The Great Gatsby By F. Scott Fitzgerald - 992 Words

The Jazz Age was a period of great economic, social, and political change happening in the 1920’s. The Great Gatsby by F. Scott Fitzgerald, however, sees in this a time of boundaryless death, and urban decimation. The Great Gatsby is modeled towards the death of the American dream during the 1920’s. Based on the happening of the 1920’s, this model is certainly reasonable. F. Scott Fitzgerald and The Great Gatsby use the motifs of materialism, carelessness, and decay seen in the 1920’s in order to show a decimation of the American Dream, and the human race. Throughout The Great Gatsby it is very easy to recognize how the time period affected the author s point of view, one of the motifs that is affected by the time period is materialism. During the 1920’s the view of money shifted from a common commodity to a necessity that is only available to the gifted, or to criminals. A race for money caused people to move to cities, spend more time at their job s, and overall become less human (The Roaring Twenties). A materialist society quickly ensued, which F. Scott Fitzgerald points to in The Great Gatsby. â€Å"My house looks well, doesn’t it?† (89). Gatsby seeks the approval of Tom and Daisy for his over-emasculate house. He is actively attempting to buy his way into a social class and a way of life. Gatsby believes that money can buy him love in the form of Daisy, the same way that 1920’s city-workers believed that money could buy them happiness. George Wilson believes money canShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author help ed to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that

How to Write an Exemplification Essay - an Overview

How to Write an Exemplification Essay - an Overview There are a large range of suggestions to consider on all kinds of topics, so choose one that best interests you. Professor Xavier is somebody who rises above other mutants in regard to the accomplishments. There are a few exemplification essay topics for college students you might adopt but of course not all of these will be applicable for your undertaking. There are a number of exemplification essay topics for college students which you could adopt but, needless to say, not all them will be applicable to your undertaking. The Foolproof How to Write an Exemplification Essay Strategy Nevertheless, there's nothing to be worried about. The inexperienced writers often earn a mistake concerning coming up with the right introduction in conditions of format and content. Deciding on a mate is thought to be a significant task in the animal world. Additionally, you must adhere to a logical path without jumping from 1 fact to anothe r. The Argument About How to Write an Exemplification Essay Prior to starting on your paragraphs, you will initially have to make an outline that's going to play an important role in the way you compose the essay. Therefore, many students and employees decide to get low-cost essay rather than writing it themselves. Having to compose an exemplification essay sounds like quite an elaborate job, but it isn't as hard as most students imagine. Understanding how to begin the body paragraphs will allow you to write a productive exemplification essay. The Basic Facts of How to Write an Exemplification Essay An excellent hook for an exemplification essay is one which is sure to grab the readers attention. An argumentative essay is apparently a more appropriate and easier approach to show your standpoint. Instead, a writer can always do a little planning as a way to develop an essay. In essence, he should not be looking to persuade the reader with a topic. The Fight Against How to Write an Exemplification Essay For the reason, you wish to present a concluding section that will attract all your potential readers. At length, you should compose a superb thesis statement that will present your stance and briefly articulate your key arguments. The very first sentence of a paragraph, also called a topic sentence, will state the major idea contained throughout that special paragraph. To put it differently, it should have no appropriate answer but rather two opposing views, which enables a student to have a position. New Questions About How to Write an Exemplification Essay The order you decide on will depend heavily on your topic along with the examples you opted to prove your thesis statement. Normally, great examples will demand a paragraph or more of development. To be able to compose the essay with clarity you are going to want to begin the piece with a strong introduction. If you understand how to write essay pieces using the exemplification techniques, you need to have no issue organizing your examples. The Nuiances of How to Write an Exemplification Essay The cost of an essay depends upon the total amount of effort the writer has to exert. It is suggested to look for the one which has a very good reputation and offers high-quality papers at very affordable rates. There are a lot of things to consider and most importantly, is the trustworthiness of the service you decide to use. Additionally, a customer may ask the writer to submit part of the job for review and, if needed, ask them to make corrections. Citations and extracts from assorted sources have to be formatted properly. Rather than using scholarly sources to support the major point, the author uses examples. All the info should be shown smoothly and logically. Second, you have to settle on a topic that has much available data connected with that. How to Write an Exemplification Essay Options Decide what kind of essay that you want to write. Now you are reque sted to compose an exemplification essay and you aren't sure which way to take it. An exemplification essay is a sort of argumentative essay that delivers specific examples to prove a point. It is a type of argumentative essay. Most importantly, you have to place your readers at the middle of your essay. Don't worry, even if it's still true that you don't understand what the central idea of your essay is, you always have the option to change your thesis later on. The introduction is just one of the essential elements of the essay, as it creates the very first impression needed to keep the interest over the plan of the essay. The process of producing an essay outline is essential for practically any exemplification essay. The Hidden Truth on How to Write an Exemplification Essay Down below, you'll locate a comprehensive description of every one of the four stages of the writing process. The writing procedure is much easier whenever you have a great plan. Then comes the procedure for writing. The procedure for writing an exemplification essay comprises the preparation practice. A definition essay intends to explain a topic or idea through the usage of supporting examples. You ought not begin prepar ing your exemplification essay right after obtaining a topic. Now, whenever you have come with the topics for exemplification essay and decided what you'd write about, it is the correct time to start! If finding an appropriate topic for your exemplification essay is merely the start of your problems, there's a way to make them go away. Whispered How to Write an Exemplification Essay Secrets It's true, you can attract readers' feelings and tell your own personal stories. Likewise the maternal instinct of a woman can likewise be so strong that she's prepared to sacrifice even her life for the interest of her son or daughter. Then, the author jots down the many causes for home robberies surrounding the most important cause. For this reason, you should think about a different writer with a larger collection of legacy so you could gather facts and offer examples of their works. What all you will need is getting the assistance from a specialist and EssaysChief is going to be th e expert that you seek out. You can trust the ideal essay help online. Our website is just one of the most appropriate for essay help. Our site features custom writing help and editing help. Writing quality essays is the principal purpose of our services. Rather, you'll be showing by example. You may add any info you like whether it makes your sections complete and important. You ought to avoid including irrelevant details.

