WOLF Surname Origin and Meaning

The American Reaction to Richard Cobden An Economy of...

Introduction Though Anglo-American relations are not currently hostile, they were not always this way. This paper will explore the free trade beliefs of Richard Cobden, and show that Americans who rejected his ideas did so out of ignorance and fear. The paper will begin with a description of Cobden’s context and beliefs and then move to an analysis of American Anglophobia and Anglomania and governmental responses to Cobden. Context Trade liberalization in Great Britain signaled an era of intense change in the European economy. The document that triggered this change was the Cobden-Chevalier Treaty of 1860. Anglo-French trade antagonisms had reached an agonizing level for the two countries, beginning with the Congress of Vienna and†¦show more content†¦Later, in the same speech, he stated that the goal of the League was not to simply have cheap corn, but to have corn â€Å"follow the same law which the monopolists in food admit that labor must follow; that ‘it shall find its natural level in the markets of the world’† (Bullock Shock, 1957). Cobden also believed that military spending, instead of aiding growth, prevented markets from operating as they could if more money was available for private investment (Stringham, 2004). He believed that market interaction was the most influential factor in the success of the most powerful nations and that Britain should lower its military spending if it wanted to compete in the global market. In 1996, Knight, Loayza, and Villanueva conducted a study which confirmed Cobden’s beliefs, concluding that â€Å"military spending retards economic growth; namely, through crowding out human capital investment and fostering the adoption of various types of trade restrictions† (as cited in Stringham, 2004, p. 108). Though this study—and others like it—came much later than Cobden’s time, he planted the seed of doubt in many citizens’ minds about what they had previously seen as the benefits of military growth. Ironically, Cobden viewed the U.S. as a threat to Britain’s economic influence. The U.S. had lower taxes and less military spending (which would eventually rise with the two World Wars) and attributed the country’s sudden economic rise

Essay On School Violence Example For Students

Essay On School Violence Abstract School violence remains a serious American problem, especially in Americas inner-cities. Mainstream strategies to reduce school violence have focused on combinations of upgrading school security postures (more guards, metal detectors, etc.) and in improving student intervention programs (peer counseling, conflict resolution, etc. ). This paper investigates another aspect of school violenceschool cultures of violencethat few schools recognize as a serious problem and that mainstream strategies fail to address. School cultures of violence entail school administrators, teachers, and students becoming socialized into an environment where school violence as a method of student interpersonal relations is tolerated or perhaps considered inevitable. This paper develops, through an ethnographic and survey study of four Miami-Dade public high schools, how school cultures of violence are allowed to exist through a combination of factors that include: (1) school staff discourses of denial that school violence problems exist, (2) non-caring school atmospheres, and (3) remiss school security forces. In those schools with cultures of violence, it is shown how high neighborhood crime rates are allowed to invade the schools, resulting in higher levels of school crime and increased student fear of being victimized in school. Introduction I fear going to school one day and a Haitian might dont like me and say Look at that American, I dont like that American.and they might come over theretheyd be 50 of them jumping me.I feel like I might just walk in and just say the wrong thing and get whooped, get beat down. They are so crazy, they bring weapons to school, I mean guns, knives, everything, everybody. Male African-American Tenth-grader I found this Miami-Dade County, Florida, teenagers response upsetting. Guns and knives in school? Afraid of getting whooped and beat down? This teen was not talking about life on a crime-ridden city street or in some local jail. He was talking about walking down the halls of his urban public high school! This teens experiences were obviously a long way from the school memories of my own small town Mid-Western upbringing. In researching school violence and student fear, I quickly discovered that many of Americas senior high schools, once seen as the bastions of community scholarship, have transformed from centers of learning to centers of violence. Today, especially in Americas inner-cities, many school grounds project images of impenetrable school fortresses sporting 15-foot high barbed wire-topped security fences and iron bar-covered windows and doors. The news media and Hollywood, as seen in Michelle Pfeiffers 1995 movie Dangerous Minds and Tom Berengers 1996 movie The Substitute, often characterize inner-city schools as chaotic battlefields where armed police and security patrols are locked in mortal combat against drugs, gangs, and violence. In a 1994 survey of Americas school boards, 91. 