The Benefits of Capital Punishment Essay - 1044 Words

The Benefits of Capital Punishment Justice is about enforcing consequences for one’s own actions to endorse personal responsibility and the notion of capital punishment does just that. Capital punishment is an effective and efficient method of deterring would be criminals and preventing criminals to commit more crimes. It is by far the oldest form of punishment in the world and remains in effect in many nations. Through discussing many arguments in support of capital punishment it is obvious why this method of punishment is so controversial and why it should remain in effect today, regardless of the negative criticism it garners. Capital punishment has been used in the United States since the execution of Daniel Frank of†¦show more content†¦Therefore, the evidence of these two respectable studies illustrates that implementation of the death penalty correlates with a drop in the homicide rate. Another argument for the death penalty is that putting a murderer away for life is not good enough. Laws change, parole boards do not remain the same, people forget the past, etc. It is these things that indefinitely cause life imprisonment to weather away. As long as the murderer is still alive, there is a chance that he or she may kill again. A perfect example of this occurred in the case of â€Å"Dawud Mu’Min, who was serving a 48-year sentence for the 1973 murder of a cab driver when he escaped a road work gang and stabbed to death a store keeper in a 1988 robbery that only netted $4.00.† Fortunately, there is no chance that he will commit another murder again as he was executed by the state of Virginia in 1997 (Wesley Lowe’s Pro Death Penalty Webpage, Online). This argument in support of capital punishment goes to show that this is the reasoning why people who truly value public safety, believe there is no substitute for the death penalty. The argument of the constitutionality of capital punishment is also an extremely controversial argument. Many abolitionists claim that the death penalty is â€Å"unconstitutional and forbids cruel and unusual punishment† (Wesley Lowe’s Pro Death Penalty Webpage, Online). However, closerShow MoreRelatedCapital Punishment1406 Words   |  6 PagesCapital Punishment Many positions can be defended when debating the issue of capital punishment. In Jonathan Glovers essay Executions, he maintains that there are three views that a person may have in regard to capital punishment: the retributivist, the absolutist, and the utilitarian. Although Glover recognizes that both statistical and intuitive evidence cannot validate the benefits of capital punishment, he can be considered a utilitarian because he believes that social usefulness isRead MoreCapital Punishment1534 Words   |  7 PagesThe death penalty has been around for many centuries and will probably be around for many to come. Although some citizens feel capital punishment is ethically wrong, it is necessary in today s society for various reasons. Society must be kept safe from the barbaric acts of murders and rapist, by taking away their lives to function and perform in our society. Most criminals don t take into account the results of their actions. If a person intending to commit a crime, sees another criminal put toRead More Capital Punishment Essay1405 Words   |  6 Pages Capital Punishment nbsp;nbsp;nbsp;nbsp;nbsp;Many positions can be defended when debating the issue of capital punishment. In Jonathan Glovers essay quot;Executions,quot; he maintains that there are three views that a person may have in regard to capital punishment: the retributivist, the absolutist, and the utilitarian. Although Glover recognizes that both statistical and intuitive evidence cannot validate the benefits of capital punishment, he can be considered a utilitarian becauseRead MoreArguing Against Capital Punishment1591 Words   |  7 Pagesdebate over capital punishment, the opponents argue that capital punishment should not be practiced because it has a civilizing effect and practicing capital punishment has do deterrent effect. On the other side of the debate, the supporters argue that capital punishment should not be abolished because it is just retribution and has a deterrent effect. In this paper, I will argue that capital punishment should not be practiced. In the article titled, â€Å"The Folly of Capital Punishment,† Jeffrey ReimanRead MoreAristotle And Confucius Maintained An Ethical Position On Capital Punishment967 Words   |  4 PagesBoth Aristotle and Confucius maintained an ethical position concerning capital punishment. While we can safely assume Aristotle believed capital punishment is appropriate under certain circumstances, Confucius generally argued against the death penalty. Nevertheless, both ethical viewpoints find some common ground where capital punishment can be justified. Aristotle s theory of justice offers an outline for a system of justice, of which the death penalty for appropriate crimes is acceptable. HisRead MoreShould There be a Capital Punishment in Kazakhstan?862 Words   |  3 Pages Capital punishment or execution is the legal process of putting a person to death as a punishment for committed crime. The death penalty is legal in many countries as Iran, USA, China, India and Sudan. However, other countries, including Kazakhstan, find it cruel and violent. This essay indicates are there more benefits or drawbacks in using capital punishment in Kazakhstan. This research will begin by evaluating the social factors of capital punishment then it will proceed to investigate theRead MorePros And Cons Of Capital Punishment1303 Words   |  6 PagesCapital Punishment: The Benefits and Downfalls Taylor M. Osborne Charleston Southern University Abstract The following essay explores the pros and cons of capital punishment. A brief history of how capital punishment was introduced into modern society is included. Various resources have been used for research which include online articles, studies, and textbook references. This paper suggests the costs of capital punishment to be very high, but brings closure and justice to families, and evenRead MoreCapital Punishment Should Be Allowed955 Words   |  4 PagesCapital punishment is execution, which can furthermore be identified as the death penalty, has been a hot topic in the public eye for a while. The question on lots of minds is whether it is acceptable for the state to terminate one’s life for the crime they have committed. A significant question that we will address is whether or not capital punishment should be allowed. By inquiring more information about this topic people should be able to formulate their own opinions on this debate. As I beganRead MoreThe Ethics of Capi tal Punishment Essay examples1501 Words   |  7 Pagesthe United States only 38 states have capital punishment statutes. As of year ended in 1999, in Texas, the state had executed 496 prisoners since 1930. The laws in the United States have change drastically in regards to capital punishment. An example of this would be the years from 1968 to 1977 due to the nearly 10 year moratorium. During those years, the Supreme Court ruled that capital punishment violated the Eight Amendment’s ban on cruel and unusual punishment. However, this ended in 1976, whenRead More Capital Punishment Is A Deterrent To Crime Essay1202 Words   |  5 Pages Capital Punishment has ended the lives of criminals for centuries. People have debated whether the government should have the power to decide one person’s life. On one side, people think the government does not have the right to play God as well as believe that the death penalty is simply unethical. Forty-eight percent of a half sam ple survey stated that life imprisonment was a better punishment for murder while forty-seven percent stated that capital punishment was a better punishment (Newport)