CDA Sample free essay sample

One of my goals is to make sure that everything is safe for the children both in-door and out-doors. To accomplish this I check on a daily basis for broken toys and any equipment in the class that is not working. When we go outside to the playground I make sure that all the equipment used is secure and does not have any sharp edges or rusted parts. This is to avoid any lacerations and prevent potential injuries. I also talk with the children about all the safety procedures that need to be obeyed in school. For example, while in the classroom, one of the rules is that children need to respect each other and that no rough play is allowed. Another safety procedure is for the children to learn what to do in the case of emergency. A fire drill is practiced various times during the year so that the children are prepared for any emergency. Healthy Goal : Provide a clean, healthy environment that meets each child’s needs Model and practice healthy habits with my children Teach children about health care and good nutrition Health is a key subject in my class. I first make sure that every day all the tables and chairs are clean. I make sure that the bathroom has toilet paper and soap. We teach the children that they need to wipe their hands with soap and water before they eat and after they come from any outside activity. I also teach the children the importance of being clean, of taking a shower every day, of brushing your teeth, keeping your hands outside of your mouth and also about germs. We also teach them about the consequences that can happen for not keeping a healthy environment. Another key component is the importance of having a balance diet. I teach the kids that the body needs vegetables, greens, cereals and other foods to keep healthy. I teach the children that it is important for them to have fun and do a daily exercise. If any of the children is sick we separate him/ her from the rest of them to avoid contact. We also proceed to contact the nurse to help determine if the child needs to be picked up. If the child is not picked up and has to stay in the classroom we make sure to monitor him during the day, which includes checking for any fatigue, fever or any unusual behavior. Learning Environment: Goals: To provide a wide variety of developmentally appropriate materials to meet the needs and interests of the children To arrange the classroom into learning centers and work with children in individually and in groups Plan different activities so the children can learn and many ways What I think is important for the Learning Environment is an age appropriate and easy to follow routine. In that routine I make sure that it’s interesting for the children, enjoyable, and most importantly that they learn on a daily basis via repetition. The routine starts with the rules of the class which teaches the kids how to respect each other, follow directions and what the teacher expects from them throughout the day. Next, we have a circle time in which we learn the letter of the week, the number of the week and the subject (i. e. Weather or manners). After that we have our center time where the children learn how to take turns, how to share with friends and also encourage them to use proper manners (i. e. saying please, thank you, waiting for your turn). The most important thing for me is my classroom setup. I make sure that everything in the class has a learning purpose involved. For example, I make sure that we have examples of numbers, letters, puzzles and other activities that support the objectives for the week. I believe that the learning environment needs to be entertaining so that the children are not easily distracted. I try to incorporate practical exercises into the teaching environment, like taking the children outside and making them partake in easy experiments. I also like to invite teachers or experts from other classes to make a presentation on different subjects. Physical Goal: Provide a variety of equipment, activities and opportunities to promote physical development To encourage to use both gross and fine motor skills To introduce exercise as a self-esteem builder One of my goals is to have activities planned that will help develop the physical level of the students. Every day, during the morning, we dedicate a five minute period for exercising. In these five minutes the kids are taught the importance of stretching and breathing properly. The students are also taught the importance of eating the right food and doing exercise on a daily basis. I also prepare outside games with the class which involve some level of strategy, team effort, and require physical development. Providing the proper equipment can make free play a very good way to achieve this advancement. Cognitive Goal: Provide opportunities for children to begin to understand cause and effect Create an environment that encourages them to explore, develop confidence and knowledge Encourage children to talk about their experiences I provide different activities to develop different learning styles for the children. The class is divided into different centers. The science center is setup to learn about different subjects such as the life of an animal, how water changes into different forms, and also to learn how stuff works. This science center is done once a week so that the kids are exposed to different areas on a weekly basis. Another center is the building center which is equipped with different types of blocks. The children are asked to use their imagination to create different shapes and use different structures to build houses, rockets and other things. In all these centers we also emphasize that each child needs to respect each other, learn how to take turns, listen to each other and learn how to resolve their own problems. Communication Goals: Provide activities to encourage listening and comprehnsive skills Encourage everyday communication to enhance their vocabulary Listen attentively to children and try to understand them and help them to communicate In my class we teach that communicating with each other is very important. We encourage the child to communicate their feelings and thoughts by different forms of expression. One of the things I like to do in class is practice Show and Tell. This activity is performed on a weekly basis and each child is asked to bring an item from home that is related with the letter of the week. Each child must present to the rest of the class and talk about the item they brought from home. This exercise promotes the children communication skills as they gain confidence in speaking in front of a class and learn to express their thoughts to others. Show and Tell is done on a weekly basis and each child is given asked a set of questions to assist them in the presentation. Another key aspect under communication is to assess the different levels of preparedness between the children and be able to identify if any speech or hearing impairments exist. If any concern is identified these are communicated to the parent for consideration along with a potential solution. Finally, in the classroom, I ensure that most items are properly labeled with both the word and picture of the object. This promotes visual communication and helps retention by association with pictures. Also, a small collection of books is available to the children, from which one is picked on a daily basis to be read as part of the classroom activities. Creativity Goal: To encourage the children to try new different activities To provide opportunities that stimulate children express their creativity To give the children the opportunity to use different materials to express themselves In our class we provide different types of toys to promote children creativity. We have an area designated as the art space where the children are allowed to use materials such as paintbrushes, glue, stickers and coloring paint. The children use these materials to make different projects that are later sent back to the parents and/ or displayed in the classroom. In the different projects the children are taught various techniques for coloring, cutting and putting stuff together. Once these techniques are taught, the children are left with an open canvass to use their creativity to create something. We also have a monthly family project, which is sent home to the family and requires the participation of all to complete. This promotes creativity outside the workplace and helps associate and attract school activity with the family. Another method used to promote creativity is teaching children alternative solution techniques to a single problem. The children are presented with a simple problem that could have many solutions and are asked to explain how they would resolve each problem. They are also asked to complete unfinished sentences or stories with the use of their imagination. To accomplish a round table is setup in form of a dialogue in which the kids are asked to provide their opinion on how a story should end or to fill in the blank by saying what best completes an idea. Self Goal: To encourage the children to practice self-help skills To treat each child as an individual to know his/her own strengths Provide physical and emotional security for each child and help them accept and take pride in himself or herself In class we spend some time talking about each one of the children so that they first get to know each other and help them understand that they are all unique and different. We like to emphasize the positive qualities of each child and make them known to the rest of the class so that they all feel special and part of the class. In one of the walls in the class we have a picture of the child family and we ask each child to tell us about the picture and what is special about their family. We consistently praise the children for work done on their own and promote and environment where they are able to accomplish things by themselves. For example, the water fountain, cubbies and different resources are all set at their height so that they are able to perform simple tasks on their own. Finally, all good deeds are strongly praised, which promotes a healthy social environment and the desire of the class to do positive works. The good behavior is rewarded with a weekly treasure chest, in which the kids have the opportunity to pick an item from the chest and show it to the rest of the class. As a teacher, we remind them why they are going to the treasure chest and tell them to keep up the good work. Social Goal: To help each child to feel accepted in the group. To encourage children to express their feelings To encourage children to comfort and help one another At our school it is important for children to learn to get along with each other and also with the teachers and with students from other grades. This type of development starts with example from the teachers in the class. Each teacher is treated with respect and no arguing, yelling or discussions are accepted in front of the children. We also make sure that everyone gets along with each other by making the children talk and interact amongst them, weather this be inside or outside the classroom. Games are setup so that participation of all children is required and all opinions and ideas are respected. We encourage the proper behavior in class by having a daily reward chart, where the child is awarded a daily sticker for good behavior. We also have the class rules on the board, along with the consequences, which are read every day to remind the children of the behavior that is expected. Some of the rules are no yelling, no hitting, no fighting and no arguments. If an argument arises between two children, then these are immediately separated and a conversation is promoted between them with the teacher as a mediator. The ultimate goal is to have them learn to respect each other and teach them to get along. During the week we also talk about different types of feelings, such as mad, glad and sad and what are the things to do if you find yourself with a bad feeling. The children are also observed to see any signs of depression or anger that might require additional expert assistance. Guidance Goals: To build a trusting and comforting relationship with each child To encourage children to solve their own differences To provide a learning environment with appropriate and acceptable behaviors as individuals and as a group One of the key aspects in guidance is that both the child and the parent know what is the lesson plan and activities that will be done on a daily and weekly basis. A schedule is sent out to the parents so that they are aware of the activities done and so that they can reinforce the lessons learned at home. The children are also told on a daily basis what the schedule of the day will be and what are the expected learning outcomes from the different activities. The schedules are planned to be part of a routine, so that the child feels comfortable with the class setting and can adapt to the different methods used. For example, a daily song might be sung about the alphabet, which later might be followed by a story, and finally a time for centers is allowed. Guidance also is taught in order to resolve different practical exercise’s and even conflicts. In class, children are guided and suggested to provide answers in order to start developing their own thought process. Also, guidance is taught by preparing step by step process for the different activities that the children can easily follow. Repetition of directions is key at this age so that the kids learn what is expected from them when preparing different projects or assingments. Families Goal: To maintain an open, friendly and cooperative relationship with each child’s family To establish opportunities for parents, and family members to be involve in the children activities It is important for us to have a good relationship with each parent. At the beginning of the year we start with an open house, before classes officially start, so that the parents can see where the child will be attending and so that they are familiarized with the classroom setting. We provide all the information required to the parent like the schedule of daily activities for the week. We hold three mandatory conferences during the year (one each trimester) to provide the parent feedback on the child development. In these conferences we discuss the child’s development, strengths and address any areas of concern. I give my information to the parents so that they can contact me with any concerns or if they require any information regarding the school activity. Parents are welcomed to volunteer during the year and are signed up to participate in different activities. We also have different programs that parents are welcomed to join and participate. For example, the thanksgiving lunch, the Christmas show and other events. In the child’s birthday the parents are welcomed to partake in that day and share with the child the day in class. I believe that the children education is a joint effort between the teacher and the child’s family. We always maintain confidentiality about children and their family. All records are kept in the school office and off limits except to authorized staff and management. We are always conscience of any issues in the family that maybe affecting the child’s behavior at school. We promote communication and offer assistance to any family going through any difficulty. Family projects are planned during the year so that both the child and the family partake and share the activity. This promotes and involves the parent into the child’s work and helps them also assess the strengths and weakness of each children. It also helps combine and reinforce the teaching done at school back to the home. Program Management Goal: To establish a clear understanding of the program To implement procedures to help children to make a smooth transition from one group to another We start with the curriculum called the Letter People that is really good for the pre-k age. The curriculum teaches the children the letter of the week using different themes an styles. In class we get together with all the grade level teachers on a weekly basis to put together the curriculum for the following week. In this age it is very important to have a cutting, paste and tracing activity every week to promote motor skills in each child. What I like about these meetings is that we share best practices and ways to implement new teaching methods that each teacher has experienced. All projects are planned ahead of time to ensure that all materials are available and that each child understands perfectly what to do. The classroom setup is changed each quarter to keep it interesting for the children. The changes revolve around the different holidays or seasons in the year. We also plan so that one week in a two month period is dedicated to reviewing previous material and to reinforce any problems that the class or student might have (Practicing a letter or number). All of the children documentation is kept up to date. This includes all medical forms, parent- teacher meetings and any other document related to the children education. The office also keeps us informed of any changes to a particular procedure or if a new responsibility is required. I understand that not all children learn the same and that is why we separate them into different groups according to a continuous assessment of their learning. Children that have mastered learning quicker and put in different groups than those that are still learning a skill. This allows to separate any issues and help keep all of the class motivated at each children own developmental speed. Professionalism Goal: To continue my education in the early childhood field To ensure a well-run, program responsive to participants needs To be a competent organizer, planner, record keeper, and a cooperative co-worker There are many ways in which I show my professionalism. I really enjoy working with children so I always demonstrate a positive attitude in the class. I try to always be involved in every activity even if it’s a mess one. I talk to the teachers about different topics and I try to listen to them and give my best to each one of them. I also have three children at home and I try to treat the students the same way as I treat my kids, which is the uttermost respect, love and care. As a professional continue to participate in any training that the school offers so that I can bring the latest techniques and methods back to the classroom. Also, as a professional I strive to have work prepared for each class with examples and different teaching methods. I also make an effort to understand each child’s strength and see what the areas of greatest opportunity are for each child. In my lessons plan every week I try new learning activities and methods. I encourage the child to explore each learning center in the classroom. Our centers are manipulative, science, blocks, art and computers that the children rotate during the week. We have jobs assigned to the children each week like the calendar helper, the teacher helper, door holder and line leader. All children will have the opportunity to have each of the jobs during the year. A lesson plan will be post to the parents to be viewed each week. At the end of the day there is a daily event note posted on the door to let each parent view what was the activity of the day.

