Edward Hopper essays

Edward Hopper essays Edward Hopper was a painter, who depicted life in America in the 1920's, and the influence of the events of those times on people. Hopper inspired other artists, after his time, to paint in his style. The paintings he did showed the reaction of americans to events happening in the 1920s. By looking at his work, one can feel the emotions that people felt during these years, and the atmosphere in America all together. Hopper was a ground breaking artist of his time, and created new aspects in art, while influencing others. Edward Hopper was able to depict the scenes of the times, because he had an extreme good background in painting and drawing. He got involved with art as a child, and then attended the New York School of Art, from the years 1900 to 1906, while being trained by Robert Henri, one of the fathers of American Realism - a man whom he later described as 'the most influential teacher I had' (qtd.in Lucie-Smith 67) . From the years 1913 to the year 1923 he worked as a commercial illustrator to support himself, but it was not his real interest (Craven 435). Between the years 1906 and 1910 he made three trips to Europe, but these seemed to have very little influence on his style (ibiblio.org). After these years, Hopper started to concentrate more on the art that made him gain widespread recognition as an "American Scene painter". These are the works that are most known, and used to represent life in the US. Though his works were always interpreted in this way, the artist himself claims " I don't think I ever tried to paint the American scene; I'm just trying to paint myself" (qtd.in ibiblio.org). And technically this is exactly what the painter did. All the models used for his paintings were images of himself and his wife Jo (Beckett 136). He believed that people in the 1920s acted as if clones, and therefore the same image, of himself as the typical american, were used in the paintings. The perfectly proportionate...

Using PrepScholar to Boost Academic Motivation

Using PrepScholar to Boost Academic Motivation SAT / ACT Prep Online Guides and Tips Many parents have experienced the frustration of high schoolers who seem academically unmotivated. We think we’re a great answer to that problemread on to find out why. Teaching and learning are very complex processes that very few people understand. We at PrepScholar are at the cutting edge of modern educational tools, and that is partly due to our intimate knowledge of teaching and learning. In this post we break down some of the most important factors in motivating your student. Supervision Matters. Studies show that students are inherently motivated by the attention of parents and teachers to their progress. Online SAT and ACT prep might at first seem like a far cry from the intimacy of a 1-on-1 teacher-student relationship, but PrepScholar actually offers more personalized content and feedback than our classroom competitors. Most importantly, all of the information is sent to both students and parents, so you are notified immediately if your student isn’t putting the hours in. We also keep track of your student’s schedule and the time being spent on test prep. With PrepScholar, every week your student enters his or her planned study schedule, aiming ideally to complete ten weekly lessons (or about 5 hours). The study schedule the student enters is sent to the student, parents and PrepScholar so everyone is on the same page. We at PrepScholar believe that one thing affects SAT and ACT score increases the most: the number of hours a student spends preparing. To this end, we send weekly progress reports to students and parents that summarize the number of hours spent studying and the lessons that have been completed that week. Tutoring gives even more detailed feedback. With PrepScholar tutoring, an experienced tutor helps your student navigate through the hardest parts of his or her lessons, paying special attention to skills that appear more often on the test or to the sections that are more important to the schools the student hopes to attend. The tutor also sends session followup emails to parents and students after every tutoring session, discussing the topics covered and any special circumstances parents might like to know about. College Matters. Too many test prep companies focus on the test as an end in itself; we never forget that SAT and ACT prep is a means to an end: the best possible college education for your student. Our prep has a definite and specific goal that motivates students by connecting to real life rewards. We are college admissions experts, and so we never lose sight of the ultimate goal. Going a step further, our strategy lessons help students target the right schools for them and the right scores to get in. We also offer college counseling as part of our tutoring package. Difficulty Matters. Our extensive teaching experience, not to mention contemporary educational theory, shows that students are very easily demotivated by discouragement. We want to avoid the â€Å"I just can’t do it† attitude, so the lessons each student receives are based on his or her scores on our diagnostic testif your student’s skills in Geometry are weak, he or she will receive the most basic Geometry information first. If your student doesn’t master the skill in a given lesson, depending on his or her score on the lesson’s Practice Quiz, the skill will reappear periodically for the student to try againunlike classroom prep, we don’t move on until your student does. Encouragement Matters. With PrepScholar, students get positive reinforcement for progress and hours studying. The weekly emails and interactive feedback are 100% encouraging, designed to cheer students on to the next level of achievement. When students don’t complete their weekly 5 hours, we remind them of the relationship between hours studying and score improvement, encouraging them to try again next week. Encouragement is also one of the main reasons we offer tutoring at PrepScholarfor some students, there’s no substitute for an educator’s friendly face and positive feedback after successes. Our weekly Skype tutoring sessions provide an intimate space for students to ask about their problems and get recognition for their achievements. Fun Matters. Our current program gives students visual information about their progress, tracking all the lessons they did and when so they can view the history of their test prep accomplishments. The site is easy to use, and we will soon be adding more fun features that make the prep experience more like a game to be won than a chore to be completed. Because, really, getting into college is a sort of game, and SAT and ACT prep is one of the most important strategies to win. If you found this article useful, please consider joining our email list at right. Your information will never be shared or sold.

