What Was The Industrial Revolution All About - 2281 Words

The Industrial Revolution 1. What was the industrial revolution all about? The Industrial Revolution initially began in Britain and spread throughout Europe, North America and the rest of the world. It was a period of great change brought on by advancements in technologies and increases in trade, agriculture, mining, manufacturing and population growth. These advancements changed the structure of society at that time and changed the economy, which had been based on the land and manual labour, to an economy based on manufacturing by machines. Before the revolution, people had mainly made a living from working on the land and so they lived in rural areas. New technologies, inventions, methods, ideas and materials meant that things could†¦show more content†¦It started around the period of 1760 to 1850 in Britain. The reason that the revolution started in Britain in the 18th century is that Britain had large deposits of coal and could power the steam engines that were used to operate the machinery. Another reason is that technological improvemen ts in the textile industry improved the process of making clothes. Prior to these changes, clothing had been handmade and was labour intensive, however mass production of cotton garments were made using machines which provided England with the opportunity to mass produce items to supply the demands of the growing population and export to other countries. The revolution continued into the first half of the 19th century and spread around the world. Mass Production 3. What is Mass Production? Mass production is a process in which large quantities of standard products are produced on production lines. It can also be called flow production, series production or serial production and uses conveyor belts to move ready made parts to workers to finish off the product. This type of machinery provided a very high rate of production but also reduced the amount of workers required to do the work. This resulted in a rapid loss of jobs being available in the workforce and workers finding it difficult to provide for

Alternatives to Incarceration Essay - 828 Words

Name Course Fallacy Research Essay Date How Begging the Question Fallacy is Used Publicly and Personally Begging the question fallacy is used every day, all the time, and by everyone. Fallacy is defined as an invalid or false argument or statement to deceive someone to make him believe that what is said is true. Politics use fallacies most of the time to convince people that they are good candidates for a political position. Teenagers, use fallacies to convince other teenagers that doing something is not really bad. For example they can argue that ditching school is not bad as long as their parents do not find out, or that sometimes lying could be beneficial. Begging the question fallacy is interpreted depending on the audience the†¦show more content†¦Begging the question fallacy is used also personally when a person tries to convince someone else that doing something that most people see it as wrong, is not wrong at all. For example a student can convince someone that ditching school is not bad as long as he does all his class works because he will be getting passing grades. The student also can convince the other student that is not wrong as long as the parents do not find out. Begging the question fallacy is used personally to convince someone that acting in some ways is not as wrong as other people might see it. Some people might say that begging the question fallacy is not used that often in personal life or publicly. They might argue that the premises of the argument could be used as evidence to prove that what it is claimed is true. When people have a strong believe in the premises, they believe that the conclusion is true. For example, many people have a strong believe that god exists and he loves all human kind. So, as such loving god he accepts any way people worship him as long as the person accept him as god. To believe that there is a God, many people do not need to know what kind of God he is, if he has any feeling or if he has any purposes. In this instance, to worship God it is just enough to believe in him. People that say that begging the question fallacy is not used thatShow MoreRelated Alternatives to Incarceration Essay876 Words   |  4 PagesAlternatives to Incarceration Ever since the first prison opened in the United States in 1790, incarceration has been the center of the nations criminal justice system. Over this 200 year period many creative alternatives to incarceration have been tried, and many at a much lower cost than imprisonment. It wasn’t until the late 1980’s when our criminal justice systems across the country began experiencing a problem with overcrowding of facilities. This problem forced lawmakers to developRead MoreAlternative to Incarceration Essay894 Words   |  4 PagesDecember 5, 2001 Alternatives to incarceration Ever since the first prison opened in the United States in 1790, incarceration has been the center of the nations criminal justice system. Over this 200 year period many creative alternatives to incarceration have been tried, and many at a much lower cost than imprisonment. It wasnt until the late 1980s when our criminal justice systems across the country began experiencing a problem with overcrowding of facilities. This problem forced lawmakersRead MoreAlternatives to Incarceration Essay1984 Words   |  8 Pagesdata, along with Chi-square analysis. A logistic regression model was also used in this study. The results of the study indicate that graduates of drug court were found to be older than clients who were terminated from drug court. 