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Society And Its Influence On Conventionality Essays - Empiricists

Society And It's Influence On Conventionality Essays - Empiricists Society And It's Influence On Conventionality Essay Conventional and Sterile Tuesday Nov. 07, 2000 It is my understanding that people grow up in a society of conventional and sterile ways of life. Some societies have a tendency to raise people to be similar in their way of thinking. People are educated to have the same morals, beliefs (within their own culture), and, or opportunities at an education. The ways in which these people are raised does not give a chance for independent thinking, and creativity. My idea of societies being Conventional and sterile, is the way that society has influence people, from they day they were born. Society has a tendency to make people like robots, trapped from independent thought. People who often wear different clothes, and who have piercing and tattoos, often stand out from the rest of society. Older generations may frown upon these ways of expression, simply because they were taught to think conservatively from the time they were born. I agree with the statement, From childhood upwards, everything is done to make minds of men and women convent ional and sterile. From the time everyone starts school, children are put into grades were everyone is at the same level of learning, and with people of the same age. The state is justified in insisting that children shall be educated (Essay- Thought and Style, p.141). Russell explains that society's beliefs linger on the idea that education is important. Children are expected to get good grades by every parent and a child who do not do well in school, is seen as one who may not succeed in the future. This relates to the idea that many people in our society are rased on the same morals, and beliefs. In education, many students feel as though they are becoming sterile. They are unable to express themselves, and there are too many boundaries that do not allow them to be creative. One time I heard a teacher say, Stick to the guidelines, and nothing too fancy. This implies that people grow up having their minds conventional and sterile. People who share the same religious beliefs are taught the same concepts, and grow up believing certain ideas. As mentioned by Bertrand Russell, Any questioning of the received opinion arouses hostility, (Essay- Thought and Style, p.140). Russell is referring to the idea of the Church against science, how society does not like change. The Catholic Church denied great innovators such as Galilao (he came up with the idea that the earth revolves around the sun), but the Church could not accept this idea. People cannot accept new ideas because it is how they were brought up to believe. Bertrand Russell also says interests are bound up with old beliefs (p.141). People in India don't eat cows because it's against their religion. The Thugs of India honestly believe it their duty to commit murders, (p. 142). Suggesting that they have no morals and values upon which they were raised on. These kinds of religious, and cultural beliefs make people sterile and conventional. History dictates many great examples to offer this concept. To obtain a good lifestyle there are several steps which one must take in order to achieve this. Education is an important commodity to society. A good education is required for a good career. This is one of the society's methods of making people sterile, and conventional. A normal job consists of a nine to five work hours, five days a week. The term white collar, is often used. Lifestyle also effects people's opinions and ideas. There are also boarders to establish the rich, middle class, and those who live in poverty. It is an assumption of mine that people believe they are unable to break a particular life cycle, this can happen within a family. If a person is poor, and their parents did not go to university, they think the same will happen to them. Society has a great influence on the way people think. The way people dress also depicts the people's lifestyle. Fashion is a way of expression although society degrades anyone who dresses differently. Teenagers who are dressed in all black are perceived as dark and depressed. Those who dress well are

Contemporary environmentally ethical dilemma in the business world Research Paper

Contemporary environmentally ethical dilemma in the business world - Research Paper Example Velasquez & Rostenkowski (1982) averred that â€Å"an act with ethical or moral consequences is that such an act involves decisions freely taken that will have positive or negative consequences for others†. To determine the morality of a decision or an action, one approach is that of utilitarianism which holds that a moral decision or action is one that results in the greatest good for the greatest number of people (Gilbert 2000). The philosophers most commonly identified with this view are two nineteenth century Englishmen, Jeremy Bentham and John Stuart Mill. The assumption of this approach is that pleasure causes happiness and pain takes it away. Since pleasure and the happiness it causes are the ultimate good for humans, the act that causes the greatest pleasure or happiness for the greatest number of people is the morally good act. (Gilbert 2000: 4) Socrates, known to be the father of utilitarianism (Kofman & Porter 1998), shares the same view as examining an action based on its consequence for the good of a greater number of people. In this case, the overdevelopment of Florida’s beaches by private conglomerates only satisfies the purpose for profit of a few individuals. The public, who remains to the greatest recipient of these beaches, in the end, suffer from the wanton destruction of these beaches. Another approach to examine the issue of morality in environmental situations is the concept of rights and duties made famous by Immanuel Kant. According to Gilbert (2000), this approach is better explained, to wit: â€Å"the basic position here is that individuals have rights, either as humans, as citizens of a given country or state, or as occupants of a particular position. These right rights confer duties on others, and the morality of a given decision or act can be determined by an analysis of these rights and duties.† The rights of the concerned citizens of Florida

