Military Aircraft Essays - Stealth Aircraft, Monoplanes, Free Essays

Military Aircraft Essays - Stealth Aircraft, Monoplanes, Free Essays Military Aircraft Thesis: Military aircraft has become more sophisticated in variety, effectiveness in war situations, and special maneuvering techniques in recent years. Military aircraft has become more sophisticated in variety, effectiveness in war situations, and special maneuvering techniques in recent years. With the advance of stealth technology, many new and very effective aircraft have been developed. The F-117A was used during Operation Dessert Storm and every plane came back without a scratch. The very expensive B-2 stealth bomber has never been used in actual war, but during testing it was a success. The Advanced Tactical Fighter program was started to make an aircraft that could supercruise, the ability to cruise at supersonic speeds, and didn't cost very much. The YF-22 and YF-23 were the first planes to accomplish this. With all the planes we know of, there are also top secret programs probably going on right now. A new fighter that has never been heard of before has been spotted. As John Welch, the assistant secretary of Air Force said, "Stealth gives us back that fundamental element of war called surprise" (Goodall 9). After it was found that aircraft could be very useful in war, it was used for large scale reconnaissance. Then people started to add bombs to aircraft and then airplanes started to become an essence of war. After World War 2, new bombers were developed with fast speed, and could travel far distances. They could also carry nuclear bombs and missiles. The use of the bomber aircraft then led to the fighter, which was equipped with guns and missiles. Helicopters were also found to be good strike aircraft. They were armed with cannons, machine guns, rockets, torpedoes, and a variety of missiles. Vertical takeoff made the helicopter an advantage. The first flight of the F-117A was in June of 1981 in Groom Lake test facility. The total cost for the development of the F-117A was just under two billion dollars, but it only cost $43 million to make each plane. It became operational in October of 1983 and was the first operational stealth aircraft ever built. The F-117A is a night attack plane powered by two, nonafterburning General Electric engines. F-117As were designed for first-strike capabilities and to be able to fly into any countries airspace undetected. The primary task of the F-117A is to break through enemy airspace, destroy high value targets, and return back unharmed. They were considered to first be used in several different tasks, but weren't used until Operation Dessert Storm where they did an excellent job. As Donald Rice, Secretary of the Air Force, said, "Everyone now agrees the F-117 was a real bargain" (9). During Operation Dessert Storm the F-117As were found out to be very successful. The war began on January 16, 1991 when the F-117A fighters entered the Iraqi airspace on their way to downtown Baghdad. There were 43 of them over the skies of Iraq and not one was lost even though they went against one of the most modern air-defense systems in the world. Operation Dessert Storm was the largest aerial bombing attack in war history. It was also the first time a stealth aircraft was used as a main weapon. On the first day of Desert Storm the Lockheed F-117As dropped sixty-two 2,000 pound bombs on Baghdad destroying the most critical targets of the Iraqi military, including the headquarters of the Iraqi air force. "We've seen that not only does stealth work, but that it puts fewer assets at risk and saves lives" (9), as Donald Rice said. The pilots of those F-117As flew through the hardest anti-aircraft missiles any pilot has ever flown through. When you think of stealth, most people probably think of B-2 stealth bomber, but most people don't realize that it hasn't even been used in a real war situation yet. In November of 1987 the Pentagon ordered the first four B-2s to be built for $2 billion. Each B-2 cost $437.4 million to build. After the military liked the bomber, they originally ordered 133 of them, then they cut back to 75 because of the deficit-reduction bill. Then, in 1992, the House of Representatives voted to buy only twenty, and later only 15 saying that 10 would be enough. With four General Electric