History of Business Ethics and Ethical Theory Essay

History of Business Ethics and Ethical Theory - Essay Example The current business environment is highly competitive, organisations are encouraged to practice fair trade and avoid foul play so as to have a competitive edge over its rivals. Corporate social responsibility is a major ethical consideration in a company since it shows that the entity is mindful of the peoples’ welfare. Other important ethical principles in an entity include truth, honesty and justice. These principles have to be in line with the business environment in which the firm operates in to ensure long term success. It is important to understand the company’s ethical value so as to manage it appropriately. Firstly, there should be an assessment of the efficiency of ethical value in the organisation. Secondly, the leadership and senior management have to show commitment towards the program (Maignan and Ferrel, 2004:34). Thirdly, there should be formalisation of the code of ethics through proper training and communication (Maignan and Ferrel, 2005:34). Fourthly, there should be codification of the ethics and proper communication within the entity (Maignan and Ferrell, 2005:45). Finally, the code of ethics should be integrated into the organisation’s culture. In order to achieve this, the leadership should be on the forefront in ensuring the company’s ethics are maintained. Various stakeholders have the power to influence the attainment of ethical values and norms in a given entity. They are encouraged to do vigilantly so as to keep the company’s ethics in check. There are various challenges affecting ethics in an entity including, defiance by some employees and failure to keep up with the stated code of ethics (Maignan and Ferrell, 2005:45). This results to the practice of... It is important to understand the company’s ethical value so as to manage it appropriately. Firstly, there should be an assessment of the efficiency of ethical value in the organization. Secondly, the leadership and senior management have to show commitment towards the program. Thirdly, there should be a formalization of the code of ethics through proper training and communication (Maignan and Ferrel, 2005:34). Fourthly, there should be a codification of the ethics and proper communication within the entity (Maignan and Ferrell, 2005:45). Finally, the code of ethics should be integrated into the organization’s culture. In order to achieve this, the leadership should be on the forefront in ensuring the company’s ethics are maintained.Various stakeholders have the power to influence the attainment of ethical values and norms in a given entity. They are encouraged to do vigilantly so as to keep the company’s ethics in check. There are various challenges affec ting ethics in an entity including, defiance by some employees and failure to keep up with the stated code of ethics. This results in the practice of unethical behavior in businesses including foul play among the employees, unfair trade practices, poor time management and poor customer service. These are some of the unethical issues common to businesses in the contemporary world. In a nutshell, ethics are important in the daily activities of a business since they determine the relationships within the entity and with interested parties.