5 percent of respondents in school districts with more than 25,000 students reported school violence as a problem (Weisenburger, et al. 1995: 34). In response to growing school crime and violence problems, the President and the nations 50 governors adopted National Education Goal Six (Goal 6) that prescribes By the year 2000, every school in America will be free of drugs and violence and will offer a disciplined conducive environment for learning (OERI 1993: iii). However, even with Goal 6s focus on school drug and violence issues, nationwide between 1991 and 1994: student drug use increased (24% to 33%), students offered drugs at school increased (18% to 24%), students threatened or injured in an attack at school only slightly decreased (40% to 36%), and teachers threatened or injured in an attack at school increased (10% to 15%) (NEGP 1995: 50-52). None of these indicators predict even partial accomplishment of Goal 6 by the year 2000. After pouring hundreds of millions of tax dollars into school security programs, why do many of Americas schools remain infested with violence? Two mainstream views on how to solve school violence problems have emerged. One view offers that the causes of school violence are ineffective control of students and school grounds. Advocates of this view normally offer that, even though millions of dollars are spent on security programs, the resources are still not sufficient to control the spread of school violence. .udbbbb963d41f6b487488a0a5bd281c03 , .udbbbb963d41f6b487488a0a5bd281c03 .postImageUrl , .udbbbb963d41f6b487488a0a5bd281c03 .centered-text-area { min-height: 80px; position: relative; } .udbbbb963d41f6b487488a0a5bd281c03 , .udbbbb963d41f6b487488a0a5bd281c03:hover , .udbbbb963d41f6b487488a0a5bd281c03:visited , .udbbbb963d41f6b487488a0a5bd281c03:active { border:0!important; } .udbbbb963d41f6b487488a0a5bd281c03 .clearfix:after { content: ""; display: table; clear: both; } .udbbbb963d41f6b487488a0a5bd281c03 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udbbbb963d41f6b487488a0a5bd281c03:active , .udbbbb963d41f6b487488a0a5bd281c03:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udbbbb963d41f6b487488a0a5bd281c03 .centered-text-area { width: 100%; position: relative ; } .udbbbb963d41f6b487488a0a5bd281c03 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udbbbb963d41f6b487488a0a5bd281c03 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udbbbb963d41f6b487488a0a5bd281c03 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udbbbb963d41f6b487488a0a5bd281c03:hover .ctaButton { background-color: #34495E!important; } .udbbbb963d41f6b487488a0a5bd281c03 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udbbbb963d41f6b487488a0a5bd281c03 .udbbbb963d41f6b487488a0a5bd281c03-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udbbbb963d41f6b487488a0a5bd281c03:after { content: ""; display: block; clear: both; } READ: 1996: A Turbulent Year for Israel Essay They contend that schools require even more armed on-site police, more roving security guards, more metal detectors, and more electronic surveillance equipment. Another view downplays such school fortress security measures and argues that the causes of school violence are within the students themselves. They submit that school violence problems are solvable through the expansion of proven intervention programs, most notably for student mentoring, conflict mediation, anger resolution, and peer counseling. My look inside four Miami-Dade senior high schools reveals another explanation for the causes of continuing school violenceone comp letely different from either of the mainstream views. I discovered that a culture of violence exists in some Miami-Dade public schools, a culture where interpersonal violence becomes a normal way of life for many students. I found three key factors that contribute to these school cultures of violence: school officials denying they have a violence problem, uncooperative and non-caring school atmospheres, and misconduct by the very security forces intended to control the violence. This paper develops how combinations of these three factors perpetuate high levels of school violence and contribute to increasing student fears of being victimized in their own schools.