Law and Morality free essay sample

The state has power to legislate morality in order to protect itself against behaviors that may disintegrate society and its institutions Society â€Å"means a community of ideas; without shared ideas on politics, morals, and ethics no society can exist† (Devlin, 10). ? Devlin appealed to the idea of societys moral fabric. He argued that the criminal law must respect and reinforce the moral norms of society in order to keep social order from unravelling. Society’s morality is a crucial, if not the crucial, element that holds it together Societies disintegrate from within more frequently than they are broken up by external pressures. There is disintegration when no common morality is observed and history shows that the loosening of moral bonds is often the first stage of disintegration, so that society is justified in taking the same steps to preserve its moral code as it does to preserve its government the suppression of vice is as much the laws business as the suppression of subversive activities. We will write a custom essay sample on Law and Morality or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Devlin, The Enforcement of Morals 36 (1959) A society is entitled to enforce its morality in order to preserve its distinctive communal values and way of life HART: Hart critiques Lord Devlin’s first argument by challenging his conception of society â€Å"*He has+ a confused definition of what a society is† (Hart (1962) chapter 82). ? Attack against the Moderate/ Disintegration Thesis ? Hart argues that decriminalizing behavior, which has previously been viewed as immoral behavior, is not necessarily a threat to the society’s long-term cohesion or existence. Aappears to move from the acceptable proposition that some shared morality is essential to the existence of any society to the unacceptable proposition that a society is identical with its morality as that is at any given moment of its history, so that a change in its morality is tantamount to the destruction of a society. (Hart 51-52. Italics in original. ) ? The moderate thesis implies factual claims of the disintegration of society for which Devlin did not provide, and (in Harts view) could not have provided, substantial empirical support. I do not assert that any deviation from a society? s shared morality threatens its existence any more than I assert that any subversive activity threatens its existence. I assert that they are both activities which are capable in their nature of threatening the existence of society so that neither can be put beyond the law . I would venture to assert, for example, that you cannot have a game without rules and that if there were no rules there would be no game. If I am asked whether that means that the game is „identical? With the rules, I would be willing for the question to be answered either way in the belief that the answer would lead to nowhere. If I am 1 (Hart’s term H. L. A. Hart, Social Solidarity and the Enforcement of Morality, The University of Chicago Law Review 35 (1976), pp 1-13]. ) asked whether a change in the rules means that one game has disappeared and another has taken its place, I would reply probably not, but that it would depend on the extent of the change. (Devlin, Morals 37). ? Lord Devlin does not then think that this power should be exercised against every single kind and act of immorality. Society should exercise this power only when the moral sensibility of the majority regarding a given immoral activity rises to the level of profound â€Å"intolerance, indignation, and disgust† (Devlin, Morals 17) ? DWORKIN: If society should not legislate against all immorality, because not all immoral activities and acts endanger its existence, then what standards for evidence and action will be used to justify society’s right to enforce its morality in any given case? The threshold criterion that Lord Devlin offers is public outrage, so it comes out that nothing more than passionate public disapproval is necessary after all!? Attack against the Extreme/ Conservative Thesis Hart rejected the extreme thesis on the ground that it potentially justified legal enforcement of moral values, regardless of their content, simply because they were widely held. Such restrictions restrict society from evolving naturally in terms of its citizens’ moral beliefs practices. ? Devlin? s approach of incorporating moral values into the law â€Å"regardless of content, simply because they were widely held† places â€Å"an unjustified brake on changes. The content of moral legislation should be determined by what he terms â€Å"public morality†. ? This is not merely the majority position that could be determined by a public opinion poll. Public morality is the view held by the â€Å"reasonable man† /â€Å"right-minded man† ? What is acceptable to the ordinary man, the man in the jury box, who might also be called the reasonable man or the right minded man Devlin The Enforcement of Morals 38 (1959) Devlin chose the man in the jury box because. The verdict of a jury (12 men and women) must be unanimous (at the time he was writing) b) The jury will only reach its verdict after the issue has been fully examined and deliberated. c) The jury box is the place where the ordinary persons conception of morality is enforced. ? Elsewhere his comments suggest that the content of public morality can be identified by some kind of moral intuition ? It is the power of a common sense and not the power of reason that is behind the judgments of society†¦There is, for example, a general abhorrence of homosexuality. We should ask ourselves in the first instance whether, looking at it calmly and dispassionately, we regard it as a vice so abominable that its mere presence is an offence. If that is the genuine feeling of the society in which we live, I do not see how society can be denied the right to eradicate it (Devlin, Morals 40). ? As DWORKIN phrases the argument: â€Å"In the last analysis the decision must rest on some article of moral faith, and in a democracy this sort of issue must be settled in accordance with democratic principles. It is, after all, the community which acts when the threats and sanctions of the criminal law are brought to bear. The community must take the moral responsibility, and it must therefore act on its own lights – that is, on the moral faith of its members† (Dworkin, 246-247) HART: ? Distinguishes between Positive and Critical Morality Critical Morality: A statement of what is morally true Positive/conventional morality: A statement of what most people believe is morally true. ? Hart argued Devlin always slipped into the Positive Morality approach. The problem is that beliefs about moral matters change. At any given time in a community, there may be a consensus on some moral questions, while on other questions there will be sharp divisions. Over time, an issue may go from being a matter of consensus to being a matter of controversy, and given enough time, an issue which there was a consensus one way may eventually be a matter of consensus the other way. How can we know that our laws are enforcing society’s moral consensus rather than just protecting the last generation’s prejudices against a consensus forming around another position. The Harm Principle Hart’s2 point of inception was Mill’s ‘Harm Principle’: If there are any ‘Critically Moral Rights’ or ‘Natural Rights’ there must be a natural right of every person to be equally free. Therefore â€Å"The only purpose for which power can rightfully be exercised over any member of a civilised community against his will is to prevent harm to others. †3 ? Starting with the liberty-protecting Harm Principle enabled Hart to cast onto Devlin the burden of proof on the issue of the relationship between immorality and social harm. Certainly, Devlin provided no hard evidence to support his assertion that society would be worse off without legal moralism but neither did Hart provide any factual evidence that society would be a better (or, at least, no worse a) place without legal moralism (Peter Cane 31). ? DEVLIN: the fact that consent is not a defence for various harm-based offences showed that the harm principle was not the laws normative foundation. HART: distinction needed to be drawn between moralism and paternalism. Paternalism is justification of interfering with another person against their will, where that person will then be better off or protected from harm. The existence of the crime of bigamy also undermined the harm principle. HART: distinction needed to be drawn between Harm and Offense. What is wrong with Bigamy is its offensiveness to peoples religious sensibilities. ? DEVLIN: We see (moral) wrongfulness taken into account went sentencing, and we do not premise this on harmfulness because otherwise all crimes will be treated alike whether it was done maliciously or otherwise. HART: distinction needed to be drawn between principles of Sentencing and criminal liability. The fact that the moral gravity of an offenders conduct- its wrongfulness as opposed to its harmfulness can be taken into account in sentencing tells us nothing about the relationship between law and morality. [Hart offers no reason why this should be so (Peter Cane 32)] ? To sum up Hart’s position: Everyone has a priori liberty. Cannot exercise that liberty when it infringes (Harm’s) another’s liberty. A change in social institutions is not the sort of harm from which a society has a right to protect itself. A society’s right to act should be restricted to demonstrable and imminent rather than speculated and distant harm. The law seems to have little or nothing to do with the immediate consequences of the criminalized conduct. These include the criminalisation of attempts, offences of risk-creation, and the acceptability of strict and negligence-based criminal liability. (Peter Cane 33) ? In order to protect the ‘Harm Principle’ there are 2 reactions to criminal liability that seem to contradict the requirement of â€Å"Harm† : 1. Any law that is not premised on harm is wrong, should be decriminalized 2. Attempt to rationalize in terms of the harm principle any and every aspect of the criminal law that appears at first sight to be inconsistent with it. This is the strategy adopted by Gardner and Shute in relation to rape, and their approach could be applied more generally to cover risk-creation and attempts, for instance. We might say (as Gardner and Shute say in relation to rape) that a society in which the creation of certain risks was not a crime, or in which attempting and contemplating crimes were not themselves crimes, would be (in some sense) a worse society to live in than one in which they were. A worry about this sort of argument, however, is that it depends on the aggregate effect of many such acts, and does not seem to justify coercion of any individual. ? Classifying such diffuse effects as harm seem[s] to reduce the significance of Mills principle to vanishing point. 