UNREACHED PEOPLE GROUP PROJECT OF YEMEN Research Paper

UNREACHED PEOPLE GROUP PROJECT OF YEMEN - Research Paper Example The Joshua Project uses two percent of an indigenous population as the minimum percentage of a population that can impact an entire nation (Hoskins, 2005). Yemen unreached status stems from their topography which varies from hot coastal plains to cool mountains, and scorching deserts. This climatically challenges missionaries willing to spread the gospel there (Joshua, 2009). Secondly, their social and tribal structure has prevented penetration by Christians since all persons and goods passing through their towns are strictly controlled. They have various tribes which are ruled by Arab Chiefs who often fight each other. The belief system is the third reason for their unreached status. Despite being predominately influenced by Islam religion, the different Islamist sects complicate evangelism even further. Zaydis which is the largest sect is obsessive and warrior-like. They view all wars as a crusade against all non-Muslim believers to the extent that any Muslim converting and professing faith in Jesus Christ can be killed (McCarthy, 2004). This belief system and antagonism towards the Gospel creates major challenges to any evangelizati on efforts to this unreached group of people. The Great Commission forms the basis of missions in the Christian faith. Christ Himself commanded his followers in the Great Commission to go out and spread the gospel to the ends of the world. In a bid to obey this commandment, Christian missionaries travel to the furthest corners of the world so as to reach the unreached groups with the gospel message (The Yemeni Arabs, 2012). They have devised creative ways of reaching such groups for example extending hospitality, sinking boreholes, providing health care amongst other ways. Despite all this well intended cause, the missionaries experience unspeakable challenges as they try to reach out. They face rejection, persecution, battle with doubt and even death. On the

Recommendation Letter Essay Example for Free

Recommendation Letter Essay In my opinion, I have never before written a recommendation letter where the candidate and the opportunity were such a perfect fit. I have known Janet Lerner for two years now, since she took my introductory course in dinosaurs during her sophomore year. In my long teaching career, I have never met an undergraduate student with such a genuine and focused interest in paleontology, and such a clear aptitude for it. I will demonstrate this by speaking to Janet’s ability as a communicator, her specific interest in dinosaur paleontology, and her maturity and integrity. Janet informs me that you are seeking a skilled communicator to give tours of your animatronic displays. Even during her sophomore year, Janet was a skilled communicator on the subject of dinosaur paleontology. In my class, for which she received an A, Janet wrote two compositions: one on the roots of the discovery and the characteristics of Deinonychus; one evaluating the defensive capabilities of Euoplocephalus. Janet proved herself not only exceptionally articulate and schooled on the subject at hand, but she also showed herself capable of wielding an argument—moving from premise to conclusion based on relevant evidence. Janet also did all this with style and flair. I cite excerpts from her papers: â€Å"Previously seen as cold-blooded, pea-brained lizards . . .† and â€Å"The toe muscles acted as a spring mechanism to flick the claw around towards the back of the foot.† For me, such articulations underscore both Janet’s authentic fascination with dinosaurs and her ability to communicate that excitement and knowledge to others. As an academic advisor to the dormitory where Janet lives, I frequently witness her interactions with others and know first-hand of her community service. Last year, Janet was the elected vice-president in the dormitory, and in this role she was responsible for numerous functions, including faculty/student lunches and a recruiting phoneathon. Janet is well-respected in the dormitory—a popular figure known for her honesty, calm, and kindness. I have seen her handle delicate situations with discretion, and she handles herself in all situations with poise. Finally, Janet has strong convictions tempered by good judgment and reason; she has firm spiritual roots and an active, diverse, social life; she is loyal, committed, and clear-sighted. It is a rare treat to encounter a student as impressive as Janet Lerner, and if you give her the opportunity I am sure you will find her equally impressive. Please do give her your most thoughtful consideration.

Norse Mythology :: essays research papers fc

The book entitled "Norse Mythology" by Karl Mortensen, is the book I chose to read for my first book report for this semester. The book was translated from the Danish by A. Clinton Crowell. Karl Mortensen was a doctor of philosophy whom attended the University of Copenhagen. The first part of the book is the general introduction. Here, you find the author's meaning of "Norse mythology" and where he got his information. He says, By "Norse mythology" we mean the information we have concerning the religious conceptions and usages of our heathen forefathers, their faith and manner of worshipping the gods, and also their legends and songs about the gods and heroes. The importation of Christianity drove out the old heathen faith, but remnants or memories of it long endured in the superstitious ideas of the common people, and can even be traced in our own day. In the general introduction, the author tells us why we teach Norse mythology. He tells us that for us, Norse mythology has in any case the advantage of being the religion of our own forefathers, and through it we learn to know that religion. This is necessary if we wish to understand the history and poetry of our antiquity and to comprehend what good characteristics and what faults Christianity encountered when it was proclaimed in the North. Finally, it is necessary to know the most important points of the heathen faith of our fathers in order to appreciate and enjoy many of the words of our best poets. "Norse Mythology" is comprised of four main sections. The first section contains the creation myth, which is extremely confusing because it talks about brother's aunt's cousin's children from second marriages and what importance they were in those golden times. It's quite hard to understand, and I had to read it over twice to make sure I understood. The second part of the first section discusses the creation of the gods and the stories of their lives. And the last part is entitled Ragnorak, which stands for the enemies of the gods. All of this was quite interesting to read. The second section of the book talks about common popular belief. It says that our forefathers, like other heathen people, found one of the plainest proofs of the soul's independence of the body and its ability to take a hand in the affairs of living men in the nightmare and dream, as they lacked all other means of explaining those things. They therefore took it for granted that they were spirits, usually in the form of animals or men.