Educational Leadership Poverty And Learning - 1420 Words

Author/Title (in APA format): Payne, R. (2008). Educational Leadership: Poverty and Learning: Nine Powerful Practices Link: http://www.ascd.org/publications/educational-leadership/apr08/vol65/num07/Nine-Powerful-Practices.aspx. Research Problem/Issue: Children of poverty with little proper education habitually pick up how to talk, act, and obtain information in a method that battles with how education transpires in school. So, teaching students of poverty requires a different approach (Payne, 2008). Purpose of the Research: Making sure educators and teachers recognize the trials they will have to overcome when trying to educate children of poverty (Payne, 2008). Research Question(s): What can schools do to address poverty? How does†¦show more content†¦The relationship built between educators and children of poverty helped them realize that education is a tool that can brighten their circumstances and future. Controversies/Disagreements with other Researchers: That poverty is the same with every household and individual. Limitations of the Study: There is no singular form of poverty, so it’s hard to treat each individual situation and family the same. Implications for Theory, Practice, and Future Research: Evaluating educated students who have overcome poverty through educational growth. Topic 2: Class size and student achievement Author/Title (in APA format): Link: www.centerforpubliceducation.org/class-size-and-student-achievement Research Problem/Issue: The relationship between class size and student achievement. Purpose of the Research: To show that when class size drops, programs are well designed and once applied student academic achievement will rise. Research Question(s): What’s the connection between smaller class size and higher student achievement? Is it the quality of the teacher or the size of the class that drives students to academic success? Sample: Methodology and Design: A four-year committed High School study called Project star involving 80 schools from 42 school districts, and 7,000 k-3 students from families ranging from very poor to veryShow MoreRelatedThe Driving Force Behind Designing An Educational Plan779 Words   |  4 Pageswith individual educational needs. Educators are tasked with examining students as individuals and determining the best course of action for each student to learn and achieve. The driving force behind designing an educational plan that addresses individual students’ needs is courageous leadership that is willing to implement change. Additionally, educators must consider socioeconomic differences of student populations. Finally, schools must move beyond traditional universal learning and find ways toRead MoreAmerica s Expectations Regarding Public Education1685 Words   |  7 Pagescitizens during a specific time. As Americans become more informed (educated), their opinions, ideas, and t hinking change. America’s expectations concerning public education have evolved as well. The demands that are placed on states, districts, and leadership are becoming more intense; yet, our culture still believes that public education is faltering. Educating, empowering, and engaging students to be successful in a global, dynamic world is an overarching theme in the 21st century. However, our curricularRead MorePoverty Affects Student Education Essay1217 Words   |  5 PagesPoverty Affects Student Education Catrina Smith COMM/215 August 4, 2010 Dr. Spann Poverty Affects Student Education What is poverty and how can we limit it in student’s educational success? According to the U.S. Census Bureau, â€Å"more than 11 million kids in the US live below the poverty line and do not have the basic supplies that they need to succeed.† Students all around the world are faced with many problems in their life at some point or another. Teenagers, sometimes haveRead MoreBuilding A Space Where Student And School Success Are Measured Not Only By Standardized Test Scores930 Words   |  4 Pagespillars of learning, that leverages student experimentation, trust, and shared access to power and decision-making. This will be a place where students defined as at-risk by the traditional school system will learn from cultivated relationships with mentors and peers, where (in line with the concept of Maslow’s hierarchy of needs:) students have all they need to achieve healthy lives, where students come to grow in purpose, and where the curriculum challenges them to demonstrate their learning throughRead MoreManaging And Leading Teaching Assistants1642 Words   |  7 Pagesthe critical issue of support for teachers in the classroom, by increasing the numbers of TAs in schools by 20,000 (Blatchford et al, 2003). The use of support staff in the classroom to assist students who experience some kind of difficulty in learning or physical disability is common practise in many schools these days. Almost all teachers will have daily contact with TAs and many have some management responsibilities for TAs as they direct them in their classes. For many schools funding in-classRead MoreThe Educational Plan For Education837 Words   |  4 PagesSchool leaders strive to create the best learning environment within the school they operate; however, the teachers are the ones to implement the grand educational plan. In their journey to achieve excellence, the teachers must consider multiple factors that will have an effect on students’ psychological and social development. In addition, the issue of minorities is changing the dynamics of education. While student populations were never really homogeneous, the past couple of decades of exceptionalRead MoreLeadership Style Research Has Been Conducted Examining1555 Words   |  7 PagesLeadership style research has been conducted examining multiple variables and settings, but the review of literature shows a need for more analysis of how such styles are being viewed by teachers in both high poverty and low poverty settings. School climate differences also need further examin ation to determine if teachers perceive their school climate differently in high poverty and low poverty schools. Chapter three describes the sampling procedures, research methodology, instrumentation, dataRead MoreLinda Cliatt Wayman Is A Poverty Stricken And Crime Ridden North Philadelphia High School1101 Words   |  5 PagesLinda Cliatt-Wayman is a school principal for Strawberry Mansion High School, a poverty stricken and crime ridden North Philadelphia high school. This year, I watched her Ted Talk as she explained how she reformed this low-performing school and tackled problems from garbage issues to funding for more teachers. She said, â€Å"We have to make sure that every school that serves children in poverty is a real school†¦that provides them with knowledge and mental training to navigate the world around them.