Business Letter Format

Business Letter Format A business letter is a document you send to a reader outside of your organization. A memo is used internally in business. (Memo format.) Here is a standard business letter format model, based on The Business Writer’s Handbook: LETTERHEAD March 22, 201_ (DATE – three lines below the letterhead) Mr. George Vogel (INSIDE ADDRESS – Include the recipient’s name, title, and address, two to six lines below the date, depending on length of letter) Director of Operations New York Transit Authority New York, NY 10010 Dear Mr. Vogel: (SALUTATION – Two lines below Inside address, aligned left margin. Note a business letter salutation uses a colon. A personal letter uses a comma.) Enclosed is our final report evaluating the safety measures for the New York City Transit System. (BODY – Begin two lines below the salutation, justified left.) The report addresses all issues you raised in our last meeting. I believe you will be happy with the issues resolution. However, if you have any further questions, I would be happy to meet with you again. Thank you for your willingness to fully share data, and for your insights as we compiled this report. Your experience was invaluable. Sincerely, (CLOSING – Two spaces below the body. Use Best regards or Best wishes if the recipient is a close colleague.) Marilyn Jones (YOUR SIGNATURE, HANDWRITTEN) Marilyn Jones, Ph. D. (WRITER’S SIGNATURE BLOCK – Your full name four lines below closing. Include business title and individual contact info.) Director of Research mjones@companyname.com MJ/ls (END NOTATIONS AS NEEDED: letter writer initials/typist; enclosures; courtesy copies) Enclosure: Final Safety Report cc: ITS Safety Committee Members Note that all text is fully justified left. It is also acceptable to indent the Inside Address and the Closing, Signature, and Writer’s Signature Block. If you choose this format option, indent them to the center of the page and align all of these elements. CONTINUING PAGES If a letter requires a second page (or, in rare cases, more), always carry at least two lines of the body text over to that page. Use plain (non-letterhead) paper of quality equivalent to that of the letterhead stationery for the second page. It should have a header with the recipient's name, the page number, and the date. Place the header in the upper left-hand corner or across the page.For example:Ms. M.C. MarksPage 2March 16, 2012(we prefer this format)ORMs. M.C. Marks Page 2 March 16, 2012 Letter writing is just one of the skills that we teach in our most popular effective businsess writing course.

Strategic Leadership - Case Study Example | Topics and Well Written Essays - 1000 words - 1

Strategic Leadership - - Case Study Example Routines Creation of the Central Research Laboratory enabled 3M to learn outside its defined domain by looking on opportunities generated by both external demand and internal capacity (Bartlett & Mohammed 3). Substantial organizational slack manifested through the policy encouraging researchers to spend up to 15% of their time pursuing projects of interest to them (Bartlett & Mohammed 4). Identifying and developing innovations arising from projects even when no large market potential was evident (Bartlett & Mohammed 4) Continued organic growth and spurning off of new groups, divisions and products strengthened 3M through increased product variation. Culture Creativity was encouraged via institutionalized individual entrepreneurship (Bartlett & Mohammed 2) Informal recognition given to maverick employees through semi-legend stories that were circulated in the company to encourage individual persistence and commitment to innovation (Bartlett & Mohammed 5). Tolerance for what McKnight referred to as â€Å"well-intentioned failure† and risk taking was encouraged as shown by management supporting those who were involved in failed projects quickly move on to something new (Bartlett & Mohammed 5). 3M has been able to retain its market leadership through technological innovation, market responsiveness and institutionalized entrepreneurship. Entrepreneurship by its very nature is characterized by high risk and possibility of failure. Therefore it is necessary to have a management that encourages employees to innovate through incentives, and giving them time to actually pursue these innovative projects. Innovation requires research, which is resource intensive, therefore the company needed to ensure that these resources are available by making huge investments in R&D such as in the development of the Central Research Laboratory. However, we must note that this is a business where the ultimate goal is to maximize on shareholder return. Thus giving each of these innovative divisions a clear set of corporate financial performance targets ensures that they self-monitor themselves, by investing only in those products that show promise of a return. If say, 3M lacked this form of financial targets for each of its divisions we would probably see some divisions becoming less accountable than others. Is 3M an â€Å"innovation factory,† or does it work by a different model? And are those at 3M â€Å"T-shaped†? 3M is an innovation factory because we can identify within it the four intertwined work practices that characterize such a factory namely: capturing good ideas (3M spans multiple markets with multiple business units), keeping ideas alive (3M has a database containing over 25 years of information on hundreds of projects), imagining new uses for old ideas (3M encourages cross-functional interaction among all its divisions) and putting promising concepts to the test (3M encourages development of innovations from projects ev en when no large market potential is evident) (Hargadon & Sutton 324). The staff at 3M is T-shaped. This is so because we can identify several of the approaches highlighted by Hansen and von Oetinger as necessary for an organization to have so that its staff can effectivel be T-shaped. Firstly, we see that 3M constructed a facility at Austin, Texas whose specific purpose was to facilitate cross-functional interaction and encourage teamwork (Bartlett & Mohammed 12) which is line with the formalization of cross-unit

