà ºmero da dicho nà ºmero. (The sum of zero plus any number gives that number.) Ms vs. Mas Ms should not be confused with mas, even though the two words sound alike and come from the same origin. Mas is a preposition meaning but. You wont hear it used very often- mas has a mostly literary use and in real life the word choice for but is pero. Centuries ago, ms and mas started out as the same word, with the former eventually getting the accent because it would get the stress as its more and but meanings diverged. Key Takeaways Ms is usually used as an adverb to mean more or most.Ms can also be used as an adjective or pronoun meaning more.Ms and mas are not the same word; the latter is a literary word meaning but.

Comparing and contrasting poems Essay Example | Topics and Well Written Essays - 1250 words

Comparing and contrasting poems - Essay Example On the other hand, Claude McKay was born in another century, in 1890. He was a Jamaican who immigrated to America at the age of twenty three. Claude McKay is famous for his more of a renegade style that talks about liberation and equality for the oppressed minorities of America. While Morales’ poem instigates your mind to realize and acknowledge the ethnic and racial diversity in America, McKay’s poem truly brings forth the Harlem Renaissance where he embraces and denounces America at the same time. Hence, both poems are similar because of the immigrant blood both poets possess, yet different in the way they deal with this. The form of â€Å"Child of the Americas† and â€Å"America† by Morales and McKay respectively, differs. â€Å"Child of the Americas† has a very ambiguous form that also depicts the confusion of the poet. The first stanza is composed of eight lines while the following two are of six lines each. The poem ends with a single, sure line that comes after a couplet. â€Å"America,† on the other hand, is written in the format of a sonnet with three quatrains and a concluding couplet. Both poets although squabbling with the entity that is America, are proud of who they are. Their American identity as a colored person is something they cherish and acknowledge. While Morales speaks â€Å"English with passion,† McKay loves â€Å"this cultured hell.† McKay opines that although life in America is tough especially when one has to face segregation on the basis of race, he still loves this country because it makes him grow tough and resilient. And although it is a huge country compared to his smallness or the minority of his race, but still it makes him strong enough to be a rebel and stand up to its oppression. Morales and McKay are similar in their poetic expression: Morales has used the impersonation technique to symbolize different ethnicities as an American whereas Claude McKay has personified America as almost equivalent to a