†Read MoreCharacteristics Of Effective Leadership Behavior Of Secondary School Principals Essay1540 Words   |  7 Pages(1990) ‘A study of the characteristics of effective leadership behaviour of secondary school Principals’, Maharaja Sayajirao University of Baroda. Cited in MB. Buch Fifth Survey of Educational Research (Vol. II) NCERT, New Delhi, Pp.879-880. DFID (2000) ‘Poverty Elimination and the Empowerment of Women Gender Inequality poverty and human Development’, UNESCO Publication. Diwan, R. (1993) ‘PhD (Education) in MB. Buch Sixth Survey of Educational Research’ (Vol. II) NCERT, New Delhi, Pp. 503-504. Read MoreThe Importance Of Education In Education1303 Words   |  6 PagesAmerican equity because â€Å"Only 28% of high school graduates from high-poverty schools enrolled in four-year universities, compared to 52% of graduates from low-poverty schools† (Chen, pg 3). This is a very important problem because the education system isn’t helping students â€Å"dig their way out of the poverty into which they were born† (Chen, pg 3). The inequality of the educational system affects students that are growing up in poverty because they aren’t given the opportunity to make a change in society

How Do Submarines Work Essay Example For Students

How Do Submarines Work Essay The History of SubmarinesIn the year 2000, the American submarine force will celebrate the first century of service by highly skilled people in some of the most technologically advanced vessels ever built. The past 100 years have witnessed the evolution of a force that mastered submersible warfare, introduced nuclear propulsion to create the true submarine, and for decades patrolled the deep ocean front line; the hottest part of an otherwise Cold War. Submarines in WarThe U.S. Navys involvement with the submarine dates form 1888 when the Bureau of Construction and Repair (BUCR) sponsored a design competition that brought John Holland a naval contract to build the experimental Plunger. As the new century dawned, prominent American naval leaders like Admiral George Dewey called the submarine a real threat to international surface forces, leading the Navy to acquire its first submarine in 1900. Overcoming competition from fellow American inventor, Simon Lake, Holland sold his newest model, Holland VI, to the Navy for $160,000 on April 11. This 64-ton submarine commissioned as USS Holland, or SS-1, on October 12 of the same year, was equipped with an Otto-type gasoline engine for surface running and electric motors for submerged operations. Due to the volatility of gasoline, American submersible designs soon followed the French practice, adopting the diesel engine in 1909 with the Electric Boat Companys F class (SS-20 through 23), built at Union Iron Works in San Francisco. Combining the influence of diesel propulsion with the submersible designs of Holland and Lake, American submersibles took a familiar configuration through American entry into the Great War. Submarines of the E, H, K, L, M, N, O, and R classes and ranged in displacement form 287 to 510 tons, with the fastest boats displaying a top surface speed of barely 14 knots on diesel power. During World War I the U.S. Navy separated these submersibles into two groups according to mission. Boats of the N and O classes, as well as some of the E type, patrolled American coasts and harbors following a defensive strategy. Other submarines drew assignments that sent them to hostile European waters after 1917. Some K-, L-, O-, and E-class boats conducted offensive, open-sea operations from the Azores and Bantry Bay in Ireland. They supported the Allied effort to maintain open sea lanes along the European coast and in the approaches to the British Isles. The Nay Departments plans for these vessels reflected the prevailing surface warfare thinking, which perceived the submersible as a type of destroyer or torpedo boat that should operate with the battle fleet. Thus the first foray into submarine design by the Bureau of Steam Engineering produced the faster 15-knot, 800 ton, S-class submarine in 1916 with the assistance of Electric Boat received a commission to design the three boats of the 20-knowt T, or AA class, with a normal displacement of 1107 tons. On paper these characteristics, adopted during the First World War, brought the Navy one step closer to the fleet submarine, a submersible that could kee p the pace with the battle fleet. Shaping an IdentityThe German U-boats of the 1914-1918 conflict gave the American officers and designers reason for pause. Physically durable, powered by very reliable diesels, technically blessed with the very long sea legs, they provided the paradigm for American interwar development. At the same time, the 1916 vintage American S-class proved a virtual clinic for basic design mistakes, burdened with the difficult metallurgical problems and very unreliable diesels. While Rear Admirals Harry Yarnell and Samuel Robinson, successive interwar chiefs of the Bureau of Engineering, worked to remedy the technical flaws with solutions form European and American engineering practice, the community of submarine officers struggled with a problem even more fundamental than propulsion. How should the Navy use submarines? What was their proper strategic role? During the interwar period influential officers like Captains Thomas Hart and Yates Stirling Jr., Admirals Henry Wiley and Frank Schofield, and the innovative commander Thomas Withers debated these issues with the German paradigm in mind. Unfortunately, this model did not offer easy direction. While the German commercial warfare strategy and independent patrol tactics had great effect on the war effort of the Entente and its allies, incidents like the sinking of the passenger liner RMS Lusitania painted this style of warfare with a dark brush, suggesting immorality when submersibles operated without rest riction. Only a subtle formula could help American submariners address questions of identity and mission in such a political environment. Since the state of design and propulsion technology would not permit American industry to build a submarine durable and fast enough to keep pace with the battlefleet, operating with surface ships on a regular basis seemed unlikely. This forced submarine strategists like Withers to look more closely at independent patrols and a model that approximated the World War I German experience. On isolationist postwar America, however, this option brought with it the ethical burden of unrestricted U-boat warfare and civilian casualties, something a Navy diminished by the Washington Treaties did not care to assume. Thus, American submarine strategy could not include unrestricted submarine warfare, which might turn neutral commercial vessels and innocent civilians into victims. American officers realized that war in all of its brutality, not peacetime politics or worthy ethical concerns, would determine the future challenges faced by the submarine force. In spite of official policy, the boats under construction in the 1930s reflected assertive, offensive strategic thinking as the country came to terms with the Depression under Franklin