An Education In Liberal Arts Essay Example For Students

An Education In Liberal Arts Essay Liberal arts is a universal education that provides a strong foundation of knowledge in many subjects. Liberal arts can observe the capabilities as well as the limitations of each field of study. This allows students to find connections between different fields of study, to explore them, and to discover new theories and/or inventions. Liberal arts also allows students to investigate areas of interest and to make new ones by combining diverse subjects. A liberal arts education provides students with a broad spectrum of information enabling them to expand their knowledge and to advance society in a positive direction. It is imperative that a liberal arts posses the basic knowledge of the many fields. With this knowledge, students can combine different subjects to formulate new ideas and concepts. As in mixing colors, a new color can only be created by combining various colors. The same is true for liberal arts education, the resulting ideas and/or concepts is derived from the combination used to create it. A liberal arts education provides a strong foundation of knowledge in many fields allowing students to create new theories and inventions. With this foundation, there are endless possibilities that students can expand and build on what others have learned rather than wasting time on what has already been discovered. In order to illustrate, Ill use the example of the telephone. The telephone was an ingenious invention that was combined with the innovation of a free thinker, Alexander Graham Bell. Bell created the first working telephone and the impact of the telephone on society, over the past 100 years, is immeasurable. The result of the telephone revolutionized communication, advancing society to another level. Inventions that advance society, such as this, demonstrate the value of a liberal arts education. In years past, more and more scientists, from an array of various fields, have elaborated upon the basic telephone by inventing different components to be used along with the telephone such as the facsimile machine and computer modems which enable communication via the internet. In short, a liberal arts education provides students with a strong foundation of universal knowledge that allows them to think without restrictions or barriers. Liberal arts allow imaginative thoughts to develop freely. Such imaginative thoughts lead to discoveries and inventions which, in turn, advance society to higher levels. It is evident that a liberal arts education is one of societys tools for advancement in a positive direction.

Depeds Thrusts Essay Example

Depeds Thrusts Essay HigTest formerly known as the Non-formal Education AE Test is a paper and pencil test. The test is designed to measure the competencies of those who have not finished either the formal elementary or secondary education. Passers of this test are given a certificate/diploma certifying their competencies as comparable to graduates of the formal school system. Hence, they are qualified to enroll in high school (for elementary level passers) and to enroll in college (for secondary level passers). 2. Philippine Educational Placement Test (PEPT) is the principal instrument used in Accreditation and Equivalency Program (AEP) which was first established in 1977. The main objective is to retrieve out-of-school youths and place them in the formal school system, if they so desire, and to place over-aged in-school youth in the grade/year level corresponding to their ages. The PEPT tests the competencies gained through formal, informal and non-formal education which is equivalent tot hose developed in five subject areas – Communication Arts in English and Filipino, Science, Math and Social Studies – from first grade in the elementary school to fourth year in the secondary school. 3. Special Education is an educational program or service designed to meet the needs of children with special needs that cannot profit from general or regular education because of disabilities or exceptional disabilities. We will write a custom essay sample on Depeds Thrusts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Depeds Thrusts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Depeds Thrusts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The ultimate goal of special education shall be the integration or mainstreaming of learners with special needs into the regular school system and eventually in the community. Special education also aims to develop the maximum potential of the child with special needs to enable him to become self-reliant and shall be geared towards providing him with the opportunities for a full and happy life. It gears up to the development and maximization of learning competencies, as well as the inculcation of values to make the learners with special needs a useful and effective member of society. . Every Filipino child now has access to Early Childhood Education through the universal Kindergarten. At 5 years old, children start schooling and are given the means to slowly adjust to formal education. Research shows that children who underwent Kindergarten have better completion rates than those who did not. Children who complete a standards-based Kindergarten program are better prepared, for primar y education. Education for children in the early years lays the foundation for lifelong learning and for the total development of a child. In Kindergarten, pupils learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their Mother Tongue. 