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Studies have shown it cost $1.8 billion to house mentally ill offenders whom returnRead MoreAn Overview of Alternative Methods of Incarceration700 Words   |  3 PagesAn Overview of Alternative Methods of Incarceration Leaders at the Federal, State, and Local levels are constantly seeking ingenious methods to reduce the costs of criminal justice and corrections. It is agreed that violent offenders should be in maximum security facilities, however establishing alternatives to prison for non-violent offenders have become a necessity (e.g. DMI, Project HOPE, The 24/7 sobriety project). Due to the overcrowding and budget issues, methods have been devised to increaseRead MoreAlternative to Incarceration Intermediate Sanctions 1268 Words   |  6 PagesIntroduction Alternatives to incarceration have been explored in recent years due to the overcrowding in the correctional system. Intermediate sanctions is one of those alternatives. Intermediate sanctions have long way been used in the United States due to the benefits and options that it offers from saving money to reducing overcrowding but it does, however, have its unfortunate faults. There are many programs within intermediate sanctions that work and some that fall behind. IntermediateRead More Home Confinement: An Alternative to Incarceration Essay949 Words   |  4 PagesConfinement: An Alternative to Incarceration      Ã‚   West Virginia state prisons have a maximum capacity of 2,154 inmates; currently they house 2,363 inmates, and more remain in City and County lockups to manage the overflow (West Virginia Blue Book). Home Confinement solves this problem. Reduction of the prison population should be reason enough to institute home confinement, but other reasons do exist. Would you like lower taxes? Home confinement costs much less than incarceration. Do you favorRead More America Needs Alternatives to Incarceration Essay2835 Words   |  12 Pagescaught and sentenced to serve 1 year in the County Prison. Clyde never wanted to do it and was very uncomfortable doing it, but he thought it would help his family and allow them to go one more month with food on the table. Even though there are alternative forms of rehabilitation that would have kept him out of prison and been more beneficial to him and his family as well as being more cost efficient, Clyde was sent to prison to become part of the l argest prison population in the world. Read MoreThe Benefits of Community-Based Alternatives to Incarceration2170 Words   |  9 Pageslow-risk offenders to keep them from clogging up the cells in jails and soaking up unnecessary tax money? Well, the only true way to eliminate a growing prison population is to discuss, analyze, and apply prison alternatives as possible criteria for sentencing, as well as rehabilitation. Alternatives such as probation, parole, and community service will help keep prison populations at bay and within a manageable rate. In addition, tax dollars can be utilized for another issue, while low-risk criminal offendersRead More Community Based Corrections: Viable Alternative to Incarceration1679 Words   |  7 Pagesprocess. Community-based corrections facilities are located in the community and support diverse rehabilitative programs including restitution, community service and repayment of monetary fines (Moses, 2007). Community-based correction is not incarceration; there is accountab ility, responsibility and supervision with graduation within nine and twenty four months of enrollment (Honarvar, 2010). Probation, day reporting and house arrest, which use global positioning satellite tracking devices, are

Roman Religion In A Romans Everyday Life Vs. Relig Essay Example For Students

Roman Religion In A Romans Everyday Life Vs. Relig Essay ions Effects On TodWe Romans, said Cicero, owe our supremacy overall other peoples to our piety and religious observances and to our wisdom in believing that the spirit of the gods rules and directs everything. Roman rites and observances took two main forms. One was the domestic reverence of the spirit or genius of the family. The other was the public attitude to the gods and goddesses by whom the destiny and welfare of the Roman people as a whole were supposed to be guided and controlled. During the Classical period, religious observance accompanied all important private and public events and transactions and, no successful outcome went without a vow of thanks or public dedication. Temples, priests and sacred rites were provided by the State. Nothing in the nature of religious services as we know them, in which the body of worshipers as a whole were able to participate, seems to have been celebrated in the temples. Any set forms of prayers, hymns or chants were performed solely by the official priests whose secrets they remained. The ordinary Roman man or woman had little personal part to play in such rites (Handbook To Life In Ancient Greece). While they were being undertaken and fulfilled it was the duty of the ordinary citizen not to interfere or make any disturbance and to refrain from any business affairs. When religiously minded Roman dropped in to a temple in order to worship the god or goddess whose house it was , they had some practical object in view : some personal favor or advantage. They came and perhaps burn incenses. When praying they stood with upturned palms. Sometimes they got as close to the image of the god as they could in order to whisper their pleas; the feet of some of the images were worn by the kisses of generations of worshipers. In addition to paying a fee for admission, the grateful petitioner for divine aid also brought sacrifices and thankful offerings to the temples. Enormous numbers of livestock and cattle went to augment the wealth of the temples, and to swell the incomes of the priests and attendants, many of whom became extremely wealthy. Temple worship was no essential part of Roman life. If it had been, it is difficult to understand why there were not more than about a hundred within the city confines, which is no large number in a city of some million inhabitants. Romans kept their religious faith because they grew up with it in their homes. Its strength did not depend so much upon visits to the temples or upon the services of the priests because every home had a domestic shrine and alter before which daily act of reverence could take place. There were lares of the cross roads also, who could be worshiped out doors by the homeless or by those too poor to maintain their own family shrine (Handbook To Life In Ancient Greece). Roman religion had been heavily influenced by its surrounding civilizations, especially Greek and Etruscan. Characteristic for early Roman religion are the so called function go ds : gods that perform only one specific function that was mostly agricultural. Rome used to be an agricultural community before evolving into a world power. Apart from these , gods as Stercutus the god of the power of manure , nature itself was full of godly powers. In a later stage the Romans transformed under Greek influence. Since the beginning of their existence Romans tended to take over