The Role the Bible in Regards to Ethics Essay Example | Topics and Well Written Essays - 1750 words

The Role the Bible in Regards to Ethics - Essay Example The Bible gives Christians the answers to different morality aspects that often bring up arguments and disagreements. Such matters include: abortion, immorality, drug abuse, homosexuality, alcoholism, divorce and the family among other aspects of life that often bring up dilemmas. (London, 2009) The Bible talks about morality and ethics in specific and general terms. In the Book of Mark 7:20-23, the Bible specifies that it is what comes from inside of Christians that causes them to sin. The heart directs us to steal to kill and to rob; to be jealous to be immoral and to commit any form of sin against the Lord. The verse mentions specifically the acts that are known to be immoral and unethical in accordance to the Bible. In Romans 1:25-32 the Bible goes ahead into specifications that when men sin against the Lord and are involved in worshiping the creations of the Lord and not God himself; it results into acts such as homosexuality where men have a strong passion for each other instead of the natural relationships created by God. In verses 29-30 it goes ahead and specifies the evils that the Lord is against including: slander and malice, disobedience of parents, being proud and not keeping promises among others. (Clapp, 1996: pg 36) In the Book of 1 Peter 4:3, the Bible continues to specify on aspects such as drunkenness which it depicts as evil. In the same chapter, it is also stated that for every wrong that is committed, the Lord is going to judge human beings accordingly. Therefore, it is clear from the Bible that the wrong doers will be punished and those who are strong and they suffer physically for the Lord will be saved. II. Nature of the Relationship between the Bible and the Church in regards to Ethics Churches of the world regard the Bible not as a collection of verses by the ancient people but as the word of The Lord. The Bible is taken as God's voice speaking directly to us. It is the voice of the Lord to the congregation and to the entire world. This is an act of faith and is what interconnects the Bible to the church. The main purpose of the church is to interpret the word in the Bible to the congregation and let it known to individuals what is right and wrong in the eyes of the Lord. The church serves as an institution of direction to the believers on the path to follow in order to be righteous and to live a holy life and waiting on the Lord. In the book of Isaiah 40:8, the Bible states that all other things in this world will come to pass but the word of the Lord will stand forever and ever. The message of the Bible that was intended by God to guide our every step and our day's activities is preached in churches. What is right or what is wrong (ethics) is emphasized in the c hurch using the wordings of the Bible. (London, 2009) In the Book of Nehemiah 8:1-16, the people of Israel are gathered in the Watergate to listen to the word that the Lord had given to Moses for them. Ezra the priest at that time read the scripture out loud to the people and they listened attentively to every word. They stood up in respect of the word and they bowed down to the Lord and worshipped Him in song and Praise. Ezra discouraged them from being sad and he told them that the joy of