Analysis of a Job Research Paper Example | Topics and Well Written Essays - 1500 words

Analysis of a Job - Research Paper Example Should have the ability to build trust, communicate effectively, drive execution, foster the culture of innovation, focus on timely delivery of products to customers, collaborative in nature, creatively solving problems and demonstrate high integrity. It necessary for the on boarded Marketing Manager to undergo certain company specific on boarding activities and training in order to know more about the company. There would be a 4 week on boarding program for the Marketing Manager where the candidate would be undergoing training from the supervisor, peers and if possible from the subordinates in the job function. First one week of the on boarding training would include the company culture and nature of the business of the company. The second week would comprise of the getting to know about the team and the team members with whom the Marketing Manager would work. The third week will be focused on learning the business strategies and the methods by which the company generally operates the business along with the current customers and clientele. Finally fourth week would be the on the job training where the Marketing Manager is expected to as per the learning of past three weeks. This is a compulsory training that the new Marketing m anager needs to undergo in order to start the work in the company. The Annual compensation package for the position is $85,528 with $5578 as the annual performance bonus. The Marketing Manager position is entitled to receive many other benefits, which include Social Security, 401K/403B value benefits, disability benefits, healthcare benefits, pension and paid time off. In total the annual compensation package for the Marketing Manager will be approximately $125,000. The main base of reaching a compensation and benefit package mentioned above is the market research. The position is expecting to have candidates with 4 to 6 years of experience in the sales and marketing

Social Class and Education in the USA Essay Example | Topics and Well Written Essays - 2500 words

Social Class and Education in the USA - Essay Example However, education is becoming elusive for more and more people each year, especially for the working class. But then again, people classified as working class are not the only ones who encounter such difficulty. Even the middle class, at times including those in the upper echelon, have a hard time sending their kids to good schools that provide high quality education. This paper discusses the factors that bring about this condition of education in the United States (US). In this paper, I intend to argue that rising income disparity and unbalanced funding system for schools are the primary reasons why it becomes harder for people who are not in the upper class of society to attend good schools. Apart from these, I assert that surging cost in relation to schooling and Americans' mounting consumption rather than saving up for future investment such as education are also major factors that exacerbate the state of US education. Since elementary and secondary schooling are mandated by law, college education is emphasized in the discussion. In the tertiary level, problems in education become more evident as students and families are more exposed to higher spending and more options. In terms of income equality, the US ranks only 92nd is the world income distribution ("Wikipedia"). In the US, although income inequality rose more slowly during much of the 90's, those with higher incomes continue to pull away, thus, widening the income gap. People with higher incomes are said to be concentrated in California and New York City. With higher earnings, people working in these states are more likely to get to good schools and perform well. To illustrate this point, it is deemed that roughly 44% of the student population at Stanford University is comprised of people from California. Such may be somehow explained by the fact that those with higher incomes have greater allocation for education. Furthermore, due to the higher cost of living in these states, these people are probably more driven to land higher paying jobs to sustain their lifestyle. They seek better education since there are greater opportunities available in the labor market for highly educated individuals. Moreover, it is seen that those in the upper class have greater chances of pursuing higher level of education. As at 2000, the percentage of families who are able to send their children to school with respect to their annual income is summarized as follows: Annual Income Bracket Percentage of People who are able to send their Children to College $62,629-$96,040 26.7% $35,902-$62,628 12.2% Below-$35,901 8.6% ("Seattle Post Intelligencer") In the table above, it is seen that participation rates in college vary depending on total family income. People belonging to the upper income bracket are more likely to send their kids to schools. As we move down the income range, there are lesser families who can afford to send their children to school. This trend is due to the fact that people with lower earnings would initially have to address their basic necessities such as food, shelter and clothing. These bare essentials would have to be answered first prior to the cost of further schooling. If their disposable income is already depleted with their spending food, rent and clothes, then the children's schooling are at times foregone. Often, college