4 Reinterpreting the harm principle to encompass such non-individualized harm =(what Hart called) the moderate thesis in different garb! The debate about the limits of the criminal law has become a debate about the meaning of the harm principle and the definition of harm. Devlins approach was better. He asked a nonleading question: what factors ought to be taken into account in deciding whether conduct ought to be criminalised? Harm (however defined) is one such factor. But should it be given lexical priority over other relevant factors? ? It is easy enough to accept Harts idea that freedom is a basic human value. Human beings are individuals, and being able to express that individuality in ones choices and actions is an essential component of human well-being. Alongside the individuality of human beings, however, their other most noticeable characteristic is sociability. It is not just that most people choose to live in (larger or smaller) communities or that most people belong to various overlapping and interacting groups. People are also heavily reliant on those communities and groups, and on their relationships with other human beings. If individual freedom is a precondition of human flourishing so, too, is membership of communities and groups, and a rich network of social interactions. ? The law has many social benefits: We must view the law positively as a set of social resources rather than negatively as a restraint on individual freedom. ? This misconception arises from an unsophisticated picture of criminal penalties that fails to recognize their variety and the varying degrees to which they invade individual autonomy, and impose harsh treatment on and stigmatize the offender. This is, no doubt, partly the result of Harts argument that rules and principles of sentencing are irrelevant to questions about the limits of the criminal law. This is incorrect: Some conduct should not be criminalised at all, no matter what the penalty. But in relation to some conduct, the answer to the question of 4 N. E. Simmonds, Law and Morality, in E. Craig (ed. ), Routledge Encyclopedia of Philosophy (London: Routledge, 2004), retrieved 19 May 2004 from http:/ www. rep. routledge. com. whether it should be criminalised will depend on whether a suitable penalty is available. Penalties relate to stigma, and stigma relates to informing a societies interactions. ? The conception of the criminal law and of law in general that underpins the Hart-Devlin debate is what we might call a conception of law as coercion. According to this understanding of law, its prime significance and function is to secure compliance with its norms by threats of coercion and imposition of punishments and other sanctions. Laws coerciveness is seen as the characteristic most relevant to determining its proper limits. This is a deficient understanding of law and its social functions. For the typical, law-abiding citizen the significance of law resides not in its coerciveness but in its normativity. Such a person obeys the law not in order to avoid its coercive sanctions but because they consider obedience to be the preferable or correct course of action. A legal system could not operate effectively if this were not so. In this light, we must question whether a theory of the limits of law based on the assumption that law is seen by those to whom it is addressed as an invasion of their autonomy is likely to be sound. Why should we determine the limits of law by reference to the perspective of the minority of people who obey it only because of its coercive capacity, rather than the perspective of those who view law as a legitimate source of standards of behaviour? If law were viewed from this latter perspective, the idea that it might appropriately prescribe standards of behaviour that express shared social values and aspirations would seem much less objectionable. DWORKIN: Distinguishes between Goal-Based Strategy and Rights-Based Strategy: Goal-Based Strategy: Even if the behavior is bad for the community as a whole, just considered in itself, the consequences of trying to censor or otherwise suppress it would be, in the long run, even worse. Rights-Based Strategy: Even if the behaviour makes the community worse off, even in the very long run, it is nevertheless wrong to censor or restrict it because this violates the individual moral or political rights of citizens who resent the censorship. Favouring the Rights-Based Strategy (p. 194) People have the right not to suffer disadvantage in the distribution of social goods and opportunities, including disadvantage in the liberties permitted to them by the criminal law, just on the ground that their officials or fellow-citizens think that their opinions about the right way for them to lead their own lives are ignoble or wrong. I shall call this the right to moral independence, Justification of the Right to Moral Independence Rights are individual’s trumps5 over a background justification for political decisions that states a goal for the community as a whole. If someone has a right to moral independence, this means that it is for some reason wrong for officials to act in violation of that right, even if they (correctly) believe that the community as a whole would be better off if they did. To some extent, the argument in favour of a particular right must depend on which general background justification for political decisions the right in question proposes to trump. Taking Rights Seriously Dworkin assumes that the background justification with which we are concerned is some form of utilitarianism, which takes, as the goal of politics, the fulfilment of as many of peoples goals for their own lives as possible. This is the most prevalent background in Western Democracies. Suppose we accept then that, at least in general, a political decision is justified if it promises to make citizens happier or to fulfil more of their preferences, on average, than any other decision could. Suppose we assume that the decision to prohibit pornography altogether does, in fact, meet that test, because the desires and preferences of publishers and consumers are outweighed by the desires and preferences of the majority, including their preferences about how others should lead their lives. How could any contrary decision, permitting even the private use of pornography, then be justified? A proper understanding of the underlying justification for utilitarianism will itself justify the Right. Utilitarianism owes whatever appeal it has to what we might call its egalitarian nature. Utilitarianism claims that people are treated as equals when the preferences of each, weighted only for intensity, are balanced in the same scales, with no distinctions for persons or merit. Even if the majority’s preference (i. e. that which will make the majority happier) is to disadvantage or to advantage a minority, this is inconsistent with the very essence of utilitarianism , so even if it does result in fulfilment of as many of peoples goals for their own lives as possible, utilitarianism cannot allow that without undermining the philosophy that bore utilitarianism itself. Dworkin’s argument, therefore, comes to this: If utilitarianism is to figure as part of an attractive working political theory, then it must be qualified so as to restrict the preferences that undermine egalitarianism. One very practical way to achieve this restriction is provided by the idea of rights as trumps over unrestricted utilitarianism. The right of moral independence can be defended in a parallel way. Neutral utilitarianism rejects the idea that some ambitions that people might have for their own lives should have less command over social resources and opportunities than others, except as this is the consequence of weighing all preferences on an equal basis in the same scales. It rejects the argument, for example, that some peoples conception of what sexual experience should be like are inherently degrading or unwholesome. But then it cannot (for the reasons just canvassed) count the moral preferences of those who do hold such opinions in the calculation whether individuals who form some sexual minority, including homosexuals and pornographers, should be prohibited from the sexual experiences they want to have. The right of moral independence is part of the same collection of rights as the right of political independence, and it is to be justified as a trump over an unrestricted utilitarian defence of prohibitory laws against pornography. Limitations on the Right: (p. 195) Suppose it is discovered that the private consumption of pornography does in fact significantly increase the danger of crimes of violence, either generally or specifically crimes of sexual violence. Or suppose that private consumption has some special and deleterious effect on the general economy, by causing great absenteeism from work. Then government would have, in these facts, a justification for the restraint and perhaps even for the prohibition of pornography that does not include the offending hypothesis either directly, by the assumption that the hypothesis is true, or indirectly, in the proposition that many people think it true. Can we find a plausible justification for restricting the display of pornography that does not violate the right of moral independence? We can, obviously, construct a certain argument in that direction, as follows. Many people do not like to encounter genital displays on the way to the grocer. This taste is not, nor does it necessarily reflect, any adverse view of the character of those who do not mind such encounters. Another may argue, for example, that his own delight in other peoples bodies is lessened or made less sharp and special if nakedness becomes either too familiar to him or less peculiar to those occasions in which it provides him special pleasure, which may be in museums or his own bedroom or both. Or that sex will come to be different and less valuable for him if he is too often or too forcefully reminded that it has different, more commercial or more sadistic, meaning for others. Or that his goal that his children develop certain similar tastes and opinions will be thwarted by the display or advertising that he opposes. None of these different opinions and complaints must be the product of some conviction that those with other opinions and tastes are people of bad character. The Williams Report: If one accepted, as a basis for coercing one  persons actions, the fact that others would be upset even by the thought of his performing those actions, one would be denying any substantive individual liberty at all. 5 5 Report, p. 100. Laws against public sex would generally be thought to be consistent with the harm condition, in the sense that if members of the public are upset, distressed, disgusted, outraged or put out by witnessing some class of acts, then that constitutes a respect in which the public performance of those · acts harms their interests and gives them a reason to object . The offensiveness of publicly displayed pornography seems to us. To be in line with traditionally accepted rules protecting the interest in public decency. Restrictions on the open sale of these publications, and analogous arrangements for films, thus seem to us to be justified . If one goes all the way down this line, however, one arrives at the situation in which people objected to even knowing that pornography was being read in private; and if one accepted as a basis for coercing one persons actions, the fact that others would be upset even by the thought of his performing these actions, one would be denying any substantive liberty at all.