other cults and incorporate them into their own religion ; cults like the one of Cybele, originally from Anatolia, Mithras from the Persians and even Isis from Egypt where adapted and incorporated in Roman society. During the Empire an important new cult was institutionalized , the cult of the Emperor. Starting from Augustus onwards the emperor was deified and worshiped (Home Work Help : History). This was very handy to unify the empire and show loyalty to the emperor. Roman religion was intended to keep the relation god/human healthy. The relation between god and man was kept somewhat like a contract, I give you something and you give me something in return, inscriptions on alters were often words of thanks to the god(s). It was believed that the gods could see all human activities, provide for all human needs, protect against danger and heal the sick. In return, they were worshiped according to their functions and spheres of influence. People offered sacrifices, votive offerings and prayers , and looked after the gods sacred places. Except for a few specific cults the gods were not expected to provide salvation after death (as in the Christian sense), but rather rewards and favors during life in return for piety , service and sacrifice to them. .u5b0bb6dec7c53e499eff4d7c6e22b454 , .u5b0bb6dec7c53e499eff4d7c6e22b454 .postImageUrl , .u5b0bb6dec7c53e499eff4d7c6e22b454 .centered-text-area { min-height: 80px; position: relative; } .u5b0bb6dec7c53e499eff4d7c6e22b454 , .u5b0bb6dec7c53e499eff4d7c6e22b454:hover , .u5b0bb6dec7c53e499eff4d7c6e22b454:visited , .u5b0bb6dec7c53e499eff4d7c6e22b454:active { border:0!important; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .clearfix:after { content: ""; display: table; clear: both; } .u5b0bb6dec7c53e499eff4d7c6e22b454 { 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; } .u5b0bb6dec7c53e499eff4d7c6e22b454:active , .u5b0bb6dec7c53e499eff4d7c6e22b454:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .centered-text-area { width: 100%; position: relative ; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .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; } .u5b0bb6dec7c53e499eff4d7c6e22b454:hover .ctaButton { background-color: #34495E!important; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5b0bb6dec7c53e499eff4d7c6e22b454 .u5b0bb6dec7c53e499eff4d7c6e22b454-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5b0bb6dec7c53e499eff4d7c6e22b454:after { content: ""; display: block; clear: both; } READ: Indian Ethos and Values Essay There were official gods like Jupiter or Juno who had their own official festivities , the Games began by being part of the public religious ceremonial of the Roman people. However, by the time of Martial and of Juvenal, the crowds who thronged the streets, the theaters and the circuses had very little knowledge of or interest in any ceremonial meaning there might have once been behind the Games ; nevertheless the ancient traditions inspiring them were kept alive. Many of the Romans themselves were ignorant of this early religious aspect of their apparently mundane, secular games and festivals. So it came about that games staged at first to gratify the gods and to do them honor, soon descended to the very low level of gratifying the baser passions of the hungry, ignorant, lazy and idle mob (Handbook To Life In Ancient Greece). By the end of the Republic and in the early days of the Roman Empire very few educated Romans seemed to have retained any genuine belief in the existence of th e gods. The poet Ovid is a suitable sample, they thought it was a good idea to keep the popular beliefs alive, Its useful that there should be god, he said, so lets believe there are, and let incense and wine be brought to their ancient shrines. Mithra was the friend and champion of the poor. Like Christianity, Mithraism began as the religion of the poor and degraded servile classes. Christianity showed some similarities with the Mithras cult. It was influenced by the Mithras cult indeed. Like Jesus, Mithras had definite features of a savior. Moreover the Mithras cult had aspects of messianism, including some kind of heaven and hell. In its liturgy bread and wine were taken, although transubstantiation was not considered to occur (Roman religion). The Mithras cult and Christianity were fierce competitors for a long time. When Christianity finally won, it took over the Mithraeum on more than one occasion. The Mithraeum was the place where the Mithras followers professed their faith, and the Christians made it their prayer room. Modern day religion , Christianity especially with its teaching of mercy, gentleness, loving kindness and charity towards others, even towards enemies ; with is spurning of the world and worldly satisfactions ; with its gospel of self restraint , discipline and sobriety; with its care for the poor ; with its belief in the evil of sin and the faith in one God , the Savior of mankind controls the masses (Handbook To Life In Ancient Greece). I cant help but have the crushing impression that the masses of todays youth are intentionally being deceived through lies; although it is just an impression. Mistrust of every kind of authority can grew out of this experience of deceit, a skeptical attitude toward the convictions that are alive in any specific social environment an attitude that can never again leave them. It is quite clear to me that the religious paradise of youth, which is soon lost, is an attempt to free from the chains of the mer ely personal, from an existence dominated by wishes, hopes, and primitive feelings. I also think the pulpit has lost its position. It speaks no longer with authority. The pews determine what shall be preached. They pay only for that which they wish to buy for that which they wish to hear. Of course in every church there is an advance guard and a conservative party, and nearly every minister is obliged to preach a little for both (Crumbling Creeds). He now and then says a radical thing for one part of his congregation, and takes it mostly back on the next Sabbath, for the sake of the others. I think in the world today it all basically comes down to, people want immortality now and during the Romans time they were quite content just knowing they were being protected during their life time. There is this huge world, which exists independently of us human beings and which stands before us like a great, eternal riddle, at least partially