Roosevelt and the Bureaus of Construction and Repair and Engineering resolved the submarine engineering and propulsion slimes. The new Salmon-Sargo designs were intended for long-range independent patrols, with the requisite food, fuel, and weapons capacity. In addition, the fleet exercises and war game scenarios during the late 1930s permitted these vessels to attack warships, convoy escort ships, and even certain convoys identified as critical to enemy logistical support. By 1940, the submarine force had answered its fundamental strategic questions and had the vessels to carry out the consequent roles and missions. Thus, wh en Admiral Thomas Hart proclaimed unrestricted submarine warfare against Japan on December 8, 1941, it came as no surprise. the submarine force know what to do. VictoryEmploying the extremely reliable boats of the Gato, Balao, and Tench classes, the submarine force scored the most complete victory of any force in any theater of the war. In spite of a hesitant beginning due to the Pearl Harbor surprise and difficulties with the defective torpedoes, the submarine force destroyed 1,314 enemy ships for 5.3 million tons which translated into fifty-five percent of all enemy ships lost. Out of 16,000 submariners, the force lost 375 officers and 3,131 enlisted men in fifty-two submarines, the lowest casualty rate of any combatant submarine service on any side in the 1939-1945 conflict. While the Japanese advanced quickly after Pearl Harbor and the Navy struggled to recover from December 7, 1941, the submarine force brought the war to the enemy operating from Pearl Harbor, and Australian bases at Freemantle, and Brisbane. Submarines played a variety of roles in the war effort, demonstrating the versatility of stealth. Among those allied warships regularly able to penetrate Japanese controlled areas, American submarines had extraordinary success against both Japanese merchantmen and warships. The late summer of 1942, Lieutenant Commander Henry C. Bruton in command of USS Greenling on her third war patrol destroyed 32,050 toms of enemy merchant shipping and damaged a 22,000 ton converted carrier. Bruton ended the war ranked thirteenth among the submarine forces aces. Refining their methods of attack made American submariners the worst enemy of any ship flying the Japanese flag. In early 1943, USS Wahoo put to sea on her third war patrol under the command of Lieutenant Commander Dudley W. Morton. Morton and his executive officer, Lieutenant Richard OKane, implemented and further refined a new method of attack suggested by Admiral James Fife, commander of the American submarines operating out of Brisbane. While OKane manned the periscope and made all of the observations, Morton was left free to evaluate the entire combat situation, making possible swift, informed, and effective approach and attack decisions. The talent of Morton and OKane as well as their new command and control procedure enabled Wahoo to sink 31,890 tons of Japanese shipping on that patrol. Morton received the first of four Navy Crosses and his ship took home a Presidential Unit Citation. Later in the war, as commanding officer of USS Tang, Richard OKane received the Congressional Medal of Honor and became the Submarine Forces leading ace of the war, credited with destroying 31 ships for 227,800 tons. In addition, Submarines played both humane and special operations roles in their campaign against Japan. In many of the hardest fought battles of the war submarine crews rescued unlucky carrier pilots who ended up in the sea, like future president, George Bush. Fleet submarines also delivered troops tasked with special missions against Japanese Pacific strongholds. In August 1942, USS Nautilus SS-169 and USS Argonaut SS-165 delivered Marine Colonel Evans F. Carlsons Raiders to Makin Island. Upon completing their mission to reconnoiter the island and destroy its most important facilities, the two submarines picked up the Marines and returned to Pearl Harbor. In the final months of the war, American submarines had difficulty finding targets because the Japanese had virtually no ships left the sink. Undaunted, submarine commanders pursued the enemy into his harbors and hiding places. Employing newly developed FM sonar sets, American submarines penetrated the minefields of closely guarded Japanese home waters to seek out warships and supply ships at anchor. There was no place to hide. The silent victory was complete. Deep Ocean, Cold WarUndersea warfare underwent a revolution after World War II and the American submarine force led the way. Building on the advanced submarine designs created by the Germans during World War II, the Navy anticipated submarines of the future going deeper, staying there longer, and moving much faster. Indeed, in reports submitted in 1949 and 1950, naval and civilian advisors suggested that advanced German U-boat technology exploited by the Soviets might present the most potent postwar naval threat to the United States. No warship of the time could effectively detect and track a submarine like the German Type 21 which could sustain a 17 knot submerged speed for at least thirty minutes. Almost immediately after the war, the submarine force began experimenting with high speed, sophisticated silencing techniques, sensitive sonic detection, and deeper diving. the result took the shape of the greater underwater propulsive power, or Guppy, conversions which changed the configuration of wartime submersibles to enhance submerged speed and hydrodynamic efficiency. The Tang class, the first truly new postwar construction, represented an initial step on a new road toward greater speed and endurance below the surface. It also provided the basic hull form used for the first true submarine. USS Nautilus went to sea propelled by a pressurized water nuclear plant in January 1955 and set a new standard for this type of vessel. Its submerged endurance was limited only by the crews periodic need to see both their families and the light of day. Rather than a surface ship capable of submerging when the need arose, this submarines natural environment lay below the surface. Seawolf and the Skate class hunter-killer submarines quickly followed Nautilus and together they demonstrated the new extent of submarine effectiveness, from the deep ocean, to the shallows, to the polar regions. This was the vessel John Holland wanted to create but could not because of the limits of science and technology at the turn of the century. Land, Sea, and AirThe advent of nuclear submarines provided the final piece to a number of promising technical puzzles. The quest for the greater submerged speed, initiated in earnest after 1945, found its way to the Navys David Taylor Model Basin just as Admiral Hyman Rickovers nuclear propulsion project succeeded with Nautilus. the research at David Taylor provided insights into the ideal hull form for high speed submarines. With the conventionally-powered experimental Albacore, submariners reached an extraordinary submerged speed. In the fast attack submarine SSN USS Skipjack the endurance of nuclear propulsion and the highspeed of the Albacore teardrop hull came together to form the new paradigm. Every American submarine since 1958 has followed the same basic formula. The attack submarines proved