Free Essays on My Worst Experience In Life

The worse experience of my life is when I was in San Diego at my apartment. Suddenly, I got a phone call from an old friend name Sally Kim. In a nervous voice she said â€Å"Hey Sue, your brother got shot. I thought you should know.† Once I heard that, I hung up with her. I called my boyfriend Jason and told him what I found out. I was screaming at Jason, telling him to get here as soon as possible, so he picked me up to head back to Cerritos to find out what had happened. I arrived at my house. The house was empty. It was so quiet that it seemed like you could hear wind whistling through my house. I had no clue what to do but worry and I couldn’t sleep at that time. I stayed up watching television waiting for my parent’s arrival. Finally my parents arrived around 6:30 am. I jumped right up off my feet and I started to cry and asked, â€Å"What happened, tell me every little thing.† My mom started to cry I gave her a big hug cause I really di dn’t know what to say. I was s! cared myself. Well what happened was that my brother and my cousins were playing video games, socializing, casual drinking and watching television in the garage. They had to leave my house early because it was a school night and my mom doesn’t like it when they stay at my house late. Therefore they left my house between 12 am to 2 am. All of sudden they all see a car - a car that turned off there head lights driving real fast through the residential area. Once they saw the car turn off their headlights with an instinct they new they had to drop and cover. The gun shots were super loud that it woke the neighbors up but not all of them, just a few which came out and stare. No one helped at all but watch. They all just stood there watching my mother run out of the house with fear in her eyes believing my brother Wilson is gone, she was crying her eyes out. When my mom came out of the house she was screaming the top of her lungs she found ... Free Essays on My Worst Experience In Life Free Essays on My Worst Experience In Life The worse experience of my life is when I was in San Diego at my apartment. Suddenly, I got a phone call from an old friend name Sally Kim. In a nervous voice she said â€Å"Hey Sue, your brother got shot. I thought you should know.† Once I heard that, I hung up with her. I called my boyfriend Jason and told him what I found out. I was screaming at Jason, telling him to get here as soon as possible, so he picked me up to head back to Cerritos to find out what had happened. I arrived at my house. The house was empty. It was so quiet that it seemed like you could hear wind whistling through my house. I had no clue what to do but worry and I couldn’t sleep at that time. I stayed up watching television waiting for my parent’s arrival. Finally my parents arrived around 6:30 am. I jumped right up off my feet and I started to cry and asked, â€Å"What happened, tell me every little thing.† My mom started to cry I gave her a big hug cause I really di dn’t know what to say. I was s! cared myself. Well what happened was that my brother and my cousins were playing video games, socializing, casual drinking and watching television in the garage. They had to leave my house early because it was a school night and my mom doesn’t like it when they stay at my house late. Therefore they left my house between 12 am to 2 am. All of sudden they all see a car - a car that turned off there head lights driving real fast through the residential area. Once they saw the car turn off their headlights with an instinct they new they had to drop and cover. The gun shots were super loud that it woke the neighbors up but not all of them, just a few which came out and stare. No one helped at all but watch. They all just stood there watching my mother run out of the house with fear in her eyes believing my brother Wilson is gone, she was crying her eyes out. When my mom came out of the house she was screaming the top of her lungs she found ...