accessible to our inspection and thinking. The me ntal grasp of this extra-personal world within the frame of our capabilities presented itself to our minds, half consciously, half unconsciously, as a supreme goal that is never quite achievable. (Becoming a Freethinker and a Scientist). .u5273065f3a9c2c757cf733deadedbad7 , .u5273065f3a9c2c757cf733deadedbad7 .postImageUrl , .u5273065f3a9c2c757cf733deadedbad7 .centered-text-area { min-height: 80px; position: relative; } .u5273065f3a9c2c757cf733deadedbad7 , .u5273065f3a9c2c757cf733deadedbad7:hover , .u5273065f3a9c2c757cf733deadedbad7:visited , .u5273065f3a9c2c757cf733deadedbad7:active { border:0!important; } .u5273065f3a9c2c757cf733deadedbad7 .clearfix:after { content: ""; display: table; clear: both; } .u5273065f3a9c2c757cf733deadedbad7 { 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; } .u5273065f3a9c2c757cf733deadedbad7:active , .u5273065f3a9c2c757cf733deadedbad7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5273065f3a9c2c757cf733deadedbad7 .centered-text-area { width: 100%; position: relative ; } .u5273065f3a9c2c757cf733deadedbad7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5273065f3a9c2c757cf733deadedbad7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5273065f3a9c2c757cf733deadedbad7 .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; } .u5273065f3a9c2c757cf733deadedbad7:hover .ctaButton { background-color: #34495E!important; } .u5273065f3a9c2c757cf733deadedbad7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5273065f3a9c2c757cf733deadedbad7 .u5273065f3a9c2c757cf733deadedbad7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5273065f3a9c2c757cf733deadedbad7:after { content: ""; display: block; clear: both; } READ: Computer Science EssayWorks CitedEinstein, Albert .Becoming a Freethinker and a Scientist. 12 Jan. 2001. a href=http://www.stcloud.msus.edu/lesikar/einstein/freethink.htmlhttp://www.stcloud.msus.edu/lesikar/einstein/freethink.htmlGellert. Home Work Help : History.a href=http://live.looksmart.com/cgi-bin/view_a_question.cgiqptr=qa_2000-06-19.dat:000016753http://live.looksmart.com/cgi-bin/view_a_question.cgiqptr=qa_2000-06-19.dat:000016753Ingersoll, Robert Green. Crumbling Creeds. 17 Jan. 2001. a href=http://www.infidels.org/library/historical/robert_ingersoll/crumbling__creeds.htmlhttp://www.infidels.org/library/historical/robert_ingersoll/crumbling__creeds.htmlLeskey, Adki ns and Roy A. Adkins Handbook To Life In Ancient Greece. New York : 1997. Roman religion.17 Jan. 2001.http://library.thinkquest.org/11402/indexhis.html

How To Write An Art History Essay Example For Students

How To Write An Art History Essay How does Ernst Cambric define style and how might we understand the relationship between an objects style and the time and place in which it was created? Ernst Cambric defines style as any distinctive, and therefore recognizable, way in which an act is performed or an artifact made or ought to be performed and made. He also portrays style as distinguished event or pieces that has desirable consistency and conspicuousness and stands out from a mass of undistinguished events or objects. In relation to time and place in which style was created, The analysis of stylistic traditions in terms of the means peculiar to individual arts cuts across another approach, which is less interested in longitudinal study of evolution than in the synchronicity characterization of all activities of a particular group, nation, or period. 2. Based upon the readings, what is the relationship between style and form? Style is observing and seeing recognizable features in an object; form is in representing the event, portrays the idea, in which style and form come together to create pictorial presentation. . Jacques-Louis David is often described as the leader of the Neoclassical school of painting and Oath of the Horntail is frequently described as the quintessential Neoclassical painting. Identify five elements of Davits painting that might be described as Neoclassical. 1 . Neoclassic artists and critics sought to revive the ideal of classical Greece and Rome. The drapery and clothing worn by the figures in the drawing represent the classical Greek era, as well as; the columns in the background show a great representation of classical architecture. The harsh, slanting light gives the figures their relief, and their contrasting characters are conveyed using different forms. The figures are separated by large empty spaces in a stage-like area shown head-on. The applied shade and shadow contrasted to the lighting emphasis enhanced the perception of depth. 3. There is a sense of order, logic, and clarity in the subject matter and content, concepts such as dedicating it to a ruler. Also there is a sense of decorum, appropriateness, and morality was emphasized. The painting isnt styled with playful object matter, or dreamy mythological, Greek god-like figures and bright colors, but technical approach by the artist. 4. Through the use of shade and applied shadows to representing three dimensional space on a two dimensional canvas. The I-point perspective of the room was convincingly natural; the human figures were well proportioned and anatomically accurate. 5. The return to the Roman antiquity was the primary source of inspiration, which led to a period of resurgence in classicism and classical knowledge. It was also a erred of enlightenment and rational thinking. This entire picture was a result of an imagination, drawn up with convincing realism to serve as an illustration to convince the viewers at their first glance. 4. Explain the significance of genre and narrative in the classification of Davits Oath as Neoclassical. This image is classified in the genre of history painting. This painting was based on the legend about the founding of Rome. David tells the story of three brothers that make an oath of loyalty to their father swearing defend heir city till death.. Most Neo-classical paintings take their subjects from Ancient Greek and Roman history. In this painting, the Horntail brothers are swearing an oath on their swords, which their father presents to them to fight until they die for their country. David creates the ideal image to represent greater seriousness and moral commitment, which are the basic principles of Neo-classicism. David achieves what most neoclassical artists and critics strive for in their art by reviving the idea of classical Greece and Rome.