Did Germany Cause The World War I

When Wilhelm II became a Kaiser, paths for ever-growing German industry were already set and Germany was becoming a world’s super power. New Kaiser, who according to many historians was disturbed mentally, wanted for Germany to become greatest of all countries in Europe through growing military power ( potentially war ) and through obtaining overseas colonies, what will later on bring Germany in conflicts with other European major countries. Kaiser’s offensive foreign policy and Schliffen Plan are the facts which eliminate every suspicion about Germany being innocent in question of who caused the World War I. German foreign policy dramatically changed when Kaiser Wilhelm II forced Bismarck to resign in 1890. After Bismarck’s resignation, Kaiser set a new course for Germany. Wilhelm II made an emphasis on militaristic and expansionist policy while he tried to â€Å"defend† Germany’s â€Å"place in the sun†. This new offensive, provocative and irrational foreign political path ruined Germany’s relations with major European countries. German militarism, which is the crime of the last fifty years, had been working for this for twenty-five years. 1] First proof of Kaiser’s bad methodology came in 1893 when he failed to renew alliance with Russia. Now, the doors for Franco-Russian alliance were opened and the Bismarck’s worst fear about encirclement of Germany in case of war, was becoming a reality. In 1894, Franco-Russian alliance was ratified. In order to prevent fighting on two fronts, German Army Chief of Staff – Alfred von Schlieffen came up with a plan. This plan was worked out in the 1890’s and completed and changed a little bit by Von Molkte in 1906. The fact that Germany worked out the plan of attack and all the other countries had just plans how to defend themselves, is the reason why Germany was sole accused for causing the war. Schlieffen planned the attack and win over France to be faster than Russian mobilization. So, Germany would attack France through Belgium with 90% of its military forces and 10% would just stay on eastern border to defend Germany against eventual Russian attack. Schlieffen underestimated French forces and that is why Germany in the end faced war on two fronts. The Schlieffen Plan must rank as one of the supreme idiocies of modern times†¦ It estricted the actions of the German government disastrously. In July 1914 they had just two choices; either to abandon the only plan they had to win the next war, or to go to war immediately. [2] Except this expansion in Europe, Kaiser desired to gain overseas colonies. To conquer countries on other continents and to later protect them, Germany needed powerful fleet. By this policy, which Bismarck avoided during his period as a chancellor, Great Britain felt offended because its navy status as the most powerful one was at stake and overseas colonies could be threatened. To justify his decisions, Kaiser said that they needed bigger and more powerful fleet to protect their growing trade. With accusations from one and bad defending arguments from another side, naval rivalry began and both countries spent millions on building their new ships. Kaiser Wilhelm II did not think about efficiency of his foreign policy; he just cared about arms build-up and improvement in navy. With this act, he insulted Great Britain and eliminated every chance for friendly relations. There is no comparison between the importance of the German navy to Germany, and the importance of our navy to us. Our navy is to us what their army is to them. To have a strong navy would increase Germany’s prestige and influence, but it is not a matter of life and death to them as it to us. [3] All these irrational moves made by Germany and Kaiser, led to making of a new alliance system Entente Cordiale ( friendly ‘getting together’ ) in 1904 between Great Britain and France. Russia joined this alliance in 1907. Not even this did make Germany to change its foreign policy. In stead of getting rational, Germany kept provoking other European powers by interfering in their or theirs colonial governments and intern issues. There was possibility of French to takeover Morocco. Germany said that they will pledge they allegiance and support Moroccan fight for independence. This conflict was solved on the conference at Algeciras in Spain where Germany sustained grave diplomatic defeat. Russia, Britain, Spain and even Italy supported the French demand to control Moroccan bank and police. In 1908, Austria-Hungary formally annexed ( took over ) Bosnia. When Russia protested against this decision – because they supported Serbia in ‘fight’ for Bosnia- , Germany supported Austria-Hungary. Since France did not want to get involved in the Balkans conflicts, they simply drew back. Britain just protested to Austria-Hungary. So, as Russia was alone with out any allies in this â€Å"battle† and did not want to engage another war after losing to a Japan – they recognized the annexation of Bosnia by Austria-Hungary. This was great win for the Austro-German alliance. In the Bosnia crisis, Germany showed for the second time that they were ready to start the war. They proved it once more, in the Agadir crisis where they needed just a little spark. When French troops occupied the capital city of Morocco in order to put down rebellion against the Sultan, it looked like the France was ready to annex Morocco. To avert this to happen, Germans sent the warship called the Panther in port of Agadir. British Prime Minister Lloyd George said that Britain is not going to just stand by and he gave warning against further German expansion. After these warnings, Panther was ‘removed’ from port of Agadir and Germany recognized French protectorate of Morocco in return for two strips of territory in French Congo. In these crises, Germans showed how prepared they were and how hard they wanted something to happen just to start the war. Germany played a more active role in the outbreak of war in that the Sarajevo assassinations served only as an excuse to re-ignite the militaristic Prussian tradition that looked towards war as a method of solving any problems, domestic or international. [4] The greatest war of modern times, and perhaps in the whole history of the human race, was begun by Germany using the crime of a schoolboy as an excuse†¦[5] The important political role Kaiser Wilhelm II played was crucial to the outbreak of war in 1914. Through a nationalistic, militaristic and expansionistic foreign policy, Germany did everything to make a mess in a diplomatic world. Germany actually created situation in which the slightest spark would explode in Europe-wide conflict. In the bottom line, Germany first invaded Belgium to get to the France in order to complete Schlieffen plan. They were rightly accused for causing all the damage and the loss to which other European countries and their people have been subjected.