Battle of Britain - World War II

Battle of Britain - World War II Battle of Britain: Conflict Dates The Battle of Britain was fought July 10 to late October 1940, during World War II. Commanders Royal Air Force Air Chief Marshal Hugh DowdingAir Vice Marshal Keith ParkAir Vice Marshal Trafford Leigh-MalloryLuftwaffeReichsmarschall Hermann GÃ ¶ringField Marshal Albert KesselringField Marshal Hugo SperrleGeneraloberst Hans-JÃ ¼rgen Stumpff Battle of Britain: Background With the fall of France in June 1940, Britain alone was left to face the growing power of Nazi Germany. Though much of the British Expeditionary Force had been successfully evacuated from Dunkirk, it had been compelled to leave much of its heavy equipment behind. Not relishing the idea of having to invade Britain, Adolph Hitler initially hoped that Britain would sue for a negotiated peace. This hope quickly eroded as new Prime Minister Winston Churchill reasserted Britains commitment to fight on to the end. Reacting to this, Hitler ordered on July 16 that preparations begin for the invasion of Great Britain. Dubbed Operation Sea Lion, this plan called for an invasion to take place in August. As the Kriegsmarine had been badly reduced in earlier campaigns, a key prerequisite for the invasion was the elimination of the Royal Air Force to ensure that the Luftwaffe possessed air superiority over the Channel. With this in hand, the Luftwaffe would be able to hold the Royal Navy at bay as German troops landed in southern England. Battle of Britain: The Luftwaffe Prepares To eliminate the RAF, Hitler turned the chief of the Luftwaffe, Reichsmarschall Hermann GÃ ¶ring. A veteran of World War I, the flamboyant and boastful GÃ ¶ring had ably overseen the Luftwaffe during the early campaigns of the war. For the coming battle, he shifted his forces to bring three Luftflotten (Air Fleets) to bear on Britain. While Field Marshal Albert Kesselring and Field Marshal Hugo Sperrles Luftflotte 2 and 3 flew from the Low Countries and France, Generaloberst Hans-JÃ ¼rgen Stumpffs Luftflotte 5 would attack from bases in Norway. Largely designed to provide aerial support for the German Armys blitzkrieg style of attack, the Luftwaffe was not well-equipped for the type of strategic bombing that would be required in the coming campaign. Though its principal fighter, the Messerschmitt Bf 109, was equal to the best British fighters, the range at which it would be forced to operate limited the time it could spend over Britain. At the start of the battle, the Bf 109 was supported by the twin-engine Messerschmitt Bf 110. Intended as a long range escort fighter, the Bf 110 quickly proved vulnerable to the more nimble British fighters and was a failure in this role. Lacking a four-engine strategic bomber, the Luftwaffe relied on a trio of smaller twin-engine bombers, the Heinkel He 111, Junkers Ju 88, and the aging Dornier Do 17. These were supported by the single-engine Junkers Ju 87 Stuka dive bomber. An effective weapon in the wars early battles, the Stuka ultimately proved highly vulnerable to British fighters and was withdrawn from the fight. Battle of Britain: The Dowding System His Chicks Across the Channel, the aerial defense of Britain was entrusted to the head of Fighter Command, Air Chief Marshal Hugh Dowding. Possessing a prickly personality and nicknamed Stuffy, Dowding had taken over Fighter Command in 1936. Working tirelessly, he had overseen the development of the RAFs two frontline fighters, the Hawker Hurricane and Supermarine Spitfire. While the latter was a match for the BF 109, the former was a bit outclassed but was capable of out-turning the German fighter. Anticipating the need for greater firepower, Dowding had both fighters outfitted with eight machine guns. Highly protective of his pilots, he often referred to them as his chicks. While understanding the need for new advanced fighters, Dowding was also key in recognizing that they could only be employed effectively if they were properly controlled from the ground. To this end, he supported the development of Radio Direction Finding (radar) and the creation of the Chain Home radar network. This new technology was incorporated into his Dowding System which saw the uniting of radar, ground observers, raid plotting, and radio control of aircraft. These disparate components were tied together through a protected telephone network that was administered through his headquarters at RAF Bentley Priory. In addition, to better control his aircraft, he divided the command into four groups to cover all of Britain (Map). These consisted of Air Vice Marshal Sir Quintin Brands 10 Group (Wales and the West Country), Air Vice Marshal Keith Parks 11 Group (Southeastern England), Air Vice Marshal Trafford Leigh-Mallorys 12 Group (Midland East Anglia), and Air Vice Marshal Richard Sauls 13 Group (Northern England, Scotland, Northern Ireland). Though scheduled to retire in June 1939, Dowding was asked to remain in his post until March 1940 due to the deteriorating international situation. His retirement was subsequently postponed until July and then October. Eager to preserve his strength, Dowding had vigorously opposed the sending of Hurricane squadrons across the Channel during the Battle of France. Battle of Britain: German Intelligence Failures As the bulk of Fighter Commands strength had been husbanded in Britain during the earlier fighting, the Luftwaffe had a poor estimate of its strength. As the battle began, GÃ ¶ring believed that the British had between 300-400 fighters when in actuality, Dowding possessed over 700. This led the German commander to believe that Fighter Command could be swept from the skies in four days. While the Luftwaffe was aware of the British radar system and ground control network, it dismissed their importance and believed that they created a inflexible tactical system for the British squadrons. In reality, the system permitted flexibility for squadron commanders to make appropriate decisions based on the most recent data. Battle of Britain: Tactics Based on intelligence estimates, GÃ ¶ring expected to quickly sweep Fighter Command from the skies over southeastern England. This was to be followed by a four-week bombing campaign which would begin with strikes against RAF airfields near the coast and then move progressively inland to hit the larger sector airfields. Additional strikes would target military targets as well as aircraft production facilities. As planning moved forward, the timetable was extended to five weeks from August 8 to September 15. During the course of the battle, a dispute over strategy emerged between Kesselring, who favored direct attacks on London to force the RAF into a decisive battle, and Sperrle who desired continued attacks on the British air defenses. This dispute would simmer without GÃ ¶ring making a clear choice. As the battle began, Hitler issued a directive prohibiting the bombing of London as he feared reprisal strikes against German cities. At Bentley Priory, Dowding decided the best way to utilize his aircraft and pilots was to avoid large scale battles in the air. Knowing that an aerial Trafalgar would allow the Germans to more accurately gauge his strength, he intended to bluff the enemy by attacking in squadron strength. Aware that he was outnumbered and could not completely prevent the bombing of Britain, Dowding sought to inflict an unsustainable rate of loss on the Luftwaffe. To accomplish this, he wanted the Germans to constantly believe that Fighter Command was at the end of its resources to ensure that it kept attacking and taking losses. This was not the most popular course of action and it was not entirely to the Air Ministrys pleasing, but Dowding understood that as long as Fighter Command remained a threat the German invasion could not move forward. In instructing his pilots, he emphasized that they were go after the German bombers and avoid fighter-to-fighter combat when possible. Also, he wished the figh ting to take place over Britain as pilots who were shot down could be quickly recovered and returned to their squadrons. Battle of Britain: Der Kanalkampf Fighting first began on July 10 as the Royal Air Force and Luftwaffe skirmished over the Channel. Dubbed the Kanalkampf or Channel Battles, these engagements saw German Stukas attacking British coastal convoys. Though Dowding would have preferred to halt the convoys rather than waste pilots and planes defending them, he was blocked from above by Churchill and the Royal Navy who refused to symbolically cede control of the Channel. As the fight continued, the Germans introduced their twin-engine bombers which were escorted by Messerschmitt fighters. Due to the proximity of the German airfields to the coast, the fighters of No. 11 Group often did not sufficient warning in order to block these attacks. As a result, Parks fighters were required to conduct patrols which strained both pilots and equipment. The fighting over the Channel provided a training ground for both sides as they prepared for the larger battle to come. During June and July, Fighter Command lost 96 aircraft