Translation and its role in multilingual country

Translation and its role in multilingual country Questions such as, what is translation, wherein lies its complexity? have been asked ever since literature stopped being restricted to one target readership and moved beyond the boundaries of language. The term translation technically connotes the art of recomposing a work in another language without losing its original flavour, or of finding an analogous substitute. Its complexity lies in it being like the transfer of perfume from one bottle to another. As careful as you are, some fragrance is lost but the challenge remains to capture the essence. All things in nature are subject to change and so is all cultural matter. Translation is always a shift, not between two languages but between the two types of cultural matter. India is a linguistic galaxy of unparalleled richness. Few contexts could be better suited than the Indian for a discussion of the processes of translation within a spectacular stellar setting. How does one common idea of India make itself available to a Bengali, Tamil or a Marathi in any way save that of translation? Translation provides a cognitive map of Indias linguistic world in all its interrelatedness as well as estrangement. All texts and all readers are both monolingual and multilingual. A text, obviously written literally in one language in a given manifestation faces a multi lingual reader and thus reaches out to a much larger base, unifying experiences and opinions as it expands. English has to be admitted as a vast reservoir of translation in contemporary India. It may no longer be a colonial language, but it is increasingly a conduit language. This filter language, as Khubchandani terms it, has today a certain inescapable presence. More English translating have been published in India in recent times than ever before, but our awareness of the need to ensure quality in translation has not heightened the same extent. Who should judge a translation somebody who can read the original or somebody who cannot? A person who was able to read the language, and enjoyed the original may find no translation satisfactory, whereas someone who cannot is likely to regard readability in English is the prime requisite. It seems unarguable that the only way in which the ideology of unity can be explored in a multilingual society like ours is by accepting both the need for, and the problems of, translation. The Sanskritised term we currently use for translation in many Indian languages is anuvada which literally means after speech so it seems wrong in the first place to discuss it in an Introduction. It also stands in contrast to anukaran, which implies aping or slavish imitation, but there ought to be a more to the word than just the suggestion that it could involve creative license of a kind? Any discussion of translation leads automatically to the question: who is an ideal translator? The writer himself, or someone who has not been involved in the primary creative art? The task of the translator is to unfreeze the shapes that thought took in one language and refreeze them into another. A translator must take into account rules that are not strictly linguistic but cultural. Translators, even when trying to give us the flavor of the language, are in fact modernizing the source. As far as translators in India are concerned, most Indians who grow up in urban conditions and go to school and college tackle shifts from one language to another so often and so comfortably that translation seems second nature to them. TRANSLATION STUDIES The Pedagogy of Translation by Vanamala Viswanatha Translation Studies is a young discipline still in the process of mapping its territory. Attempts have been made to define its boundaries and develop its terrain by scholars working in disciplines as varied as Anthropology, Comparative Literature, Culture Studies, Linguistics and Literary Theory. Viewing translation as a transaction between two languages, the dominant linguistic paradigm has treated it merely as a matter of transfer from the Source Language to the Target Language. There can be two ways of translating: Transliteration and Transcreation. Transliteration or literal translation is word-to-word, phrase-to-phrase or sentence-to-sentence carrying over from the Source Text into the Target Text. This means that the words and terminologies would either require exact equivalents in the Target Language or would have to be put as it is into the Target Text. It may be ideal for texts falling under technical registers. But they would prove extremely difficult when done on cultural texts. The aim of the translation is to reproduce meanings of the Source Text and the immediate effect it produces on the native audience for the readers and audience of another culture in whose language the text is to be translated. But, say, every Hindi word cannot have a counterpart in English because of its vast language and cultural differences in certain connotations and structures. Hence, the literal translation of cultural/literary works would be like forsaking the duty of a translator. On the other hand, transcreation or cultural translation means a partial or complete freedom to the translator in dealing with the Source Text. The translator has to render the Source Text in a recreated form in the Target Language. It involves reading every word and sentence carefully, but it is not only or simply a literal rendering. Another step in translation is termed as Transfer. It is the stage in which the analysed material is transferred in the mind of the translator from the Source Text to the Target Text. The final stage is restructuring the transferred material. The basic structural elements have to be transferred to the Target Language. It has to be ensured in the process of transformation that the same effect the Source Text had should be achieved for the Target Text for its readers. When the translation produces the same effect as on the original audience then the translation can be considered equivalent to the Source Text. PROBLEMS OF TRANSLATION The translator has to deal with the problem of finding equivalent words and expressions in the Target Language, which though cannot be substitutes for the expressions in the Source Language, but can come close to it, can raise similar feelings and attitudes in the readers and audiences of the Target Text. Literary and cultural texts suggest rather than describe meanings. Cultural meanings are very specific and their connotations vary with words in other languages. Therefore, it is really difficult to expect equivalence between the texts of two languages separated by two different cultures. The translator has to interpret and analyse the connotative and suggestive of the Source Text and on the basis of his knowledge of the culture of the Target Text; he has to recreate the meanings in