Working for a Manager or a Leader

If I had to make a choice between working for a Manager and working for a Leader, I would, first of all, consider working environment. If business is stable and the company needs mostly organizational administration, then a Manager can be preferable type of the superior. Managers are perfect in organizing people to achieve the goals. They are directing the work of their subordinates according to the plans, which are already established by someone else. Managers are great in performing routine activities, as well as supervising and controlling. Managers are usually the bosses, who appreciate strict order and discipline at work, and I suppose, this is very important for successful performance. But frequently business is dynamic and rapidly developing environment, which requires making a lot of risky decisions and looking for new directions all the time. In such situation, I think, it would be preferable to work for a Leader. Unlike the Managers, the Leaders know how to set up goals, motivate the employees for achieving these goals and initiate changes. Leaders can inspire their subordinates for personal improvement, support them, help them to find own place in the sun and to break a deadlock. Finally, the subordinates became the followers, who trust and understand their Leader and are ready to do the right thing. Therefore, working for a Leader brings more job satisfaction, favors personal development and can be a good challenge for ambitious employees. Bibliography:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Vikesland, G. (n.d.). Are You a Manager or a Leader? Employer-Employee. Online Information Portal. Retrieved March 9, 2007, from .

The Arrhenius Equation and Activation Energy Essays

The Arrhenius Equation and Activation Energy Essays The Arrhenius Equation and Activation Energy Paper The Arrhenius Equation and Activation Energy Paper In this lab, our task is to determine how different degrees of temperature affect reaction rates.  A Swedish chemist, named Svante Arrhenius discovered the relationship between temperature and reaction rate. In finding this relationship a new equation was formed called the Arrhenius Equation:  Reaction rate constant k = A e -Ea/RT  The factor A represents the frequency of collisions between two molecules in the proper orientation for reactions to occur. The value of A is determined by experiment and will be different for every reaction. The value of the exponential term e -Ea/RT describes the fraction of molecules with the minimum energy required to react, R is the gas constant, 8.314 J/mol-K, T is the temperature in Kelvin and Ea is the activation energy. Activation energy of a reaction is the minimum amount of energy needed to start the reactions. In order to understand and make use of this equation, we must include the Collision Theory. Collision Theory states that in order for a reaction to occur, two molecules must collide in the proper orientation and posses a minimum amount of energy to react. The Arrhenius equation accounts for all of the requirements of Collision Theory.  The Arrhenius equation can be rearranged and combined to determine the activation energy for a reaction based on how the rate constant changes with temperature: In this lab, we will be calculating the rate constants for each of the four temperatures. The four temperatures include: 23, 40, 50, and 60 degrees Celsius. After the rate constant is found for these temperatures, we will use the Arrhenius Equation to solve for Ea and A by an analytical approach. Additionally we will use a graphically approach to solve for these values. The value found for Ea analytically is 9.20 X 104 J/Mol and the value for Ea found graphically is 8.51 X 10 4 J/Mol. The difference between the two is 6873 J/Mol. The value of 9.20 X 104 J/Mol was found experimentally, while the value of 8.51 X 10 4 J/Mol was found by using experimental data to find the best-fit equation for the line. Because this was a best-fit equation done by a computer working with the experimental data a difference is expected. It should be noted that the difference of the two figures is relatively small. Conclusion: In this lab, we experimentally tested how reaction rates change with varying degrees of temperature. We tested this by measuring out specific volumes of reactants, when the final reactant was placed in the flask we started the stopwatch. We were able to time the reaction visually by the change in color, once the reactant color turned clear the reaction was over and the stopwatch was stopped. We did this four times with the variable being the temperature of the water baths that the flasks were in. The first run was done with no water bath, thus at room temperature of 23à ¯Ã‚ ¿Ã‚ ½C and the other three runs at 40, 50 and 60à ¯Ã‚ ¿Ã‚ ½ C. When we solved for Ea1 the value was 8.94 X102 KJ/Mol this represents the two lowest temperature and the value of Ea2 was 9.45 X 101 KJ/Mol for the two highest temperatures. Our data supports the idea that as temperature increases the rate increased, this was the true for all four runs. As with any experiment there is always a margin of error, in this case we were not working in a closed environment, and the fact that we took the flask out of the water baths before reading the final temperature occur twice which could possible provide an error. Prior to doing this lab, I have been told as well as have read that it is a clear understanding in the scientific world that a change of 10à ¯Ã‚ ¿Ã‚ ½C will double the rate of a reaction. We tested this in this lab, and once again this understanding has been substantiated. This experiment emphasized that the Arrhenius equation is a proving powerful tool for predicting reaction rates over a wide range of temperatures. After a final analysis of our data, I feel confident that our experiment was a success. My understanding of this concept is more firmly in place than prior to this experiment. References: Moore, John W., et al. The Chemical World Concepts and Applications. Orlando: Harcourt Brace Company 1994. Silberberg, Martin S., 2000. Chemistry: The Molecular Nature of Matter and Change. Third Edition. New York: McGraw-Hill Higher, 2000.