The Tragic Challenger Explosion Essay Example For Students

The Tragic Challenger Explosion Essay The Tragic Challenger ExplosionThe Tragic Challenger Explosion Space Travel. It is a sense of national pridefor many Americans. If you ask anyone who was alive at the time, they couldprobably tell you exactly where they were when they heard that Neil Armstrongwas the first person to walk on the Moon. But all of the success in our spaceprograms is overshadowed by tragedy. On January 28, 1986, one of the worstdisasters in our space programs history occurred. Many people were watching atthe moment because it was the highly televised space mission where, for thefirst time, a civilian was a member of the crew that was to be shot into space. We will write a custom essay on The Tragic Challenger Explosion specifically for you for only $16.38 $13.9/page Order now This civilian was the winner of the Teacher in Space contest, ChristaMcAuliffe. The disaster: the explosion of the Space Shuttle Challenger. (Comptons 1) Many people thought that disaster couldnt strike because acivilian was on board. But as the whole nation found out, nobody is immortal. By examining this further, we will look at the lives of the seven who died inthis dumbfounding calamity, take a look at exactly what went wrong during thisfateful mission, and the outcome from this sorrowful occurrence. First, whoexactly were those astronauts that died on the Challenger? Sharon ChristaCorrigan McAuliffe, born in 1948, was the famous winner of the teacher-in-spaceprogram, was a high school teacher at Concord, N. H., a wife, and a mother oftwo children. She touched the lives of all those she knew and taught. As aschool official in Concord said after her death, To us, she seemed average. But she turned out to be remarkable. She handled success so beautifully. Shealso wanted everyone to learn more, including herself. Demonstrating heraspirations after entering the space program, she is quoted saying, What are wedoing here? Were reaching for the stars. Also, after reflecting on herposition, she said in August 1995, I touch the future, I teach (Gray 32).Francis R. (Dick) Scobee, born in 1948, was a tremendous enthusiast for aviationand the space program. At 18 years old, he enlisted in the Air Force. Whileworking as a mechanic in the service, he put himself through night school,eventually earning a degree in aerospace engineering that helped him become anofficer and a pilot. He loved flying. Scobee once observed, :You know, its areal crime to be paid for a job that I have so much fun doing. On one of hisspace missions, he carried a banner made for him by students at Auburn High, hisold high school. It read TROJANS FLY HIGH WITH SCOBEE. School officialsannounced after th e tragic explosion that the banner would be put on display toremind others at Auburn High that other seemingly ordinary students can too flyhigh. (Gray 33) Judith Resnik, born 1949, had a Ph.D. in electrical engineering. She was very ambitious and loved everything. She once said, I want to doeverything there is to be done. Being chosen for the space program gave herthe opportunity to meet a few self-described personal goals: To learn a lotabout quite a number of different technologies; to be able to use them somehow,to do something that required a concerted team effort and, finally, a greatindividual effort (Gray 33). She had said once, when asked, about the dangersof the space program, I think something is only dangerous if you are notprepared for it or if you dont have control over it or if you cant thinkthrough how to get yourself out of a problem. For Resnik, danger was simplyanother unknown to be mastered. Ronald McNair, born in 1950, was the secondblack man in space. He was truly remarkable growing up in his segregated SouthCarolina school. He was remembered by those he knew as one who was alwayslooking to the clouds. Jesse Jackson, one of his collage classmates at N.C. Agricultural and Technical State University said McNair saw participation in thespace program as the highest way he could contribute to the system that gavehim so much. McNair did think much of the space program. He once said, Thetrue courage of space flight comes from enduring . . . persevering and believingin oneself (page 34). Michael Smith, born in 1945, always had his head in theclouds. At the age of 16, he soloed in a single-engine Aeronca. After the U.S. put its first astronaut into space in 1961, Smith decided that was where hewanted to be. His older brother said, In high school he paid a lot ofattention to academics because he knew that was the best way to get in. Healso thought much of the space program. He once said, Everybody looks atflying the shuttle as something dangerous. But its not. Its a good program,and something the country should be proud of (Gray 34). Ellison Onizuka, bornin 1946, became an instant hero to both the Hawaiians and the Japanese Americansbecause he was the first member of either group to fly in space. He was one whowas always fascinated by the vastness of outer space and spend a lot of timestudying it. When he was young, he spent much of his time examining theuniverse through a telescope at Honolulus Bishop Museum. He also said beforethe Challenger launch, Ill be looking at Halleys comet. They tell me Illhave on of the best views around (Gray 35). His family always looked favorablyupon his achievement. Af ter the tragedy, his mother remembered that Ellisonalways had it in his mind to become an astronaut, but was too embarrassed totell anyone. When he was