5. The Early Childhood Care and Development (ECCD) work focuses on supporting the children’s development through this vital period – ensuring they are physically healthy, cognitively stimulated, emotionally resilient and socially competent. ECCD program also strengthen children’s protective environment by supporting parents and pregnant women, as well as looking for wider contexts such as government policies and attitudes. . The Drop Out Reduction Program (DORP) aims to curb the high dropout rates in public schools by offering alternative modes of education for students at the risk of dropping out (SARDO). First implemented in 1998, the DORP is already perceived to have achieved some success, with a decrease in the dropout rate from 12. 51% in AY 2005-2006 to 7. 45% in AY 2007-2008. A â€Å"dropout† is defined by the DORP as a s tudent who has stopped attending school before completing the prescribed level of education within the specified school year. The dropout rate, meanwhile, is the percentage of students who drop out from a level of education in a given school year, including those who complete the school year but fail to enroll in the next. In a school implementing the DORP, a DORP support team must be formed. They shall be tasked with organizing, designing and implementing the schools DORP through setting the targets for the program and choosing the appropriate intervention methods in the context of the available school and community resources. . The Alternative Learning System is a free education program implemented by the Department of Education (DepEd) under the Bureau of Alternative Learning System which benefits those who cannot afford formal schooling and follows whatever is their available schedule. ALS aims to open more educational opportunities for Filipino citizens of different interests, capabilities of demographic characteristics, socioeconomic origins and status as well as addressing the needs of marginalized g roups. The program cuts the time needed to finish high school, hence, significantly cuts the expenses as well. Aside from giving hope to the less fortunate, it also provides opportunities to Out-of-School Youths (OSY) and adults elementary and secondary school drop-outs; industry-based workers; housewives; maids; factory workers; drivers; members of cultural minorities; indigenous people and the disabled/physically challenged. 8. The Adopt-A-School Program is enacted in 1988 for the very purpose of providing a venue for the strong and dynamic private sector to participate in nation-building through investments in the education of Filipino children. The rewards of such investments come through an educated generation that will succeed ours, run our enterprises, and steer this nation to greater heights. Over the years, DepEd introduced interventions to reduce student dropouts and keep the youth off the streets. It has sought to increase student achievement levels and improve teacher performance. It continues to bring the issues and needs of public education to every Filipino who cares, in an effort to invite each and everyone to help boost education opportunities for our young. With Adopt-A-School, each Filipino can have the opportunity to enjoy his right to education, to open his eyes to the wonders and challenges of the world, to pursue his dreams, and to contribute capably towards the nation’s progress. 9. The Arabic Language and Islamic Values Education (ALIVE) is designed for the Muslim Migrants to be able to positively contribute to the peace efforts of our government in order to improve that quality of life of Muslim out-of-school youth and adults. It teaches the language of the Holy Qur’an and the beliefs and value system of the Muslim religion. It has components, namely, Basic Literacy Program + ALIVE, Accreditation Equivalency (AE) Program + ALIVE, Informal Education + ALIVE, Technical Vocational Education Program + ALIVE and Entrepreneurship Development +ALIVE. In the Philippines, the teaching of Islamic values and Arabic used to be done only in Islamic schools, however, DepEd ordered the mainstreaming of these lessons in the curriculum in some selected public elementary schools particularly those who have Muslim communities. The order mandated the teaching of Islamic values and Arabic language in public elementary school with at least 30 Muslim students. 10. Maintenance and Other Operating Expenses for schools are use to pay expenses for utilities like electric and water expenses. It can also be to pay salaries for janitorial and security services or use for other mandatory expenditures except for the procurement of textbooks and other instructional materials and school furniture and equipment. Other uses of MOOE include travelling expenses, communication services, repair and maintenance, transportation services and many others. 11. Brigada Eskwela is a nationwide voluntary effort which started in 2003, bringing together teachers, parents, and the community to do clean up and repairs in public schools to prepare the facilities for the June school opening. Undertaken in all public schools every third week of May or two weeks before classes begin, it is participated in by private organizations, individuals, national and local government agencies, local businesses, and international organizations and foundations, among others. Volunteers paint classrooms, repair furniture, and clean up the school grounds. Materials and supplies are usually donated by the parents or by private businesses and foundations. Brigada Eskwela encourages the public to share their time, strength and resources in kind. In 2012, Brigada Eskwela pooled more than P1. 