USS Wasp CV-18 World War II Aircraft Carrier US Navy

USS Wasp CV-18 World War II Aircraft Carrier US Navy USS Wasp (CV-18) was an Essex-class aircraft carrier built for the US Navy. It saw extensive service in the Pacific during World War II and continued to be of service after the war until it was decommissioned in 1972. Design Construction Designed in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were intended to conform to the limitations set forth by the Washington Naval Treaty. This agreement placed restrictions on the tonnage of various types of warships as well as capped each signatorys total tonnage. These types of limitations were reaffirmed in the 1930 London Naval Treaty. As worldwide tensions increased, Japan and Italy left the treaty structure in 1936. With the collapse of the agreement, the US Navy commenced designing a new, larger type of aircraft carrier and one which drew from the lessons learned from the Yorktown-class. The resulting class was longer and wider as well as included a deck-edge elevator. This had been used earlier on USS  Wasp (CV-7). In addition to carrying a larger number of aircraft, the new design mounted a greatly enhanced anti-aircraft armament. Dubbed the Essex-class, the lead ship, USS  Essex (CV-9), was laid down in April 1941. This was followed by USS Oriskany (CV-18) which was laid down on March 18, 1942, at Bethlehem Steels Fore River Ship Yard in Quincy, MA. Over the next year and a half, the carriers hull rose on the ways. In the fall of 1942, Oriskanys name was changed to Wasp to recognize the carrier of the same name which had been torpedoed by I-19 in the Southwest Pacific. Launched on August 17, 1943, Wasp entered the water with Julia M. Walsh, daughter of Massachusetts Senator David I. Walsh, serving as sponsor. With World War II raging, workers pushed to finish the carrier and it entered commission on November 24, 1943, with Captain Clifton A. F. Sprague in command. USS Wasp (CV-18) Overview Nation: United StatesType: Aircraft CarrierShipyard: Bethlehem Steel - Fore River ShipyardLaid Down: March 18, 1942Launched: August 17, 1943Commissioned: November 24, 1943Fate: Scrapped 1973 Specifications Displacement: 27,100 tonsLength: 872 ft.Beam: 93 ft.Draft: 34 ft., 2 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsComplement: 2,600 men Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns90-100 aircraft Entering Combat Following a shakedown cruise and alterations in the yard, Wasp conducted training in the Caribbean before departing for the Pacific in March 1944. Arriving at Pearl Harbor in early April, the carrier continued training then sailed for Majuro where it joined Vice Admiral Marc Mitschers Fast Carrier Task Force. Mounting raids against Marcus and Wake Islands to test tactics in late May, Wasp commenced operations against the Marianas the following month as its planes struck Tinian and Saipan. On June 15, aircraft from the carrier supported Allied forces as they landed in the opening actions of the Battle of Saipan. Four days later, Wasp saw action during the stunning American victory at the Battle of the Philippine Sea. On June 21, the carrier and USS Bunker Hill (CV-17) were detached to mop up fleeing Japanese forces. Though searching, they were not able to locate the departing enemy. War in the Pacific Moving north in July, Wasp attacked Iwo Jima and Chichi Jima before returning to the Marianas to launch strikes against Guam and Rota. That September, the carrier began operations against the Philippines before shifting to support the Allied landings on Peleliu. Replenishing at Manus after this campaign, Wasp and Mitschers carriers swept through the Ryukyus before raiding Formosa in early October. This done, the carriers began raids against Luzon to prepare for General Douglas MacArthurs landings on Leyte. On October 22, two days after the landings commenced, Wasp departed the area to replenish at Ulithi. Three days later, with the Battle of Leyte Gulf raging, Admiral William Bull Halsey directed the carrier to return to the area to provide assistance. Racing west, Wasp took part in the later actions of the battle before again