the new language. Figures of speech, extended metaphors, idioms, proverbs and allegories pose a great challenge to the translator. Even translating dialogues, forms of dressing, different kinds of food can be difficult when it has strong cultural roots. For example, words like saree, churidar, pan, pallu cannot have an English counterpart. In India, there is a specific word for every familial relationship. For instance, chacha, mama, phupha, tauji are all called uncle in English, similarly nana-nani and dada-dadi are simply grandparents. Also, the suggested meanings of these relationships can never be translated into any other language. To show how the differences in cultural facts can cause difficulties in the translation of metaphors we may look at the symbolic meanings of certain words in different cultures. Owl in English is the symbol of wisdom whereas it symbolizes ill-fortune in Persian and is associated to superstitious beliefs in India. Also, pig, hog and swine are different words for the same animal but these small variations can create big differences in metaphorical meanings: Sam is a pig. Sam is a hog. Sam is a swine. The languages which do not have separate words for these different categories would fail to represent the difference between the discoursal value of the above metaphors. Thus, a literal translation may lead to Target Language metaphors with different and sometimes completely opposite discoursal values. TRANSLATED WRITERS We are now going to talk about a few writers who have brought out very vividly the different cultures of India through their writing in vernacular languages. The languages we are going to focus upon are Hindi, Urdu, Marathi, Bengali, Assamese, Tamil and Kannada. It is the voice of this marginalized section writing in vernacular languages, especially of the women regional writers, which needs to be heard. This is possible only through translation, which gives them recognition all over the world. RABINDRANATH TAGORE Tagore was the first Indian Nobel Laureate. He won the Nobel Prize in 1930 for his translation of the Gitanjali. His best known works are Gora and Ghare Baire. His works verse, short stories and novels are acclaimed for their lyricism, colloquialism, naturalism and contemplation. Of Tagores prose, his short stories are perhaps most highly regarded indeed he is credited with originating the Bengali language version of the genre. His short stories mostly borrow from the deceptively simple subject matter: common people. The translation of his works into various languages has given people across cultures a glimpse of the world of the Bengali common man. Given below is Robi Duttas translation of his poem Urvashi: No mother thou, no daughter thou Thou art no bride, O maiden fair and free O inhabitant of Nandan Urvasi! GULZAR Sampooran Singh Kalra better known as Gulzar is an Indian poet, lyricist and director. Gulzar primarily works in Hindi-Urdu and also works in Punjabi, several dialects of Hindi like braj bhasha, khadi boli, Haryanvi and Marwari. Gulzar has received many awards including the Padma Bhushan and the Academy Award for his song Jai Ho. He has been widely translated into English and other languages. During the Jaipur Literary Festival, Pawan Varma, an eminent IFS officer who has translated Gulzars poetry, said that he faced a difficulty translating phrases like tip tip and tap tap and Gulzar replied abhi to humne kabutar ki gutar goon shuru bhi nahi ki hai. Sunjoy Shekhar, who has also translated Gulzar calls himself a smuggler trying to surreptitiously smuggle the feelings evoked by Gulzars lyrics across an impermissible, alien wordscape. To give a flavor of the translation of his poetry, given below is a song of his along with its translation: basa cand kraoD,aoM saalaaoM maoM saUrja kI Aaga bauJaogaI jaba AaOr rak, ]D,ogaI saUrja sao jaba kao[- caaMd na DUbaogaa AaOr kao[- ja,maIM na ]BarogaI tba zMDa bauJaa [k kaoyalaa saa TukD,a yao ja,maIM ka GaUmaogaa BaTka BaTka mawma Kiksa~I raoSanaI maoM maOM saaocata hUM ]sa [emailprotected] Aga,r kaga,ja, po ilaKI hu[- naj,ma khIM ]D,to ]D,to saUrja maoM igaro tao saUrja ifr saoo jalanao lagao In a billion years when The suns fire dwindles And ash blows across its surface Then the moon will no longer wane And the land not rise When like a cold, burnt out piece of coal This earth revolves Lost in its gyre Trailing a dying, sepia glow I think then If a poem written on a piece of paper was to waft along And perchance land on the sun The sun would ignite again. AMBAI C. S. Lakshmi was born in Coimbatore, Tamil Nadu in 1944. Some of her works A Purple Sea and In A Forest, A Deer (2006) have been translated English by Lakshmi Holmstrà ¶m. In 2006, she (along with Lakshmi Holmstrà ¶m) won the Vodafone-Crossword prize. For her contributions to Tamil literature, she received the 2008 Iyal Virudhu. Her work is characterized by her feminism, an eye for detail, and a sense of irony. Exploration of space, silence, coming to terms with ones body or sexuality, and the importance of communication are some of the recurring themes in her works. VIJAYDAN DETHA Vijaydan Detha also known as Bijji is a noted writer from Rajasthan and a recipient of Padma Shri award(2007). He has also received several other awards such as Sahitya Akademi Award and Sahitya Chudamani Award. He has more than 800 short stories to his credit, which are translated into English and other languages. He is co-founder of Rupayan Sansthan with late Komal Kothari, an institute that documents Rajasthani folk-lore, arts and music. His literary works include Bataan ri Phulwari (garden of tales), a fourteen volume collection of stories that draws on folk-lore and spoken dialects of Rajasthan. His stories and novels have been adapted for many plays and movies including Habib Tanvirs Charandas Chor and Amol Palekars Paheli. He once said If you do not want to be a mediocre writer, you should return to your village and write in Rajasthani. 5. SALMA Born in 1968 in Tamil Nadu, Salmas first poetry collection shocked conservative society where women are supposed to remain silent. In 2003, Salma along with three other Tamil women poets faced obscenity charges and violent threats. Salma is now head of the panchayat (local level government body) of Thuvarankurichi, near Trichi in Tamil Nadu. The government of Tamil Nadu has appointed her Chairperson of the Tamil Nadu Social Welfare Board. Her novel, translated as Midnight Tales focuses on the inner world of Muslim women in the conservative society of Tamil Nadu in south India. It gives us an insight into what actually goes on in the households of this section of the society and brings it out very effectively. The novel was also long-listed for the Man Asian Prize of 2007. Translating these texts into more widely spoken languages like Hindi and English has taken their voice to a much wider range of readers.