while downin g 227. Battle of Britain: Adlerangriff The small numbers of British fighters that his aircraft had encountered in July and early August further convinced GÃ ¶ring that Fighter Command was operating with around 300-400 aircraft. Having prepared for a massive aerial offensive, dubbed Adlerangriff (Eagle Attack), he sought four uninterrupted days of clear weather in which to begin it. Some initial attacks began on August 12 which saw German aircraft cause minor damage to several coastal airfields as well as attack four radar stations. Attempting to hit the tall radar towers rather than the more important plotting huts and operations centers, the strikes did little lasting damage. In the bombing, the radar plotters from the Womens Auxiliary Air Force (WAAF) proved their mettle as they continued working with bombs bursting nearby. British fighters downed 31 Germans for a loss of 22 of their own. Believing that they had caused significant damage on August 12, the Germans began their offensive the next day, which was dubbed Adler Tag (Eagle Day). Beginning with a series of muddled attacks in the morning due to confused orders, the afternoon saw larger raids strike a variety of targets across southern Britain, but inflict little lasting damage. Raids continued on and off the next day, opposed in squadron strength by Fighter Command. For August 15, the Germans planned their largest attack to date, with Luftflotte 5 attacking targets in northern Britain, while Kesselring and Sperrle assaulted the south. This plan was based on the incorrect belief that No. 12 Group had been feeding reinforcements south over the preceding days and could be prevented from doing so by attacking the Midlands. Detected while far out at sea, the aircraft of Luftflotte 5 were essentially unescorted as the flight from Norway precluded using Bf 109s as escorts. Assaulted by fighters from No. 13 Group, the attackers were turned back with heavy losses and accomplished little of consequence. Luftflotte 5 would not play a further role in the battle. In the south, RAF airfields were hit hard taking varying degrees of damage. Flying sortie after sortie, Parks men, supported by No. 12 Group, struggled to meet the threat. In the course of the fighting, German aircraft accidently struck RAF Croydon in London, killing over 70 civilians in the process and enraging Hitler. When the day ended, Fighter Command had downed 75 Germans in exchange for 34 aircraft and 18 pilots. Heavy German raids continued the next day with weather largely halting operations on the 17th. Resuming on August 18, the fighting saw both sides take their highest losses of the battle (British 26 [10 pilots], German 71). Dubbed the Hardest Day, the 18th saw massive raids hit the sector airfields at Biggin Hill and Kenley. In both cases, the damage proved temporary and operations were not dramatically affected. Battle of Britain: A Change in Approach In the wake of the August 18 attacks, it became clear that GÃ ¶rings promise to Hitler to quickly sweep aside the RAF would not be fulfilled. As a result, Operation Sea Lion was postponed until September 17. Also, due to the high losses taken on the 18th, the Ju 87 Stuka was withdrawn from the battle and the role of the Bf 110 reduced. Future raids were to focus on Fighter Command airfields and factories at the exclusion of everything else, including the radar stations. In addition, German fighters were ordered to tightly escort the bombers rather than conducting sweeps. Battle of Britain: Dissention in the Ranks During the course of the fighting a debate emerged between Park and Leigh-Mallory regarding tactics. While Park favored Dowdings method of intercepting raids with individual squadrons and subjecting them to continued attack, Leigh-Mallory advocated for massed attacks by Big Wings consisting of at least three squadrons. The thought behind the Big Wing was that a larger number of fighters would increase enemy losses while minimizing RAF casualties. Opponents pointed out that it took longer for Big Wings to form and increased the danger of fighters being caught on the ground re-fueling. Dowding proved unable to resolve the differences between his commanders, as he preferred Parks methods while the Air Ministry favored the Big Wing approach. This issue was worsened by personal issues between Park and Leigh-Mallory in regard to No. 12 Group supporting No. 11 Group. Battle of Britain: The Fighting Continues The renewed German attacks soon began with factories being hit on August 23 and 24. On the latter evening, parts of Londons East End were hit, possibly by accident. In reprisal, RAF bombers struck Berlin on the night August 25/26. This greatly embarrassed GÃ ¶ring who had previously boasted that the city would never be attacked. Over the next two weeks, Parks group was severely pressed as Kesselrings aircraft conducted 24 heavy raids against their airfields. While British aircraft production and repair, overseen by Lord Beaverbrook, was keeping pace with losses, Dowding soon began to face a crisis regarding pilots. This was alleviated by transfers from other branches of service as well as the activation of Czech, French, and Polish squadrons. Fighting for their occupied homes, these foreign pilots proved highly effective. They were joined by individual pilots from throughout the Commonwealth, as well as the United States. The critical phase of the battle, Parks men struggled to keep their fields operational as losses mounted in the air and on the ground. September 1 saw the one day during the fighting where British losses exceeded the Germans. In addition, German bombers began targeting London and other cities in early September as retribution for continued raids on Berlin. On September 3, GÃ ¶ring began planning daily raids on London. Despite their best efforts, the Germans were unable to eliminate Fighter Commands presence in the skies over southeastern England. While Parks airfields remained operable, an overestimation of German strength led some to conclude that another two weeks of similar attacks might force No. 11 Group to fall back. Battle of Britain: A Key Change On September 5, Hitler issued orders that London and other British cities be attacked without mercy. This signaled a key strategic change as the Luftwaffe ceased hitting the beleaguered airfields and focused on the cities. Giving Fighter Command a chance to recover, Dowdings men were able to make repairs and prepare for the next onslaught. On September 7, nearly 400 bombers attacked the East End. While Parks men engaged the bombers, No. 12 Groups first official Big Wing missed the fight as it took too long to form up. Eight days later, the Luftwaffe attacked in force with two massive raids. These were met by Fighter Command and decisively defeated with 60 German aircraft downed against 26 British. With the Luftwaffe having sustained massive losses in the previous two months, Hitler was forced to indefinitely postpone Operation Sea Lion on September 17. With their squadrons depleted, GÃ ¶ring oversaw a switch from daytime to nighttime bombing. Regular daytime bombing began to cease i n October though the worst of the Blitz was to begin later that autumn. Battle of Britain: Aftermath As the raids began to dissipate and autumn storms started to plague the Channel, it became clear that the threat of invasion had been averted. This was reinforced by intelligence showing that the German invasion barges which had been gathered in the Channel ports were being dispersed. The first significant defeat for Hitler, the Battle of Britain ensured that Britain would continue the fight against Germany. A boost for Allied morale, the victory helped cause a shift in international opinion in favor of their cause. In the fighting, the British lost 1,547 aircraft with 544 killed. Luftwaffe losses totaled 1,887 aircraft and 2,698 killed. During the battle, Dowding was criticized by Vice Marshal William Sholto Douglas, Assistant Chief of Air Staff, and Leigh-Mallory for being too cautious. Both men felt that Fighter Command should be intercepting raids before they reached Britain. Dowding dismissed this approach as he believed it would increase losses in aircrew. Though Dowdings approach and tactics proved correct for achieving victory, he was increasingly seen as uncooperative and difficult by his superiors. With the appointment of Air Chief Marshal Charles Portal, Dowding was removed from Fighter Command in November 1940, shortly after winning the battle. As an ally of Dowding, Park was also removed and reassigned with Leigh-Mallory taking over No. 11 Group. Despite the political infighting that plagued the RAF following the battle, Winston Churchill accurately summarized the contribution of Dowdings chicks in an address to the House of Commons during the height of the fighting by stating, Never in the field of huma n conflict was so much owed by so many to so few. Selected Sources Royal Air Force: The Battle of BritainImperial War Museum: Battle of BritainKorda, Michael. (2009). With Wings Like Eagles: A History of the Battle of Britain. New York: HarperCollins