departing for Ulithi on October 28. The remainder of the fall was spent operating against the Philippines and in mid-December, the carrier weathered a severe t yphoon. Resuming operations, Wasp supported landings at Lingayen Gulf, Luzon in January 1945, before taking part in a raid through the South China Sea. Steaming north in February, the carrier attacked Tokyo before turning to cover the invasion of Iwo Jima. Remaining in the area for several days, Wasps pilot provided ground support for the Marines ashore. After replenishing, the carrier returned to Japanese waters in mid-March and began raids against the home islands. Coming under frequent air attack, Wasp sustained a severe bomb hit on March 19. Conducting temporary repairs, the crew kept the ship operational for several days before it was withdrawn. Arriving at Puget Sound Navy Yard on April 13, Wasp remained inactive until mid-July. Fully repaired, Wasp steamed west July 12 and attacked Wake Island. Rejoining the Fast Carrier Task Force, it again began raids against Japan. These continued until the suspension of hostilities on August 15. Ten days later, Wasp endured a second typhoon though it sustained damage to its bow. With the end of the war, the carrier sailed for Boston where it was fitted with extra accommodations for 5,900 men. Placed in service as part of Operation Magic Carpet, Wasp sailed for Europe to aid in returning American soldiers home. With the end of this duty, it entered the Atlantic Reserve Fleet in February 1947. This inactivity proved brief as it moved to the New York Navy Yard the following year for an SCB-27 conversion to allow it to handle the US Navys new jet aircraft. Postwar Years Joining the Atlantic Fleet in November 1951, Wasp collided with USS Hobson five months later and sustained severe damage to its bow. Quickly repaired, the carrier spent the year in the Mediterranean and conducting training exercises in the Atlantic. Moved to the Pacific in late 1953, Wasp operated in the Far East for much of the next two years. In early 1955, it covered the evacuation of the Tachen Islands by Nationalist Chinese forces before departing for San Francisco. Entering the yard, Wasp underwent an SCB-125 conversion which saw the addition of an angled flight deck and a hurricane bow. This work was finished late that fall and the carrier resumed operations in December. Returning to the Far East in 1956, Wasp was redesignated as an antisubmarine warfare carrier on November 1. Transferring to the Atlantic, Wasp spent the rest of the decade conducting routine operations and exercises. These included forays into the Mediterranean and working with other NATO forces. After aiding a United Nations airlift in Congo during 1960, the carrier returned to normal duties. In the fall of 1963, Wasp entered the Boston Naval Shipyard for a Fleet Rehabilitation and Modernization overhaul. Completed in early 1964, it conducted a European cruise later that year. Returning to the East Coast it recovered Gemini IV on June 7, 1965, at the completion of its spaceflight. Reprising this role, it recovered Geminis VI and VII that December. After delivering the spacecraft to port, Wasp departed Boston in January 1966 for exercises off Puerto Rico. Encountering severe seas, the carrier suffered structural damage and following an examination at its destination soon returned north for repairs. After these were completed, Wasp resumed normal activities before recovering Gemini IX in June 1966. In November, the carrier again fulfilled a role for NASA when it brought on board Gemini XII. Overhauled in 1967, Wasp remained in the yard until early 1968. Over the next two years, the carrier operated in the Atlantic while making some voyages to Europe and participating in NATO exercises. These types of activities continued into the early 1970s when it was decided to remove the Wasp from service. In port at Quonset Point, RI for the final months of 1971, the carrier was formally decommissioned on July 1, 1972. Stricken from the Naval Vessel Register, Wasp was sold for scrap on May 21, 1973. Sources DANFS: USS Wasp (CV-18)NavSource: USS Wasp (CV-18)USS Wasp Association