Invent Your Own Technology :: Writing Essays

Invent Your Own Technology When my grandmother used to tell me that I took everything for granted, I think that she was right but in an even bigger way than she could have imagined. This experiment could be compared to when we would lose our electricity as a result of a storm. While this loss really only lasted a couple of days, it seems like eternity when you are without such modern conveniences such as a refrigerator, a microwave, and even your blow-dryer. Sometimes, it is hard to really understand the connivance of something until you are left without it. This assignment was on my mind for days. As we were discussing what this project would entail, the wheels in my head started turning and even before leaving class that day, I had a good idea of what my utensil would be. However, the tricky part came when I had to find the material to write on. I want to begin with what I found to use as my utensil. Knowing that I had to give up my trusted PC, I began to think of ideas that would make a good substitute. To accomplish this, I looked to see what was done in the past. As Dennis Baron states, as far back as Plato and Socrates, there was no other way of recording thoughts, etc., than the memory. â€Å"†¦Writing itself was once an innovation strongly resisted by traditionalists because it was unnatural and untrustworthy. Plato was one leading thinker who spoke out strongly against writing, fearing it would weaken our memories† (Baron 39). To think that something that we do on a daily basis was at one point in time labeled controversial is hard to imagine. I could not envision what I would accomplish without the â€Å"innovation† that was writing. To think of writing as an innovation or technology is baffling to me, and to fear it, none the less is a concept that we today could not understand because of our dependence on the technology. However, I think that Plato and others of his time hold a strong argument that the loss of memory is an issue to consider. Think of the fact that in many cases, the purpose of writing is to preserver the memory, for example: note taking and writing in journals.

Outline and Evaluate Research Into the Effects of Day Care on Social Development Essay

Belsky and Rovine (1988) conducted a study in order to assess attachment using the strange situation technique. They observed infants who had been receiving 20 hours or more of day care per week before the age of 1. Their findings suggested that, in comparison to children at home, these children were more often insecurely attached. With insecure attachments being associated with poorer social relationships this may be considered a negative effect of day care. The NICHD started a longitudinal study in 1991 to study many aspects of child development. Similarly the NICHD study found that children who were in day care for more than 30 hours a week were 3 times more likely to show behaviour problems when they went to school. By comparing the two studies we can see that the amount of time spent in day care plays an important role in whether or not children showed negative effects. However Violata and Russell’s meta-analysis showed that when time spent in day care exceeds 20 hours a week negative effects become apparent however the NICHD study found this time to be 30 hours therefore the results are contradictory and inconsistent. The EPPE study was a large scale, longitudinal study of the progress and development of 3,000 children in various types of pre-school education across the UK. The results of the EPPE study found that high levels of day care, particularly nursery care in the first 2 years, may elevate the risk of developing anti-social behaviour. To some degree the EPPE study supports the findings of Belsky and Rovine’s study as both found that the age of the child when placed in day care contributed to whether or not it was perceived to have negative implications. However the two studies can only be looked at comparatively to a certain extent as Belsky and Rovine’s study assessed infants under the age of 1 whereas the EPPE study assessed children up to the age of 7. Clarke-Steward et al studied 150 children and found that those who were in day care were consistently more advanced in their social development than  children who stayed home with mothers, enabling them to better deal with peer relationships. Likewise, the EPPE study found increased independence and sociability in the children who attended day care. Field (1991) found that the amount of time spent in full-time day care was positively correlated to the number of friends children has once they went to school. However, although these findings suggest that full-time day care had positive effects on the child, the results clash with studies conducted by Belsky and Rovine. This may be due to individual differences of the children assessed in both studies, for example shy children may have appeared insecure when assessed using the strange situation technique by Belsky and Rovine. Moreover the positive correlation shown in Field’s study cannot accurately be used as grounds to state that full-time day care causes children to be more popular as correlation is not causation.