The Civil war Essays -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Civil War  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the United States, the southern states' economies were mainly based on agriculture, but not any normal kind of agriculture, they were based on the agriculture of slave labor. Slavery was deeply ingrained in the culture, so much that only a war could stop it. This war was a gruesome war, made far worse because of the advent of modern rifles, combined with an ignorance of advanced military tactics and lack of medical knowledge. At the time, the method common method of warfare was to line up on a big field and stand up and then shoot. The time that the war occurred was pre-germ theory, methods of antiseptics were unknown. This made it so that great damage would be inflicted upon a person, but there would be no way to properly heal treat it. This combination of factors made this war a particularly bloody and devastating one.   Ã‚  Ã‚  Ã‚  Ã‚  A main factor of this war was that the social entrenchment of slavery ran particularly deep. The institution of slavery had been in place since the first colonies were established in the Americas. Early in American history, when the Constitution of the United States was drafted, slavery was also part of the institution. The southern states wouldn’t have ratified the Cons if slavery were outlawed. The Constitution of the United States was held to be the most holy of documents regarding law. Yet even these â€Å"high principled people† and â€Å"educated and sophisticated hierarchs† that approved and created the constitution left grievous discrepancies that later cause a terribly bloody war. If they had taken a clear stance on anti-slavery, the southern states would never have joined the Union. They discretely mentioned slavery in three different sections, but never out right say that it is legal, or illegal. It gave people the right to sue agai nst slavery. And that put doubt (whether they should be in the union) and fear into southern slaveholder’s hearts. This fear and suspicion was only deepened by the growing abolitionist movement, and gin. The cotton gin was of particular importance because much more cotton could be processed. That meant that more acreage could be planted and harvested. This created a huge increase in the am... ...vernment of Great Britain to have become destructive of these ends, the declared the colonies ‘are absolved from all allegiance to the British crown.† By that argument they are saying that it has all been done before, look, you yourself did it, so don’t be unjust and let us break away like you did.   Ã‚  Ã‚  Ã‚  Ã‚  The citizens South Carolina were feeling that they had been violated and abused by the breaking of a viable contract. The northern states were trying to take away their inalienable rights, and they would stand for it. President Lincoln tried to make it clear that â€Å"I hold that, in contemplation of universal law and of the constitution of the Union of these States is perpetual.† South Carolina and all of the other southern states simply did not listen. Lincoln tried to talk sense into them, counter arguing their every point but they would not take any middle ground, as they felt they had already tried that. When it came down to fighting, Lincoln had the high moral ground, and not only that, the larger, more advanced, and better equipped armies. Lincoln tried to not push the point but he was forced to attempt to keep the union together by any means necessary.

Curricular theory and theorists Essay

The word curriculum has its origins in the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. A useful starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the subject. Kerr defines curriculum as, ‘All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. [1] This gives us some basis to move on. For the moment all we need to do is highlight two of the key features: Learning is planned and guided. We have to specify in advance what we are seeking to achieve and how we are to go about it. The definition refers to schooling. We should recognize that our current appreciation of curriculum theory and practice emerged in the school and in relation to other schooling ideas such as subject and lesson. In what follows we are going to look at four ways of approaching curriculum theory and practice: Curriculum as a body of knowledge to be transmitted. Curriculum as an attempt to achieve certain ends in students – product. Curriculum as process. Curriculum as praxis. Curriculum as a body of knowledge to be transmitted Many people still equate a curriculum with a syllabus. Syllabus, naturally, originates from the Greek. Basically it means a concise statement or table of the heads of a discourse, the contents of a treatise, the subjects of a series of lectures. In the form that many of us will have been familiar with it is connected with courses leading to examinations. For example, when teachers talk of the syllabus associated with, say, the Cambridge GSCE exam. What we can see in such documents is a series of headings with some additional notes which set out the areas that may be examined. A syllabus will not generally indicate the relative importance of its topics or the order in which they are to be studied. Those who compile a syllabus tend to follow the traditional textbook approach of an ‘order of contents’, or a pattern prescribed by a ‘logical’ approach to the subject, or the shape of a university course in which they may have participated. Thus, an approach to curriculum theory and practice which focuses on syllabus is only really concerned with content. Curriculum is a body of knowledge-content and/or subjects. Education in this sense is the process by which these are transmitted or ‘delivered’ to students by the most effective methods that can be devised [3]. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. ‘It is also because this view of curriculum has been adopted that many teachers in primary schools, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner’. Curriculum as product The dominant modes of describing and managing education are today couched in the productive form. Education is most often seen as a technical exercise. Objectives are set, a plan drawn up, and then applied, and the outcomes (products) measured. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. It is the work of two American writers Franklin Bobbitt, 1928 and Ralph W. Tyler, 1949 that dominate theory and practice within this tradition. In The Curriculum Bobbitt writes as follows: The central theory is simple. Human life, however varied, consists in the performance of specific activities. Education that prepares for life is one that prepares definitely and adequately for these specific activities. However numerous and diverse they may be for any social class they can be discovered. This requires only that one go out into the world of affairs and discover the particulars of which their affairs consist. These will show the abilities, attitudes, habits, appreciations and forms of knowledge that men need. These will be the objectives of the curriculum. They will be numerous, definite and particularized. The curriculum will then be that series of experiences which children and youth must have by way of obtaining those objectives. This way of thinking about curriculum theory and practice was heavily influenced by the development of management thinking and practice. The rise of ‘scientific management’ is often associated with the name of its main advocate F. W. Taylor. Basically what he proposed was greater division of labor with jobs being simplified; an extension of managerial control over all elements of the workplace; and cost accounting based on systematic time-and-motion study. All three elements were involved in this conception of curriculum theory and practice. For example, one of the attractions of this approach to curriculum theory was that it involved detailed attention to what people needed to know in order to work, live their lives and so on. A familiar, and more restricted, example of this approach can be found in many training programs, where particular tasks or jobs have been analyzed and broken down into their component elements and lists of competencies drawn up. In other words, the curriculum was not to be the result of ‘armchair speculation’ but the product of systematic study. Bobbitt’s work and theory met with mixed responses. As it stands it is a technical exercise. However, it wasn’t criticisms such as this which initially limited the impact of such curriculum theory in the late 1920s and 1930s. Rather, the growing influence of ‘progressive’, child-centred approaches shifted the ground to more romantic notions of education. Bobbitt’s long lists of objectives and his emphasis on order and structure hardly sat comfortably with such forms. The Progressive movement lost much of its momentum in the late 1940s in the United States and from that period the work of Ralph W. Tyler, in particular, has made a lasting impression on curriculum theory and practice. He shared Bobbitt’s emphasis on rationality and relative simplicity. His theory was based on four fundamental questions: 1. What educational purposes should the school seek to attain? 2. What educational experience can be provided that is likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained? Like Bobbitt he also placed an emphasis on the formulation of behavioural objectives. Since the real purpose of education is not to have the instructor perform certain activities but to bring about significant changes in the students’ pattern of behaviour, it becomes important to recognize that any statements of objectives of the school should be a statement of changes to take place in the students. We can see how these concerns translate into an ordered procedure and is very similar to the technical or productive thinking steps set out below. 1. Diagnosis of need 2. Formulation of objectives 3. Selection of content 4. Organization of content 5. Selection of learning experiences.