Learning Organizations & Effectiveness Research Paper

Learning Organizations & Effectiveness - Research Paper Example However, this does not come easily as there are important aspects that come with learning and which organizations must conform to in order to effectively adapt the learning. In this regard, it is paramount for organizations to clearly define their visions and mission statements which act as guiding principles. With statements clearly stipulated, strategic plan with a clear learning strategy should lay a foundation for effectiveness of organizational learning. Characteristics of an ideal learning organization and their observable behaviors Learning strategy: It is argued that for any organization to thrive, learning is necessary. However, learning has to be strategized in order to achieve desired objectives. Therefore, learning strategy constitutes characteristics of an ideal learning organization. Organizations are expected to endorse both learning innovation as specific goals, and learning strategy (Denton, 2002). One of the strategies is the ability for the organization to learn fa ster than other competing organizations. This is the surest way to maintain competitive advantage. To achieve this, organizations need to put learning at the top of the list of priorities (Buckler, 1996). Once learning strategy has been adopted by an organization, it is apparent that this becomes a habit, which becomes an everyday occurrence. Flexible structure: After setting learning strategies, it is vital for ideal organizations to streamline a structure that would foster learning within the organization. To affect this, organizations need to create teamwork by the formation of small, core workforce (Yang, Watkins, and Marsick, 2004). Actually, a flexible structure should dispose of traditional operations like rigid job descriptions. In fact, it is believed that flexible structure encourages cross-functional cooperation which enables organizations improve the organization’s operations. Organizations that use flexibility structure tend to reduce bureaucracy and restrictive job descriptions. Blame-free culture: It is believed that learning organization should provide an ideal climate, through which learning is prioritized and valued (Denton, 2002). When mistakes are identified, they need to be viewed as a chance to learn and perk up. In fact, it is argued that learning organizations that uphold blame-free characteristic encourage employees to experiment, and in the process, they learn from the experience and become innovative. For organizations that practice blame-free culture, learning becomes automatic. Vision: The concept of a learning organization goes hand in hand with shared vision. A shared vision is needed to overcome authoritative forces that hold up the preservation of the status quo (Denton, 2002). Besides, learning cannot occur without stipulating specific objectives of the learning. Shared vision gives an overview of organization’s commitment to achieving its objectives. An organization with a clear vision would tend to establish ov erarching goals, which forms the basis of encouraging the workforce to speak in one voice. Knowledge creation and transfer: It is apparent that in a learning organization, the concept of creation of new knowledge forms the foundation of development. Knowledge may come from several directions ranging from within the organization and outside the organization (Yang, Watkins, a