Children and the Single Parent essays

Children and the Single Parent essays Single parenting begins with the divorce of a couple who have children. Approximately ninety percent of all minor children live primarily with their mothers. Non custodial fathers usually have less than biweekly contact with their children, and involvement usually declines as time goes by. Since most single-parent households are mother-headed, and have only one income, often below that of a man. This results in economic distress and fewer opportunities for educational and extracurricular experiences. Economic constraints may limit growth enhancing experiences. Even children whose fathers pay substantial child support are faced with limiting experiences. Children hate divorce because having two of the most important people in your life living apart hurts. For children, divorce is not a one time event, but a continued process. This is a traumatic experience for the children because it leaves them feeling alone, as if nobody in the world cares about them. Single parenting affec ts each child differently according to that child's age. Infants and young children can feel abandoned by the decision of parents to get divorced. Most infants and young children need to feel, hear, and see both parents in order to bond with their parents. This bond is important for their parent/child relationship later in the child's life. Parenting is difficult at this age because this young child requires great amounts of nurturing. Single parents dont have time to give the proper nurturing because they are forced to work and take care of the household duties alone and therefore become extremely stressed because they worry about their children getting enough of their attention. Preschool aged children need a daily schedule. They have certain times for naps, lunch, dinner, and play. They like their certain toys, certain spots on the rug, certain people, and certain television shows. In the book, Growing Up With Divorce by Niel K...