very effective during the Cold War in addressing the Soviet submarine threat in the north Atlantic and Northwest Pacific through surveillance and deterrence. The Nautilus-Albacore combination also served to extend the reach of the submarine force. While the Navy experimented with launching air breathing missiles like the Regulus from submarines during the late 1950s, the mobility, stealth, and endurance of nuclear submarines on the Skipjack model proved the ideal platform for launching ballistic missiles. From the Polaris A-1 in 1960, through multiple generations of missile submarines SSBN have provided the ultimate nuclear deterrent. As opposed to easily targeted land-based missiles easily targeted, SSBNs are in constant motion, hiding deep in the ocean, with virtually unlimited endurance, capable of reaching almost any target at the direction of the President. With the current Ohio class SSBNs the submarine force employs this is the most effective and survivable component of current American strategic nuclear defense. Since the 1970s, the submarine force has also provided the Navy with a stealthy way of applying tactical firepower against land and sea targets. These were ballistic missile submarines. This class incorporated tremendous improvements in noise quieting, ease of maintenance and performance over earlier designs. In addition, this class introduced a more accurate and longer range missile that eliminated the need for these submarines to be homeported overseas. Submarine Roles and MissionsThe fundamental changes in the U.S. Submarine Force since the end of the Cold war involve major shifts in submarine warfighting concepts and doctrine, form the deterrence of global war to the support of U.S. national interests in regional crises and conflicts; from a primary Anti-Submarine Warfare (ASW) orientation against nuclear powered submarines to taking full advantage of the modern submarines multi-mission capabilities; from weapon loadouts of primarily MK 48 torpedoes to Tomahawk Land-Attack missiles or other weapons. This changing operational context has rippled through all elements of U.S. submarine operations, from peacetime presence to strategic deterrence. The transitions in the submarine force follow directly from the transitions in the world order and the evolving nature of the U.S. Navy. The world order has shifted from bi-polar super power alignment to a multi-polar collection of interests. While the likelihood of global conflict is greatly reduced, there is an increasing chance of regional conflict. The composition and operational posture of the U.S. Navy reflects this, having changed from a blue water emphasis to a littoral emphasis. For the submarine force this has meant several changes in roles:*Prior to the end of the Cold War, Anti-Submarine Warfare was the major role for U.S. Attack Submarines. Now U.S. submarines are more multi-mission oriented. Info EssayThe United States entered World War I with a total of 24 diesel powered submarines. They did not see a great deal of action, and in the small number of encounters with the enemy they were unable to confirm a single victory. The U-boats of Germany, however, were to demonstrate the vital role of the submarine in any future conflict. After the war the Navy continued to build up its submarine force and the Portsmouth Naval Shipyard in New Hampshire became one of the largest submarine builders in America. Between 1924 and 1929 the Portsmouth yard designed and built five 381-foot, V-class submarines and between 1932 and 1941, an additional 22 submarines in the 1500-ton category. It was during this period that the first all-welded submarine, USS Pike, was completed. The welded hull allowed Pike to submerge to much greater depths than her predecessors and at the same time provided greater protection against depth-charge attacks. Radar and sonar were World War II innovations. Both were developed by the English to combat German U-boats, but were incorporated into the submarine to warn of airplane attack and counterattack from the surface vessels. Sonar has become the most important of the subs senses. Hydrophones listen for sounds from other ships and the echoes of sound waves signaled the submarine itself. Toward the end of World War II, the Germans perfected a snorkel device which had been invented by the Dutch years before. This device permitted the running of diesel engines while the ship was submerged. The best storage batteries discharged rapidly and limited submergence time. The snorkel greatly increased underwater endurance, but protruded above the surface and could be detected by radar. Although the U.S. Navy still had a relatively small number of submarines when World War II broke out, this fact did little to dampen the spirits of submariners, and the tales of their successes fill countless pages of history books. When the figures were finally tabulated it was found that American submarines sank five and one-half million tons of Japanese shipping during the war which included over half of the entire Japanese merchant fleet. Another significant fact is that U.S. submarines accounted for about 60% (over 1,300 ships) of all Japanese tonnage sunk, yet the submarine strength at tha t time comprised less than 2% of the entire U.S. fleet. Such advancements as sonar, radar and the snorkel came about as a result of the pressures of World War II, and the U.S. Navy was quick to improve these systems and incorporate the lessons of the war into its modern submarine force. One of the first results of this scientific and technological advance was the conversion of WW II Fleet submarines to Guppy types. As part of this conversion, the guppies were streamlined to give them more speed and they were fitted with more modern radar and sonar systems. Then with the introduction of nuclear power, the submarine of old became a true submarine a ship with greater endurance than its human engineers. Many records have already been chalked up by the nuclear powered submarine, and many more are still to come. The first American submarine is as old as the United States itself. David Bushnell, a Yale graduate, designed and built a submarine torpedo boat in 1776. The one-man vessel submerged by admitting water and surfaced by pumping it out with a hand pump. Powered by a pedal-operated screw and armed with a keg of powder, the egg-shaped Turtle gave Revolutionary Americans high hopes for a secret weapon a weapon which could destroy the British war-ships anchored in New York Harbor. The keg of powder was to be attached to an enemy ships hull and detonated by time fuses. However, a boring device which was operated form inside the oak-planked Turtle failed to penetrate the copper-hulled vessel. Since the keg could not be attached, the project was abandoned, but not before an actual attempt was made to blow up HMS Eagle. Then came another American, Robert Fulton, who successfully built and operated a submarine (in France) in 1801, before turning his talents to the steamboat. Fultons cigar-shaped Nautilus had a kite like sail for surface power. It also carried flasks of compressed air which permitted the two-man crew to remain submerged for five hours. Today, nuclear powered submarines carry compressed oxygen to help renew the air supply during underwater