growing up, there were no Asian astronauts, no blackastronauts, just white ones (Gray 35). Ellison will be forever remembered asbeing the first Japanese American in space. Finally, the last member of theseven person crew, Gregory Jarvis, born in 1944. Gregory was very dedicated tothe space program. Despite being bumped off two previous flights, he finallygot his chance. Unfortunately, his only flight was that of the Challenger. Itis very saddening to see seven bright lives vanish in a ball of fire, but it issaid that the explosion was so rapid that the crew did not realize their comingfate. (Gray 35) Perhaps we can all take comfort in the fact that their lastvision was that of the stars. Now, many people havent heard exactly what wentwrong to cause such an explosion. (Dumoulin, 1-2) The Challenger finallylaunched after five days of d elays. On January 28, 1986, the morning of thelaunch, there was ice at Kennedy Space Center. After an inspection crew gavethe go-ahead, the launch was underway. Just after liftoff at .678 seconds intothe flight, photographic data show a strong puff of gray smoke was spurting fromthe vicinity of the aft field joint on the right solid rocket booster. Computergraphic analysis of film from pad cameras indicated the initial smoke came fromthe 270 to 310-degree sector of the circumference of the aft field joint of theright solid rocket booster. This area of the solid booster faces the ExternalTank. The vaporized material streaming from the joint indicated there was notcomplete sealing action within the joint. Eight more distinctive puffs ofincreasingly blacker smoke were recorded between .836 and 2.500 seconds. Thesmoke appeared to puff upwards from the joint. While each smoke puff was beingleft behind by the upward flight of the Shuttle, the next fresh puff could beseen near the level of the joint. The multiple smoke puffs in this sequenceoccurred at about four times per second, approximating the frequency of thestructural load dynamics and resultant joint flexing. As the Shuttle increasedits upward velocity, it flew past the emerging and expanding smoke puffs. Thelast smoke was seen above the field joint at 2.733 seconds. The black color anddense composition of the smoke puffs suggest that the grease, joint insulationand rubber O-rings in the joint seal were being burned and eroded by the hotpropellant gases. At approximately 37 seconds, Challenger encountered the firstof several high-altitude wind shear conditions, which lasted until about 64seconds. The wind shear created forces on the vehicle with relatively largefluctuations. These were immediately sensed and countered by the guidance,navigation and control system. The steering system (thrust vector control) ofthe solid rocket booster responded to all commands and wind shear effects. Thewind shear caused the s teering system to be more active than on any previousflight. Both the Shuttle main engines and the solid rockets operated at reducedthrust approaching and passing through the area of maximum dynamic pressure of720 pounds per square foot. Main engines had been throttled up to 104 percentthrust and the solid rocket boosters were increasing their thrust when the firstflickering flame appeared on the right solid rocket booster in the area of theaft field joint. This first very small flame was detected on image enhanced filmat 58.788 seconds into the flight. It appeared to originate at about 305degrees around the booster circumference at or near the aft field joint. Onefilm frame later from the same camera, the flame was visible without imageenhancement. It grew into a continuous, well-defined plume at 59.262 seconds. Atabout the same time (60 seconds), telemetry showed a pressure differentialbetween the chamber pressures in the right and left boosters. The right boosterchamber pressure was lower, confirming the growing leak in the area of the fieldjoint. As the flame plume increased in size, it was deflected rearward by theaerodynamic slipstream and circumferentially by the protruding structure of theupper ring attaching the booster to the External Tank. These deflectionsdirected the flame plume onto the surface of the External Tank. This sequence offlame spreading is confirmed by analysis of the recovered wreckage. The growingflame also impinged on the strut attaching the solid rocket booster to theExternal Tank. The first visual indication that swirling flame from the rightsolid rocket booster breached the External Tank was at 64.660 seconds when therewas an abrupt change in the shape and color of the plume. This indicated thatit was mixing with leaking hydrogen from the External Tank. Telemetered changesin the hydrogen tank pressurization confirmed the leak. Within 45 millisecondsof the breach of the External Tank, a bright sustained glow developed on theblack- tiled underside of the Challenger between it and the External Tank. .u924b5771dfb65bcd1825d77663136c2c , .u924b5771dfb65bcd1825d77663136c2c .postImageUrl , .u924b5771dfb65bcd1825d77663136c2c .centered-text-area { min-height: 80px; position: relative; } .u924b5771dfb65bcd1825d77663136c2c , .u924b5771dfb65bcd1825d77663136c2c:hover , .u924b5771dfb65bcd1825d77663136c2c:visited , .u924b5771dfb65bcd1825d77663136c2c:active { border:0!important; } .u924b5771dfb65bcd1825d77663136c2c .clearfix:after { content: ""; display: table; clear: both; } .u924b5771dfb65bcd1825d77663136c2c { 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; } .u924b5771dfb65bcd1825d77663136c2c:active , .u924b5771dfb65bcd1825d77663136c2c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u924b5771dfb65bcd1825d77663136c2c .centered-text-area { width: 100%; position: relative ; } .u924b5771dfb65bcd1825d77663136c2c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u924b5771dfb65bcd1825d77663136c2c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u924b5771dfb65bcd1825d77663136c2c .