World War II - Curtiss P-40 Warhawk

World War II - Curtiss P-40 Warhawk First flying on October 14, 1938, the P-40 Warhawk traced its roots to the earlier P-36 Hawk. A sleek, all-metal monoplane, the Hawk entered service in 1938 after three years of test flights. Powered by a Pratt Whitney R-1830 radial engine, the Hawk was known for its turning and climbing performance. With the arrival and standardization of the Allison V-1710 V-12 liquid-cooled engine, the US Army Air Corps directed Curtiss to adapt the P-36 to take the new power plant in early 1937. The first effort involving the new engine, dubbed the XP-37, saw the cockpit moved far to the rear and first flew in April. Initial testing proved disappointing and with international tensions in Europe growing, Curtiss decided to pursue a more direct adaptation of the engine in the form of the XP-40. This new aircraft effectively saw the Allison engine mated with the airframe of the P-36A. Taking flight in October 1938, testing continued through the winter and the XP-40 triumphed at the US Army Pursuit Contest staged at Wright Field the following May. Impressing the USAAC, the XP-40 demonstrated a high degree of agility at low and medium altitudes though its single-stage, single-speed supercharger led to a  weaker performance at higher altitudes. Eager to have a new fighter with war looming, the USAAC placed its largest fighter contract to date on April 27, 1939, when it ordered 524 P-40s at a cost of $12.9 million. Over the next year, 197 were built for the USAAC with several hundred being ordered by the Royal Air Force and French Armà ©e de lAir which were already engaged in World War II. P-40 Warhawk - Early Days P-40s entering British service were designated Tomahawk Mk. I. Those destined for France were re-routed to the RAF as France was defeated before Curtiss could fill its order. The initial variant of the P-40 mounted two .50 caliber machine guns firing through the propeller as well as two .30 caliber machines guns mounted in the wings. Entering combat, the P-40s lack of a two-stage supercharger proved a great hindrance as it could not compete with German fighters such as the Messerschmitt Bf 109 at higher altitudes. In addition, some pilots complained that the aircrafts armament was insufficient. Despite these failings, the P-40 possessed a longer range than the Messerschmitt, Supermarine Spitfire, and Hawker Hurricane as well as proved capable of sustaining a tremendous amount of damage. Due to the P-40s performance limitations, the RAF directed the bulk of its Tomahawks to secondary theaters such as North Africa and the Middle East. P-40 Warhawk - In the Desert Becoming the primary fighter of the RAFs Desert Air Force in North Africa, the P-40 began to thrive as the bulk of aerial combat in the region took place below 15,000 feet. Flying against Italian and German aircraft, British and Commonwealth pilots exacted a heavy toll on enemy bombers and eventually forced the replacement of the Bf 109E with the more advanced Bf 109F. In early 1942, DAFs Tomahawks were slowly withdrawn in favor of the more heavily armed P-40D which was known as the Kittyhawk. These new fighters allowed the Allies to maintain air superiority until being replaced by Spitfires that were altered for desert use. Beginning in May 1942, the majority of DAFs Kittyhawks transitioned to a fighter-bomber role. This change led to a higher attrition rate to enemy fighters. The P-40 remained in use during the Second Battle of El Alamein that fall and until the end of the North Africa campaign in May 1943. P-40 Warhawk - Mediterranean While the P-40 saw extensive service with the DAF, it also served as the primary fighter for the US Army Air Forces in North Africa and the Mediterranean in late 1942 and early 1943. Coming ashore with American forces during Operation Torch, the aircraft achieved similar results in American hands as pilots inflicted heavy losses on Axis bombers and transports. In addition to supporting the campaign in North Africa, P-40s also provided air cover for the invasion of Sicily and Italy in 1943. Among the units to use the aircraft in the Mediterranean was the 99th Fighter Squadron also known as the Tuskegee Airmen. The first African American fighter squadron, the 99th flew the P-40 until February 1944 when it transitioned to the Bell P-39 Airacobra. P-40 Warhawk - Flying Tigers Among the most famous users of the P-40 was the 1st American Volunteer Group which saw action over China and Burma. Formed in 1941 by Claire Chennault, the AVGs roster included volunteer pilots from the US military who flew the P-40B. Possessing a heavier armament, self-sealing fuel tanks, and pilot armor, the AVGs P-40Bs entered combat in late December 1941 and had success against a variety of Japanese aircraft including the noted A6M Zero. Known as the Flying Tigers, the AVG painted a distinctive sharks teeth motif on the nose of their aircraft. Aware of the types limitations, Chennault pioneered a variety of tactics to take advantage of the P-40s strengths as it engaged more maneuverable enemy fighters. The Flying Tigers, and their follow-on organization, the 23rd Fighter Group, flew the P-40 until November 1943 when it transitioned to the P-51 Mustang. Used by other units in the China-India-Burma Theater, the P-40 came to dominate the skies of the region and allowed the Allies to maintain air superiority for much of the war. P-40 Warhawk - In the Pacific The USAACs principal fighter when the US entered World War II following the attack on Pearl Harbor, the P-40 bore the brunt of the fighting early in the conflict. Also widely used by the Royal Australian and New Zealand Air Forces, the P-40 played key roles in the aerial contests associated with the battles for Milne Bay, New Guinea, and Guadalcanal. As the conflict progressed and distances between bases increased, many units began to transition to the longer-range P-38 Lightning in 1943 and 1944. This resulted in the shorter-range P-40 effectively being left behind. Despite being eclipsed by more advanced types, the P-40 continued to serve in secondary roles as a reconnaissance aircraft and forward air controller. By the final years of the war, the P-40 was effectively supplanted in American service by the P-51 Mustang. P-40 Warhawk - Production Other Users Through the course of its production run, 13,739 P-40 Warhawks of all types were built. A large number of these were sent to the Soviet Union via Lend-Lease where they provided effective service on the Eastern Front and in the defense of Leningrad. The Warhawk was also employed by the Royal Canadian Air Force who used it in support of operations in the Aleutians. Variants of the aircraft extended to the P-40N which proved to be the final production model. Other nations that employed the P-40 included Finland, Egypt, Turkey, and Brazil. The last nation utilized the fighter for longer than any other and retired their last P-40s in 1958. P-40 Warhawk - Specifications (P-40E) General Length:  31.67 ft.Wingspan:  37.33 ft.Height:  12.33 ft.Wing Area:  235.94 sq. ft.Empty Weight:  6.350 lbs.Loaded Weight:  8,280 lbs.Maximum Takeoff Weight:  8,810 lbs.Crew:  1 Performance Maximum Speed:  360 mphRange:  650 milesRate of Climb:  2,100 ft./min.Service Ceiling:  29,000 ft.Power Plant:  1 Ãâ€" Allison V-1710-39 liquid-cooled V12 engine, 1,150 hp Armament 6 Ãâ€" .50 in. M2 Browning machine guns250 to 1,000 lb. bombs to a total of 2,000 lb. Selected Sources Aviation History: P-40 WarhawkP-40 WarhawkMilitary Factory: P-40 Warhawk

Political Ideologies in Conflict Essay Example | Topics and Well Written Essays - 1500 words