5 billion-worth of resources-in-kind and man hours by over six-million volunteers in various parts of the country. 12. K to 12 aims to make basic education sufficient enough so that anyone who graduates can be gainfully employed locally and globally and will have a productive life. The K-12 Education plan is to add two years in the secondary level plus kindergarten and it will look at the specialized education in high school which will focus on a specific field of interest. If the K-12 Education Plan becomes successful, then the Philippine education system can become more competitive among other countries around the world. Though there are still some problems that the government needs to solve before they can successfully implement the plan. Such elements include the number of public school classrooms plus the adequate supply of classroom chairs, books, etc. If the government could allot a bigger budget to educational needs, then we could be one-step ahead towards the success of the K-12 program. Furthermore, parents (especially those who belong in the poor sector) should be properly informed and motivated of the advantages of the K-12 Education Plan. This is very important since parents play a major role in providing the childs school allowances, supplies, and fees for other school projects and activities. Once this succeeds, it is best hoped that Filipino students would be more literate, skilled, and competitive to be able to find jobs more easily and contribute to the countrys pride as well as the countrys economy. 13. A Lingua Franca is a language systematically used to make communication possible between people not sharing a first language, in particular when it is a third language, distinct from both speakers first languages. Examples of lingua francas are numerous, and exist on every continent. The most obvious example is English, which is the current dominant lingua franca of international business, science, technology and aviation. There are many other lingua francas centralized on particular regions, such as Arabic, Chinese, French, Russian and Spanish. With the rich experiences and lessons learned in the implementation of the use of lingua franca or mother tongue as language of instruction, the DepED has expanded this in its multilingual education implemented in SY 2008-2009 until SY 2012-2013. The project is called Lingua Franca and Mother Tongue-Based Multilingual Education (MLE). Its main goal is to develop lifelong learners who are proficient in the use of their lingua franca or mother tongue (language 1), the national language (language 2) and other languages (language 3 and language 4) who take pride of their heritage and culture. This move helps to improve schools performance indicators specifically dropout, repetition, retention and completion rates among elementary pupils; increase pupils’ academic performance through the acquisition of oral fluency, reading and writing skills in their lingua franca or first language that provide them a bridge to learning Filipino and English enabling them to become more competent in all areas of study; and demonstrate self-confidence and pride in one’s culture, tradition and values. 14. The Mother Tongue-Based Multi-Lingual Education (MTB-MLE) has been implemented in all public schools, specifically in Kindergarten, Grades 1, 2, and 3, as part of the K to 12 Basic Education Program, starting the School Year 2012-2013 to support the goal of â€Å"Every Child-A Reader and A-Writer by Grade 1. † The MTB-MLE aims at language development which established a strong education for success in school and for lifelong learning and at cognitive development which focuses on Higher Order Thinking Skills. It also aims at academic development which prepares the learner to acquire mastery of competencies in each of the learning areas and at socio-cultural awareness which enhances the pride of the learner’s heritage, language, and culture. In the MTB-MLE implementation, the following eight major languages or Lingua Franca and four other languages will be cited as learning area and utilized as language of instruction for SY 2012-2013: Tagalog, Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguindanaoan, Maranao, and Chavacano. 5. In anticipation of over two million students enrolling in the start of the school year, the Department of Education sees the Alternative Distance Learning Program as a way to decongest schools which will allow students to do their schoolwork without coming to school every day. Instead, the students will study at home and report to school for exams and group activities. DepEd created also the Internet-based Distance Education Program (iDEP) as an alternative way for students to complete their education in an attempt to reduce high school dropout rates in the country. iDEP offers formal secondary education to qualifying students using Internet-based technologies and classes are conducted and managed completely online. The program is seen to benefit many students, as well as those working in the entertainment industry, those with health and financial problems, and those in rehabilitation centers.