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; } .u924b5771dfb65bcd1825d77663136c2c:hover .ctaButton { background-color: #34495E!important; } .u924b5771dfb65bcd1825d77663136c2c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u924b5771dfb65bcd1825d77663136c2c .u924b5771dfb65bcd1825d77663136c2c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u924b5771dfb65bcd1825d77663136c2c:after { content: ""; display: block; clear: both; } READ: Causes of the Revolutionary War EssayBeginning at about 72 seconds, a series of events occurred extremely rapidlythat terminated the flight. Telemetered data indicate a wide variety of flightsystem actions that support the visual evidence of the photos as the Shuttlestruggled futility against the forces that were destroying it. At about 72.20seconds the lower strut linking the solid rocket booster and the External Tankwas severed or pulled away from the weakened hydrogen tank permitting the rightsolid rocket booster to rotate around the upper attachment strut. This rotationis indicated by divergent yaw and pitch rates between the left and right solidrocket boosters. At 73. 124 seconds,. a circumferential white vapor pattern wasobserved blooming from the side of the External Tank bottom dome. This was thebeginning of the structural failure of hydrogen tank that culminated in theentire aft dome dropping away. This released massive amounts of liquid hydrogenfrom the tank and created a sudden forward thrust of about 2.8 million pounds,pushing the hydrogen tank upward into the intertank structure. At about the sametime, the rotating right solid rocketbooster impacted the intertank structureand the lower part of the liquid oxygen tank. These structures failed at 73.137seconds as evidenced by the white vapors appearing in the intertank region. Within milliseconds there was massive, almost explosive, burning of the hydrogenstreaming from the failed tank bottom and liquid oxygen breach in the area ofthe intertank. At this point in its trajectory, while traveling at a Mach numberof 1.92 at an altitude of 46,000 feet, the Challenger was totally enveloped inthe explosive burn. The Challengers reaction control system ruptured and ahypergolic burn of its propellants occurred as it exited the oxygen-hydrogenflames. The reddish brown colors of the hypergolic fuel burn are visible on theedge of the main fireball. The Orbiter, under severe aerodynamic loads, brokeinto several large sections which emerged from the fireball. Separate sectionsthat can be identified on film include the main engine/tail section with theengines still burning, one wing of the Orbiter, and the forward fuselagetrailing a mass of umbilical lines pulled loose from the payload bay. TheExplosion 73 seconds after liftoff claimed crew and vehicle. Cause of explosio nwas determined to be an O-ring failure in right solid rocket booster. Coldweather was a contributing factor. Finally, what was the outcome of thisterrible disaster? (Comptons, page 1) The shuttle program was suspended untilthe exact cause could be found. It wasnt until September 1988 when the nextshuttle launch happened. After many hours of investigating and finding out whatexactly caused the disaster, many changes were made to the structural designs ofthe space shuttle. Also, they dont allow launches when the temperature is thatlow. Also, the explosion delayed the now famous Hubble Telescope program(Church 38). We have seen the tremendous photographs the Telescope has sent toEarth, its a shame they couldnt have been received sooner. From a mediastandpoint, this disaster really changed the way television was used to reportmajor disasters. It may seem fairly common when Special Reports interruptnormal programming, but in 1986, it was pretty unusual. In fact, ABCswitchboards alone fi elded more than 1,200 complaints from people who wanted towatch soap operas rather than an all-day report about the Challenger and thelate breaking news related to it (Zoglin 42). Television definitely had atremendous impact on reporting this story. ABC Anchorman Peter Jennings said,We all shared in this experience in an instantaneous way because of television. I cant recall any time or crisis in history when television has had such animpact. (Zoglin 42) The disaster even affected President Reagans State of theUnion address. When asked about the State of the Union speech, Reagan replied,There could be no speech without mentioning this, but you cant stop governingthe nation because of a tragedy of this kind (Magnuson 29). In conclusion, itis such a sad tragedy that this negligence led to such a disaster. If we learnfrom our mistakes, then hopefully, this sort of disaster wont happen again. .u130b5a31a3fd0f75288dfb1d878fa051 , .u130b5a31a3fd0f75288dfb1d878fa051 .postImageUrl , .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text-area { min-height: 80px; position: relative; } .u130b5a31a3fd0f75288dfb1d878fa051 , .u130b5a31a3fd0f75288dfb1d878fa051:hover , .u130b5a31a3fd0f75288dfb1d878fa051:visited , .u130b5a31a3fd0f75288dfb1d878fa051:active { border:0!important; } .u130b5a31a3fd0f75288dfb1d878fa051 .clearfix:after { content: ""; display: table; clear: both; } .u130b5a31a3fd0f75288dfb1d878fa051 { 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; } .u130b5a31a3fd0f75288dfb1d878fa051:active , .u130b5a31a3fd0f75288dfb1d878fa051:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text-area { width: 100%; position: relative ; } .u130b5a31a3fd0f75288dfb1d878fa051 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u130b5a31a3fd0f75288dfb1d878fa051 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u130b5a31a3fd0f75288dfb1d878fa051 .