periods. William Bauer, a German, built a submarine Kiel in 1850, but met with little success. Bauers first boat sank in 55 feet of water. He opened the flood valves to equalize the pressure inside the submarine so the escape hatch could be opened. Bauer had to convince two terrified seamen this was the only means of escape. When the water was at chin level, the men were shot to the surface with a bubble of air that blew the hatch open. Bauers simple technique was rediscovered years later and modern submarines have escape compartments which operate on that principle. The USS Skate was the lead ship of the first production class of four nuclear propelled submarines and was the first submarine to surface at the North Pole. The USS Triton was the first submarine ever built with two reactor plants. In addition, until the commissioning of the Ohio-Class Ballistic Missile Submarines, the Triton was the longest submarine ever built by the U.S. Navy. The USS Halibut, the first submarine designed and built for the specific purpose of serving as a platform to fire guided missiles. The USS Skipjack was the first nuclear-powered submarine built with the Albacore hull design. It also was the first nuclear submarine with a single propulsion shaft and screw. Another first was mounting bow planes on the sail which reduced flow noise at the bow-mounted sonar. Deep-diving and high speed capabilities were the result of HY-80 construction and a new reactor design, the S5W. This reactor became the U.S. Navys standard until the Los Angeles class joined the fleet in the mid-1970s. In 1956, Admiral Burke, then CNO, requested that the Committee on Undersea Warfare of the National Academy of Sciences study the effect of advanced technology on submarine warfare. The result of this study, dubbed Project Nobska was an increased emphasis on deeper-diving, ultraquiet designs utilizing long-range sonar. The USS Tullibee incorporated three design changes bases on Project Nobska. First, it incorporated the first bow-mounted spherical sonar array. This requited the second innovation, amidships, angled torpedo tubes. Thirdly, Tullibee was propelled by a very quiet turboelectric power plant. The Permit class was also based on Project Nobskas recommendations. Hull streamlining, reduction in sail dimensions by approximately 50%, quieting of the S5W reactor plant and an increase in test depth all lead to a dramatic advance in submarine operational capabilities and stealth. The lead ship of this class, the USS Thresher (SSN 593), was lost at sea during post-overhaul trials. Lessons learned from this tragedy resulted in major design and shipboard operational improvements which still influence the submarine force. The USS George Washington (SSBN 598) was the worlds first nuclear powered ballistic missile submarine. Arguably, it can be considered the submarine that has the most influenced world events in the 20th Century. With its entry into the service in December 1959, the U.S. instantly gained the most powerful deterrent force imaginable a stealth platform with enormous nuclear firepower. The Sturgeon class was an extension and improvement on the Permit design. This class of 37 submarines became the workhorse of the fleet form the mid-1960s through the 1980s when the Los Angeles class entered the fleet in large numbers. The USS Narwhal (SSN 671) was built as the prototype platform for an ultra-quiet natural circulation reactor design. This allows for operation with the large water circulating pumps, a major source of radiated noise, secured. It is similar to the Sturgeon design in other respects. The USS Glenard P. Lipscomb (SSN 685) was the U.S. Navys second prototype design using a turbo-electric power plant similar to the Tullibee. While this design is quieter, it is heavier and larger than conventional drive trains. Those disadvantages, along with reliability issues led to the decision not to utilize this design on a wide scale. The Los Angeles class currently serves as the backbone of the submarine fleet and is likely to remain so well into the 21st Century. These submarines are faster, quieter, and far more capable than any of their predecessors. Later ships in the class have incorporated design improvements especially in sonar and electronics areas as well as the addition of external cruise missile launch tubes. Another consideration in the early 1920s was the use of a submarine to forward deploy aircraft. Submarine S-1 was the first U.S. submarine fitted out and extensively tested with a small scout plane. The Cuttlefish was basically an Americanized U-boat. This design incorporated the first complete double hull in a U.S. submarine and had a 11,000 nm radius at 19 kts.. The S-class boats were used as the test platforms for range of sonar designs tested in the 1920s and 1930s. Higher frequencies and small trainable transducers allowed for narrow beam width and exclusion of natural sea noises and other interference. The Porpoise (SS-172) class was the first all-electric drive submarine, and the precursor to the World War II fleet submarines. With its new diesel engine this design had a maximum surface speed of 19 kts. Auxiliary diesels avoided the need to drain the battery while operating surfaced. This reduced battery charging cycles form 150/year or 30/year, greatly extending battery life. Gato (SS 212) provided the prototype design for the World War II vintage submarine. Construction of this class was accelerated in 1940 due to the escalation of the war in Europe. In order to increase production capability the Manitowoc Shipbuilding Company in Wisconsin was contracted to build submarines under license from Electric Boat. The advent of the submarine bathothermograph (SBT) in 1942 provided the submarine force with an important tool for covert patrol operations and attacks. Herring (SS-233) was an early example of the successful application of the SBT. Within two years of the end of the war, the U.S. Navy had a functional snorkel mast on an operational, high-speed submarine the Irex (SS 482). The Tang was the first submarine designed for underwater performance rather than surfaced speed and handling. Key features included removing the deck guns, streamlining the outer hull, replacing the conning tower with a sail, installing new propellers designed for submerged operations, installing more air conditioning and a snorkel mast, and doubling the battery capacity. In 1951, the submarine force achieved another important milestone. Guavina (SS 362) used an experimental searchlight sonar to distinguish the sound of signature of Seacat (SS 399) and the fleet tug Salinian (ATF 161) at ranges of 9-10 nm. The experimental submarine Albacore (AGSS-569) introduced the distinctive teardrop shape hull, which has influenced all follow-on submarine designs. This design provided for major advances in noise reduction, underwater speed and the use of low carbon (HY-80) as a structural steel. It also tested the first fiberglass sonar dome, installed in 1953. The first warships built with a teardrop shape hull were the Barbel (SS 580) class. This class was also the first to incorporate a centralized arrangement of ship controls and combat operations, or attack center. The USS Nautilus represented a watershed for the U.S. Navys submarine