Northrop P-61 Black Widow in World War II

Northrop P-61 Black Widow in World War II In 1940, with World War II raging, the Royal Air Force began seeking designs for a new night fighter to combat German raids on London. Having used radar to aid in winning the Battle of Britain, the British sought to incorporate smaller airborne intercept radar units into the new design. To this end, the RAF instructed the British Purchasing Commission in the US to evaluate American aircraft designs. Key among the desired traits were the ability to loiter for around eight hours, carry the new radar system, and mount multiple gun turrets. During this period, Lieutenant General Delos C. Emmons, the US Air Officer in London, was briefed on British progress relating to the development of airborne intercept radar units. He also gained an understanding of the RAFs requirements for a new night fighter. Composing a report, he stated that he believed the American aviation industry could produce the desired design. In the United States, Jack Northrop learned of the British requirements and began contemplating a large, twin engine design. His efforts received a boost later that year when a US Army Air Corps board chaired by Emmons issued a request for a night fighter based on the British specifications. These were further refined by the Air Technical Service Command at Wright Field, OH. Specifications General Length: 49 ft., 7 in.Wingspan: 66 ft.Height: 14 ft., 8 in.Wing Area: 662.36 sq. ft.Empty Weight: 23,450 lbs.Loaded Weight: 29,700 lbs.Maximum Takeoff Weight: 36,200 lbs.Crew: 2-3 Performance Maximum Speed: 366 mphRange: 610 milesRate of Climb: 2,540 ft./min.Service Ceiling: 33,100 ft.Power Plant: 2 Ãâ€" Pratt Whitney R-2800-65W Double Wasp radial engines, 2,250 hp each Armament 4 Ãâ€" 20 mm Hispano M2 cannon in ventral fuselage4 Ãâ€" .50 in M2 Browning machine guns in remotely operated, full-traversing upper turret4 Ãâ€" bombs of up to 1,600 lb. each or 6 Ãâ€" 5 in. HVAR unguided rockets Northrop Responds: In late October 1940, Northrops chief of research, Vladimir H. Pavlecka, was contacted by ATSCs Colonel Laurence C. Craigie who verbally detailed the type of aircraft they were seeking. Taking his notes to Northrop, the two men concluded that the new request from the USAAC was nearly identical to that from the RAF. As a result, Northrop produced the work done earlier in response to the British request and immediately had a head start over his competitors. Northrops initial design saw the company create an aircraft featuring a central fuselage suspended between two engine nacelles and tail booms. The armament was arranged in two turrets, one in the nose and one in the tail. Carrying a crew of three (pilot, gunner, and radar operator), the design proved unusually large for a fighter. This was necessary to accommodate the weight of the airborne intercept radar unit and the need for an extended flight time. Presenting the design to the USAAC on November 8, it was approved over the Douglas XA-26A. Refining the layout, Northrop quickly shifted the turret locations to the top and bottom of the fuselage. Subsequent discussions with the USAAC led to a request for increased firepower. As a result, the lower turret was abandoned in favor of four 20 mm cannon mounted in the wings. These were later repositioned to the underside of the aircraft, similar to the German Heinkel He 219, which freed up space in the wings for additional fuel while also improving the wings airfoil. The USAAC also requested the installation of flame arrestors on the engine exhausts, a rearrangement of radio equipment, and hard points for drop tanks. The Design Evolves: The basic design was approved by the USAAC and a contract issued for prototypes on January 10, 1941. Designated the XP-61, the aircraft was to be powered by two Pratt Whitney R2800-10 Double Wasp engines turning Curtiss C5424-A10 four-bladed, automatic, full-feathering propellers. As construction of the prototype moved forward, it quickly fell victim to a number of delays. These included difficulty obtaining the new propellers as well as equipment for the upper turret. In the latter case, other aircraft such as the B-17 Flying Fortress, B-24 Liberator, and B-29 Superfortress took priority in receiving turrets. The problems were eventually overcome and the prototype first flew on May 26, 1942. As the design evolved, the P-61s engines were changed to two Pratt Whitney R-2800-25S Double Wasp engines featuring two-stage, two-speed mechanical superchargers. Additionally, larger wider span flaps were used which permitted a lower landing speed. The crew was housed in the central fuselage (or gondola) with the airborne intercept radar dish mounted within a rounded nose in front of the cockpit. The rear of the central fuselage was enclosed with a plexiglass cone while the forward section featured a stepped, greenhouse-style canopy for the pilot and gunner.   