Comparison Of Baby Boomers vs. Generation Z - Free Essay Example

Sample details Pages: 1 Words: 346 Downloads: 4 Date added: 2019/10/31 Category Society Essay Level High school Tags: Baby Boomer Genertation Essay Did you like this example? The most studied generations coverge on the workplace. Generation X, the age born before the 1980s but after the Baby Boomers Generation Y, typically those born between 1984 and 1996. The two generations have different values but also share common beliefs and characteristics. Generation X is independent, resourceful, and self-sufficient. They value freedom and responsibility in the workplace. Generation X for instance Don’t waste time! Our writers will create an original "Comparison Of Baby Boomers vs. Generation Z" essay for you Create order Is expected to contribute to the workforce in numbers of 65.8 million by the end of 2018. This generation marks the period of birth decline after the baby boomers and is significantly smaller than previous generations. Between 35 and 50 years old, Generation X tend to be more ethnically diverse and tend to be better educated than the baby boomers. According to statistics of 2015 over 60 percent of Generation X attended college. The Generation X mentality is a shift from manufacturing economy to service economy. This is the first generation to grow up with the access to computers and technology. Generation X comfort level with smartphones, email, laptops, tablets and other technology employed in the legal workplace. Generation YÂ   Generation Y makes up the most fastest growing segment of the workforce. Generation Y grew up with technology, and they rely on it to perform daily activities more efficiently. Millennials usually prioritize family over work, even those who arent married with children feel the need to be with their family. Millennials are confident, ambitious, and achievement oriented, also they tend to seek new challenges at work, they arent afraid to question authority. They seek work with a purpose and a solid learning standard. They value teamwork and the input and assistance of others, they are true to no-person-left-behind, very loyal, dedicated and committed. They prefer to be involved instead of secluded. Between the two Generations they have many characteristics and values in which they dont have in common. Yet they have few in which they share and/or start to develop. Technology, Education, and core values seemed to be the center of comparison between the X and Y generation and through statistics it is shown that this what interest surveyors the most.