program. This was the worlds first nuclear-powered submarine, a design improvement which allowed for a dramatic increase in range and operational flexibility. The Nautilus is also credited with forcing the shipbuilders to develop an improved quality control program. The USS Seawolf was the first and only submarine built with a liquid metal nuclear reactor. The liquid metal (sodium) provided a more efficient power plant, but posed several safety hazards for the ship and crew. The SubmarinerOnly a submariner realizes to what great extent an entire ship depends on him as an individual. To a landsman this is not understandable, and sometimes it is even difficult for us to comprehend, but it is so!A submarine at sea is a different world in herself, and in consideration of the protracted and distant operations of submarines, the Navy must place responsibility and trust in the hands of those who take ships to sea. In each submarine there are are men who, in the hour of emergency or peril at sea, can turn to each other. These men are ultimately responsible to themselves and each to the other for all aspects of operation of their submarine. They are the crew. They are the ship. This is perhaps the most difficult and demanding assignment in the Navy. There is not an instant during his tour as a submariner that he can escape the grasp of responsibility. His privileges in view of his obligations are almost ludicruously small, nevertheless, it is the spur which has given the Navy its greatest mariners the men of the Submarine Service. Dolphins, the insignia of the United States Navy Submarine Service, identifies the wearer as qualified in submarines. The enlisted insignia is a silver pin, while the officers insignia is a bronze gold-plated pin. Both signify completion of approximately on year of rigorous qualification. The submarine insignia, designed by Capt. Ernest J. King, was adopted in March 1924. It is a bow view of a submarine proceeding on the surface with bow planes rigged for diving, flanked by dolphins in a horizontal position with their heads resting on the upper edge of the bow planes. The dolphins on this insignia are symbolic of a calm sea and are the traditional attendants of Poseidon, Greek God of the sea. In more recent times, insignias for specialist officers in the submarine force have been developed. These include the Engineering Duty dolphins, Medical Officer dolphins, and Supply Corps dolphins. Regardless of the pin or the insignia at the center, dolphins are worn with pride by members of the Submarine Force. Following the tradition of the World War II patrol pin, the silver Polaris Patrol Pin is worn by SSBN crews both officer and enlisted. It recognizes their sacrifice and hard work in completing strategic patrols. On gold star marks each patrol completed. A silver star marks five patrols. Upon completion of 20 patrols, a gold patrol pin is authorized. The person on active duty, officer or enlisted, with the most deterrent patrols is presented with the Neptune Award. That person retains the award until someone else attains more patrols than the current holder or until he retires and it goes to the member with the next highest number of patrols. History

People Of Different Attitudes Organization â€Myassignmenthelp.Com

Question: Discuss About The People Of Different Attitudes Organization? Answer: Introduction Organisational behaviour is a management discipline which assesses the behaviour of people within an organisation(Albdour Altarawneh, 2014). Attitude is the predisposition that people have to a situation, person or thing. As people of different attitudes work in an organisation, it is important to understand the importance and impact of attitude on work level(Bissell, 2010). Additionally, job satisfaction and organisational commitment are two important terms used in organisational behaviour. Attitude goes a long way in determining job satisfaction and commitment levels(Chinunda, 2014). Therefore, this essay aims to throw light on attitude and its importance in understanding organisational behaviour. Job Satisfaction and Organisational Commitment Attitude is the predisposition which a person has towards an idea, person, thing or belief (Turner Allen, 2012). Attitude affects the reaction of a person to a situation. A person may react positively or negatively to a certain situation because of his attitude. Attitude has a way of affecting workplace functions and dynamics(Bissell, 2010). Attitude has a way of impacting workplace behaviour during a number of situations and circumstances. Workplace environment and the circumstance of organisational work are determined by the attitude that the employees and the management has regarding work. A positive attitude towards work can lead to organisational efficiency(Robbins Judge, 2013). Attitude of the employee determines whether there will be competitiveness within teams or cooperation and team work. If the team members have an attitude of cooperation they may work towards common organisational goals in a more effective manner. Circumstances like organisational change are also affected by workers attitude(Murray Poole, 2014). If the workers are positively predisposed towards change, they will be able to accept the changes willingly. However, a negative attitude may lead to resistance to change. In continuation to the above, attitude may also affect workers behaviour towards performance appraisal and feedback(Kehoe, 2013). If workers will have a positive attitude, they will take performance appraisal seriously and consider the feedback as a constructive way to improve their efficiency. However, if they have a negative predisposition towards feedback they will consider it as a way of dampening their spirits. Similarly, attitude may affect the effectiveness of training in the workplace(Albdour Altarawneh, 2014). A negative attitude will lead the employee to resist training which in turn will cause waste of training efforts. However, if the employee is positively predisposed, he will welcome the chance to be trained on multiple levels. Therefore, it can be deduced from the above that attitudes determine and affect behaviour of workers in multiple ways in a workplace setting. Attitudes are very important and useful for people; both in the workplace and out of it.