Political Ideologies in Conflict - Essay Example Socialism’s key theme is based on the community’s power, instead of individual effort (Alesina & Rodrik 465). On the other hand, equality denotes the creation of a society that is fairer and everyone is a participant and is accorded an opportunity to realize their potential. Equality aims at getting rid of discrimination and prejudice so as to offer fair, diverse and personal services to the society (Alesina & Rodrik 471). It aims at eliminating discrimination based on gender, age, religion, race and ethnicity. Ideology entails a set of ideas reflecting a nation’s, people’s or society’s beliefs. This paper will discuss the role of equality in socialist ideology. Socialism and equality are inseparable. Early socialism (also known as Utopian socialism) criticized the capitalist society, condemning it and pushing for its destruction (Nozick 16). It struggled to make the rich realize the immorality caused by exploitation. The desire for a new system and order contained the emergent factors of socialist ideas and represented the reaction of the working masses’ wishes of emancipation and, concurrently, their political and ideological powerlessness. Over many years, socialist ideologists tried to authenticate the ideal of a fair society with no exploitation and class oppression (Giacomo & Gruner 90). They advocated for equality. In socialism, equality is addressed in four forms; economic, foundational, formal and equality of opportunity (Blanchflower & Freeman 439). Foundational equality addresses the fact that God created all people as equal human beings. This is further explained to clarify that not all have the same abilities and talents , rather, because of the common humanity, their moral worth is equal (Alesina & Rodrik 479). Formal equality addresses the aspect of citizens and the law. It provides that State institutions are obliged to accord its citizens equal treatment, and that the institutions should themselves remain subject to the law as a way of defence against possible dictatorship of the State. Equality of opportunity fights discrimination in education, employment, housing or social services because of race, colour or sex (Giacomo & Gruner 84). Finally, economic equality intends to eliminate disproportions in the distribution of wealth, income disparities, and the gap between the poor and the rich (Blanchflower & Freeman 440). Socialists view social inequality as a disproportion of economic advantages within a society (Giacomo & Gruner 86). They believe humans must be accorded equal opportunity to prosper in the society. However, humans are not treated equally in all senses. To this end, socialists decl are inequality an evil that should be eliminated. In particular, wealth inequality is so evil among socialists that it justifies the forceful repossession from those who have it in abundance for fairer redistribution to the poor (Blanchflower & Freeman 446). Socialism is outstanding for its sustenance for social equality. Parliamentary socialists approved equality of opportunity as a substitute to equality of outcome because it signifies an unassuming level of outcome through the redeployment of wealth (Alesina & Rodrik 481). They base their support for equality on several factors. They argue that it is a more significant variety of equality than equal opportunities or formal

Hire purchase contracts and Lease in business and how they work Essay

Hire purchase contracts and Lease in business and how they work - Essay Example The intention of this study is an Accounting Standard as a principle that explains the accounting structure, utilizing it as the conceptual foundation for its work. The major role of this Statement is to offer conceptual input into the ASB's job on the growth and review of accounting standards. The study consists of various procedures regarding the â€Å"SSAP 21† (SSAP 21 Accounting for Leases and Hire Purchase Contracts 1997) and its recent amendment. The aim of financial reports is to offer information on the subject of the reporting entity’s fiscal performance and monetary position which is helpful to a large range of users for evaluating the stewardship of the entity’s organization and forming economic decisions. â€Å"Financial statements need to reflect the effects of transactions and other events on the reporting entity’s financial performance and financial position. This involves a high degree of classification and aggregation. Order is imposed on this process by specifying and defining the classes of items—the elements—that encapsulate the key aspects of the effects of those transactions and other events†. An operating lease is a lease that is not a â€Å"finance lease†. Expenses under an operating lease are taken to the statement of comprehensive income on a straight-line basis more than the lease term, unless an additional methodical basis is more suitable. â€Å"SSAP 21; paragraph 17 defines a finance lease as ‘...a lease that transfers substantially all the risks and rewards of ownership of an asset to the lease’. SSAP 21 also defines an operating lease as simply ‘...a lease other than finance lease’†... 8). Findings: The way in which leases are currently differentiated and accounted for; in accordance with SSAP 21 Accounting for hire purchase and lease agreements are dealt with in the provisions offered in SSAP 21 ‘accounting for hire purchase and leases contracts’ and IAS 17 leases. In some examples, a number of lease dealings can form division of a complex contract or which include provisions, options and assurances which could drop within the scope of FRS 5 ‘reporting the matter of dealings’. It must be noted , that where such a lease drops under the range of FRS 5 and SSAP 21, the standards containing more particular provision will be relevant. Operating and Finance Leases An operating lease is a lease that is not a â€Å"finance lease† (Finance Lease 2005). Expenses under an operating lease are taken to the statement of comprehensive income on a straight-line basis more than the lease term, unless an additional methodical basis is more suitable. â€Å"SSAP 21; paragraph 17 defines a finance lease as ‘...a lease that transfers substantially all the risks and rewards of ownership of an asset to the lease’. SSAP 21 also defines an operating lease as simply ‘...a lease other than finance lease’† (Financial Reporting 2011, para. 4). Whether or not a lease passes substantially all the rewards and risks of possession, it will usually be clear in the lease conditions. IAS 17 specifies the direction as to when substantially all the rewards and risks of possession are passed to the lessee: The â€Å"lease transfers† (Gupta 2010) possession to the lessee at the finish of the lease term. The lease tells about a good deal purchase choice at the finish of the lease term. The lease term is for the main division of the asset’s