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; } .u130b5a31a3fd0f75288dfb1d878fa051:hover .ctaButton { background-color: #34495E!important; } .u130b5a31a3fd0f75288dfb1d878fa051 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u130b5a31a3fd0f75288dfb1d878fa051 .u130b5a31a3fd0f75288dfb1d878fa051-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u130b5a31a3fd0f75288dfb1d878fa051:after { content: ""; display: block; clear: both; } READ: Essay about Fracking Of Fracking And Fracking EssayWorks Cited Space Shuttle Missions: Challenger. Comptons Encyclopedia ofAmerican History on CD-ROM. Comptons New Media, Inc., 1994. Morrow, Lance. A Nation Mourns. Time 10 February 1986: 23. Magnuson, Ed. A Nation Mourns. Time 10 February 1986: 24-31. Gray, Paul. Seven Who Flew for All of Us. Time 10 February 1986: 32-35. Friedrich, Otto. Looking for What Went Wrong. Time 10 February 1986: 36-37. Church, George J. Putting the Future on Hold. Time 10 February 1986: 38-41. Zoglin, Richard. Covering the Awful Unexpected. Time 10 February 1986: 42-45. Murphy, Jamie. It Was Not the First Time. Time 10 February 1986: 45. Dumoulin, Jim. 51-L Online Availablehttp://www.ksc.nasa.gov/shuttle/missions/51-l/mission-51-l.html, October 5,1996. Annotated Bibliography Space Shuttle Missions: Challenger. ComptonsEncyclopedia of American History on CD-ROM. Comptons New Media, Inc.,1994. This article gave a nice overview of the incident, but didnt really getdetailed. It helped me get a picture of what happened and what caused thefailure. This is a secondary source. Morrow, Lance. A Nation Mourns. Time 10 February 1986: 23. This article gave a nice portrayal of what people felt while watchingthe launch on television. This is a secondary source. Magnuson, Ed. A Nation Mourns. Time 10 February 1986: 24-31. This article gave a good look at the National perspective of thingsafter the explosion. It also gave a good account of the memorial service. Thisis a secondary source. Gray, Paul. Seven Who Flew for All of Us. Time 10 February 1986: 32-35. This article gave me most of my report. It gave a nice description ofthe seven astronauts that died on the shuttle. This is a secondary source. Friedrich, Otto. Looking for What Went Wrong. Time 10 February 1986: 36-37. This article gave an account of the theories that appeared afterwardsabout why the shuttle exploded. It also told about the NASA press conferenceheld afterwards. This is a secondary source. Church, George J. Putting the Future on Hold. Time 10 February 1986: 38-41. This article told about the setbacks to the space program that theexplosion would cause. It mainly told about the Hubble space telescope. Thisis a secondary source. Zoglin, Richard. Covering the Awful Unexpected. Time 10 February 1986:42-45. This article went to the medias perspective of covering the accident. It told about how the three major networks (ABC, CBS, NBC) spend their timecovering the disaster. This is a secondary source. Murphy, Jamie. It Was Not the First Time. Time 10 February 1986:45. This article told about previous disasters in the space programs of theUnited States and Russia. This is a secondary source. Dumoulin, Jim. 51-LOnline Availablehttp://www.ksc.nasa.gov/shuttle/missions/51-l/mission-51-l.html, October5, 1996. This article from NASA also contributed a lot to my report. It is theofficial report about the Challenger explosion. This is a primary source.

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

Systems Upgrade for an Accounting Firm Essay Example | Topics and Well Written Essays - 1500 words

Systems Upgrade for an Accounting Firm - Essay Example Hardware Requirements of ComputersWith respect to the accounting firm in subject, it is undeniable that the smaller firm use old computer systems in conducting their accounting practices. Use of circa 2005 models and Windows XP indicates that the small firm misses out on opportunity cost and convenience associated with new systems in the market. At this juncture, the essay will evaluate on the hardware needs of the small firm in terms of recommended computer models. In their earlier research, Kenneth, James and Mansfield (2012) found out that Mac computers feature as the leading products in terms of superiority, quality and reliability In order to upgrade the accounting firm, every employee will have to work with a Mac desktop computer. Since Mac computers possess different hardware specifications, it will be appropriate to select a model that not only possess the requisite features but also budget friendly. In this context, I would recommend model A1347 Apple Mac Mini Desktop for ev ery employee within the marketing department. On the other hand, auditors, ticket agents and accountants would work well with model A3870. Currently, the A1347 model retails at $390 while the A3870 goes for $25 and all prices are inclusive of shipping charges.Choice of each model depends on functionality requirements and professional purpose of the departmental computers. Conventionally, functional requirements for the marketing department differ considerably from those of the auditing or accounting departments.