(Petty Krosnick, 2014). Attitude type determines how an individual contends with good and bad circumstances within and outside the workplace. Perspectives that people hold regarding different things in life determines how a person copes with different situations. Attitudes can be positive and negative. Forming positive and the right attitude can help an individual in taking actions both in the workplace and in other aspects of life(Chinunda, 2014). Positive and energetic attitude is very useful in the workplace. Those with positive attitude are more adaptive to change and are more flexible. Therefore, such people are able to work more efficiently in team roles(Chinunda, 2014). As a result of positive attitude these people are able to show more commitment level. This leads to greater efficiency and hence better job satisfaction. Some people have an attitude of fearlessness, risk-taking and initiative taking. Such attitude can be useful for people in leadership positions(Bryman, 2013). A positive and fearless attitude helps leaders in making important choices for a work setting. This helps in improving organisational productiveness. A positive attitude is also useful in managing job stress and taking negative incidents in stride(Chinunda, 2014). A person with a positive attitude is able to handle tough challenges in a better way. Such a person is adaptive and is able to contemplate ways to handle these situations. Additionally, a positive attitude is useful to maintain cordial relations with fellow workers and the managers in a work setting. Hence, it can be said that attitude is useful in handling various work and non-work situations in a persons life. Hence, a person should always try to maintain positive attitude towards all circumstances. Job satisfaction is the feeling of fulfilment which a person gets from his job(Wicker, 2011). Job satisfaction is the positive emotional attachment which a person has with his job. This positive emotion also leads to work motivation(Furker, 2011). Job satisfaction is a subjective issue as every person is different and each worker has a different attitude towards work. As human nature can differ due to culture, perception and environment, it is difficult to pinpoint exact factors which determine job satisfaction(Furker, 2011). However, certain academicians and thinkers have been able to determine certain job satisfaction inducing factors based on research(Wicker, 2011). Nature of job is a factor which determines job satisfaction. People feel more satisfied after doing the job they like(Furker, 2011). However, why a person likes a particular job is a matter of subjectivity and has different reasons like talent, expertise and attitude(Wicker, 2011). When a person likes a job he will be positively predisposed towards it, leading to more commitment and better productivity. According to certain thinkers, a job which has more scope for growth and career development gives more satisfaction to the worker(Wicker, 2011). This is because in a job with growth prospects, the workers feel motivated to work more efficiently(Bissell, 2010). Therefore, many companies have employee development and talent management programmes so that employees can grow with the organisation and feel more satisfied. Workers feel more satisfied with their jobs when the organisation gives them power to decide on their job roles(Wicker, 2011). Additionally, flexibility in work timings is also another factor which affects job satisfaction. Additionally, good work environment with cooperation, trust and respect among co-workers breeds job satisfaction(Wicker, 2011). Good implementation of performance appraisal and feedback system also motivates the workers to show efficiency(Furker, 2011). This in turn leads to job satisfaction of the employees. Moreover, if supervisor has faith in the subordinates and treats them with respect, it will lead to better job satisfaction. However human beings get affected by their cultures, peer groups and their perceptions(Furker, 2011). Therefore, it cannot be categorically said that these factors only lead to job satisfaction. Due to subjectivity in attitudes there can be various other reasons why a person feels satisfied in his job. Organisational commitment is the psychological attachment which a person has with his job. This commitment leads to better productivity and efficiency(Furker, 2011).Job satisfaction is a major determining factor of organisational commitment. If a person is satisfied with his job he will feel committed to it(Klein, 2012). Additionally, the work environment and personal attitude also affects job commitment. Commitment to work is also determined by the attitude a person has towards work(Bissell, 2010). If a person is dedicated to work and considers it a priority in life he will be more committed. Therefore, organisational commitment depends on a variety of factors. Organisational commitment determines the level of involvement of the employee with his work(Furker, 2011). Therefore, it is very important for the managers to care for the commitment level of the employees. Commitment of employees to work leads to better work efficiency. Committed employees will be more willing to work harder and push their limits(Furker, 2011). Commitment and job satisfaction goes together(Furker, 2011). Therefore, it is essential that managers keep a track of level of commitment of the employees working under them. Studies show that there is a positive correlation between job satisfaction, organisational commitment and employee retention(Furker, 2011). Employees with higher commitment level tend to stick to the organisation. Therefore, managers should involve themselves in understanding and improving the commitment level of their employees. Committed workforce reacts positively to performance appraisal; training and other employee development programmes(Klein, 2012). Additionally, a committed workforce is more adaptive to change. A committed workforce can be expected to resist change to a lesser degree(Furker, 2011). Therefore, it is important for a manager to know how committed is the workforce. It is also important to understand and implement various ways to enhance commitment level further(Klein, 2012). A manager who is conscious of his employees commitment level will be able to manage the organisation in an effective way and will be able to enhance commitment level further with the help of motivation and better work environment. Conclusion Attitude affects a persons disposition towards work. A positive attitude leads to a more efficient workforce. Positive attitude is also useful for rhea workforce as it makes them more adaptive and flexible. Job satisfaction is also related to attitude. If a person loves his job he will be more committed and satisfied. Committed workforce is more productive. Therefore, managers should care about the commitment level of workforce and find ways to enhance the organisational commitment. References Albdour, A. Altarawneh, I., 2014. Employee engagement and organizational commitment: Evidence from Jordan. International Journal of Business, 19(2), p. 192. Bissell, G., 2010. Organisational Behaviour for Social Work. Bristol: Policy Press. Bryman, A., 2013. Leadership and organizations. New York: Routledge. Chinunda, E. D., 2014. The Attitude of Success: Powerful Workplace Lessons. Durham: Strategic Book Publishing Rights Agency. Furker, B., 2011. Commitment to Work and Job Satisfaction: Studies of Work Orientations. NewYork: Routledge. Kehoe, M., 2013. Make That Grade Organisational Behaviour. Dublin: Gill Macmillan Ltd. Klein, H. J., 2012. Commitment in Organizations: Accumulated Wisdom and New Directions. NewYork: Routledge. Murray, P. Poole, D., 2014. Contemporary Issues in Management and Organisational Behaviour. New York: Cengage Learning. Petty, R. E. Krosnick, o. A., 2014. Attitude Strength: Antecedents and Consequences. NewYork: Psychology Press. Robbins, S. Judge, T., 2013. Organisational Behaviour. Melbourn: Pearson Higher Education AU,. Turner, L. Allen, T. D., 2012. Personal Relationships: The Effect on Employee Attitudes, Behavior, and Well-being. NewYork: Routledge. Wicker, D., 2011. Job Satisfaction: Fact or Fiction: Are you satisfied with your job?. Bloomington: AuthorHouse.