In the final design, the pilot and gunner were situated toward the front of the aircraft while the radar operator occupied an isolated space towards the rear. Here they operated a SCR-720 radar set which was used to direct the pilot towards enemy aircraft. As the P-61 closed on an enemy aircraft, the pilot could view a smaller radar scope mounted in the cockpit. The aircrafts upper turret was operated remotely and targeting aided by a General Electric GE2CFR12A3 gyroscopic fire control computer. Mounting four .50 cal. machine guns, it could be fired by the gunner, radar operator, or pilot. In the last case, the turret would be locked in a forward-firing position. Ready for service in early 1944, the P-61 Black Widow became the US Army Air Forces first purpose-designed night fighter. Operational History: The first unit to receive the P-61 was the 348th Night Fighter Squadron based in Florida. A training unit, the 348th prepared crews for deployment to Europe. Additional training facilities were also used in California. While night fighter squadrons overseas transitioned to the P-61 from other aircraft, such as the Douglas P-70 and British Bristol Beaufighter, many Black Widow units were formed from scratch in the United States. In February 1944, the first P-61 squadrons, the 422nd and 425th, shipped out for Britain. Arriving, they found that the USAAF leadership, including Lieutenant General Carl Spaatz, were concerned that the P-61 lacked the speed to engage the latest German fighters. Instead, Spaatz directed that the squadrons be equipped with British De Havilland Mosquitoes. Over Europe: This was resisted by the RAF which wished to retain all available Mosquitoes. As a result, a competition was held between the two aircraft to determine the P-61s capabilities. This resulted in a victory for the Black Widow, though many senior USAAF officers remained skeptical and others believed the RAF had deliberately thrown the contest. Receiving their aircraft in June, the 422nd began missions over Britain the following month. These aircraft were unique in that they had been shipped without their upper turrets. As a result, the squadrons gunners were reassigned to P-70 units. On July 16, Lieutenant Herman Ernst scored the P-61s first kill when he downed a V-1 flying bomb. Moving across the Channel later in the summer, P-61 units began to engage manned German opposition and posted an admirable success rate. Though some aircraft were lost to accidents and ground fire, none were downed by German aircraft. That December, the P-61 found a new role as it helped defend Bastogne during the Battle of the Bulge. Using its powerful complement of 20 mm cannon, the aircraft attacked German vehicles and supply lines as it aided the besieged towns defenders. As the spring of 1945 progressed, P-61 units found enemy aircraft increasingly scarce and kill numbers dropped accordingly. Though the type was also used in the Mediterranean Theater, units there often received them too late in the conflict to see meaningful results. In the Pacific: In June 1944, the first P-61s reached the Pacific and joined the 6th Night Fighter Squadron on Guadalcanal. The Black Widows first Japanese victim was a Mitsubishi G4M Betty which was downed on June 30. Additional P-61s reached the theater as the summer progressed though enemy targets were generally sporadic. This led to several squadrons never scoring a kill for the duration of the war. In January 1945, a P-61 aided in the raid on the Cabanatuan prisoner of war camp in the Philippines by distracting the Japanese guards as the assault force neared. As the spring of 1945 progressed, Japanese targets became virtually nonexistent though a P-61 was credited with scoring the final kill of the war when it downed a Nakajima Ki-44 Tojo on August 14/15. Later Service: Though concerns about the P-61s performance persisted, it was retained after the war as USAAF did not possess an effective jet-powered night fighter. The type was joined by the F-15 Reporter which had been developed during the summer of 1945. Essentially an unarmed P-61, the F-15 carried a multitude of cameras and was intended for use as a reconnaissance aircraft. Redesignated F-61 in 1948, the aircraft began to be withdrawn from service later that year and was replaced by the North American F-82 Twin Mustang. Refitted as a night fighter, the F-82 served as an interim solution until the arrival of the jet-powered F-89 Scorpion. The final F-61s were retired in May 1950. Sold to civilian agencies, F-61s and F-15s performed in a variety of roles into the late 1960s.

Sun Shines Enterprise Case Study Example | Topics and Well Written Essays - 250 words

Sun Shines Enterprise - Case Study Example Quality improvement can be achieved through several strategies. One of them is called Hoshin Kanri. This means translating the organizational objectives and goals into measurable actions and strategies. This involves focusing on the available resources too limited priority issues. For instance, Abby’s main concern is the maintenance of quality at the hotels. This can be achieved by using all the resources available including the employees to deliver high quality. This can be done by use of tools such as the Total Quality Management (TQM) tools (Collier & Evans 2009). Another way quality can be promoted is through â€Å"Kaizen† which is continuous improvement. The highest quality cannot be achieved in a single day. The organization should be ready to keep on improving the services and products in order to satisfy the customers’ needs. It could also be done through the use of Poka Yoke strategy (Collier & Evans 2009).