Mixed methods research Assignment Example | Topics and Well Written Essays - 250 words

Mixed methods research - Assignment Example The mixed methods of research has numerous advantages. According to Collins, Onwuegbuzie & Jiao (2007), the mixed methods research provided a deeper understanding of the research problem; thus, allows for development of a better instruments of research that gather correct information on the topic in question. In addition, the mixed methods research helps outdo all the weaknesses that the quantitative and qualitative research may have in a study. Lastly, the mixed methods research helps explain the findings in a better way and even explain the causal relationships between variables (Creswell, 2013). The use of mixed methods research design may be disadvantageous to the field of Business Studies especially in the study of the implications of amalgamations and acquisitions on small and middle-sized business lending since the mixed methods research may not effectively apply the mixed methods; thus, not fully capitalize on the degree to which they apply the approach (Hurmerinta-Peltomki & Nummela, 2006). Collins, K. M., Onwuegbuzie, A. J. & Jiao, Q. G. (2007). A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research, 1(3),

How World War One Led to the Creation of the Modern Middle East Essay

How World War One Led to the Creation of the Modern Middle East - Essay Example This essay declares that Britain took the central part in the War against the Middle Easterners with the aim of capturing the empty Otto Man Empire. In order to succeed, it had to involve the Indians forces in the war. It also underwent changes in the troops including the officials. A more social soldier, General Sir Edmund who managed to create bonds with his soldiers, making it easy to wage war against the Mesopotamians, replaced Murray. The Ottoman had combined forces with the Turkish soldiers. The following essay will succinctly describe the aftermath of the war on some of the Middle Eastern nations. Outlining and description of the today’s Middle East economic, political, and social situations will be done. As the paper explores the Ottoman/Turkish army was one of the armies’ of unstated quality. However, with Germany as an ally, the empire became a real threat to the British Empire; and in a quick rejoinder, London hurriedly landed an Anglo-Indian influence at Basra that situated between the Euphrates and Tigris rivers. This was mainly done to safeguard the rich Anglo-Persian oil pipeline that was very crucial to the British Army, and to show the Union Jack this purposefully significant area near the Persian Gulf. During the conflict, the cluttered reasoning resulted to this crusade that proceeded during the moment of recovering from conflict, and principally British force major losses and these sick and wounded soldiers had to withdrawn from the area of the conflict. The Ottoman/ Turkish Fifth Army, who were well equipped with military weapons and had strong defense positions and strategies, had proved to be much stronger than there allies. When the Gallipoli conflict subsided, an Anglo-Indian influence was cut-off and was encircled at Kut-el-Amara, a city that was situated approximately 100 miles south of the town of Baghdad (Woodward, 2011). The restricted, protective stance at Basra had emerged into a distant and uncertain development up the Tigris towards Baghdad, and this eventually was the outcome. During this period, the Anglo-Indian influence lacked enough reserves and logistical structures to maintain and sustain the city of Baghdad, although they had recaptured it. In addition, a well-built British forces was present in Mesopotamia, but had no link to conquer Britain’s principle approach on the rival, Germany. However, the government of India was more worried that the holy war may spread to Persia and Afghanistan, hence intimidating the stability in India. The Indians needed the British reputation upheld in the Islamic community to avoid such a war. In the process of the war the troops were

My Mother Essay Example for Free

My Mother Essay Of all the persons in the world, my mother loves me most, and I also love her from the core of my heart. To me, she is like a living goddess who takes all kinds of pain and care for my sake. When I am sick, she spends sleepless nights by my sick-bed. When I come first in my class exami-nation, she becomes perhaps the happiest person on earth. see more:essay on my father in marathi From my childhood, I have been greatly influenced by my mother. She has always guided me in the right path in every step of my life. She has taught me discipline, manners, and the sense of duty towards others in the family and in the society. I remember that she used to relate to me many oriental and mythological tales, when I was a child and did not know ho\V to read and write. She has taught me to love my country and my countrymen. She helps me every day in preparing my home-work given by the class-teacher. My mother is an ideal woman in my life. I feel myself fortunate for being born as her son. She is very anxious about my health, my education, and my prosperity. I feel that there is no other person nearest to the heart than a mother in this world. My mother is an affectionate and pious lady. She loves me very much. I love her, too. She takes care of all of us. She gets up early in the morning, makes our breakfast, lunch and dinner with her own hands. She looks after the cleanliness of the house and furniture, and also our clothes and health. When I fall sick, my mother passes sleepless nights by the side of my sick bed. Her anxiety and her fear disappear after my recovery from illness. In my eyes, she is really an ideal mother. My mother has taught me the importance of discipline, good manners, honesty, sense of duty and reverence towards the elders in life. She also taught me to defend and help the poor and the weak, and lodge a protest against injustice. When I was just a child, my mother used to tell me many oriental and mythological tales. When I grew up a little, she taught me how to read and write. Even to this day, she helps me to prepare my homework given by my class teacher. In every matter of my life, I depend on my mothers help and guidance: Her blessings are always with me.

The Physics of an AM Radio :: Physics Radio Papers

The Physics of an AM Radio It’s was a beautiful sunny morning and Bill just kissed his wife goodbye and headed out the door on his way to work. As Bill got into his car he realized that he missed the Utah Jazz game the night before because of a late business meeting and fell asleep before the news came on so he couldn’t catch the highlights or even the score. He remembered that he could catch the rundown on AM frequency 930 (Sports News Radio). Many people enjoy listening to AM radio because of how convenient it is to listen and catch up on the sports, weather or just enjoy the entertainment of listen to Rush or Dr. Laura, but are much like Bill and don’t have any idea how the signal that carries these programs is sent or even received. In an attempt to understand this process, Bill confronts a part time employee who is currently studying electronics and has a basic knowledge of how the AM radio found his car or even his home works. Almost all AM radios work under the same basic design. There are two very simple yet very important things that make AM radio possible. What are these things? A transmitter(the station) and a receiver(the radio). THE TRANSMITTER Each radio station that desires to have a frequency(signal) on AM radio must notify the FCC and are assigned a frequency that they can use to send their information out on. The very first part of the transmitter is a quartz crystal. This is used because it is very stable and efficient which is important because there are certain laws and guidelines that the stations must abide by. They cannot go over or below the assigned frequency by more than 5K hertz, making a bandwidth of 10K hertz. After the quartz crystal, is an oscillator where the actual physics of the transmitter comes in. The oscillator is made up of a variety of electronics components including an operational amplifier and a combination of resistors and capacitors. Resistors are defined as-The impedance to the flow of electric current. The resistance is equal to the voltage across the object divided by the current through it. Measured in volts per ampere, or ohms.(Physics, A World View 513) Current is defined as-A flow of electric charge. Measured in amperes. (Physics, A World View 513) A combination of a resistor and capacitor in series or parallel is called a filter.

Respect Essay

I have been told that I need to write a 1000 word essay on disrespecting a Non Commissioned Officer. But it is really hard to write about this because I am having a hard time wondering how I disrespected them. So, where do I start on this and what do I say about it. As far as this essay goes I am just going to write how I feel about respect and how respect works both ways. It is wrong to disrespect a Non Commissioned Officer because they are appointed above me to guide me to the right place and things to do. But it is really hard to respect someone when they do not respect you. Respect works both ways and if that person or leadership does not respect you trying to respect them is difficult. No matter what is said it is disrespect. For example:I am writing this because I was called about a meeting that my squad leader decided he wanted to spring on the squad after we were released for the day. When I asked the squad leader was the meeting about something that we could have discussed the next business day, he replied no, with a sly smirk on his face. As he began to talk it was clearly the same information that was put out at the end of business. I do not know how that was disrespect when it was the truth. In regards to this essay I am not sure what to say about disrespect other then it works both ways. They tell you to respect the rank not the person but when that person abuses the rank it is really hard to respect it. I think that in today’s United States Army no one respects anybody the way that they should be. They are too quick to say that you are disrespecting them and that they are just trying to make you better but they are disrespecting you in the processes. How can you work for someone or some place when all that they do is disrespect you and everything that you do no matter what it is? When I first came in the United States Army a Non Commissioned Officer would work with you on how to be a good soldier and actually sit with you and respect you on what you were doing if you did a good job and worked hard they didn’t try to beat you down to where you just give up on everything. I used to respect everyone that was above me because they cared about you as a person they respected you and helped you with the hard things that were thrown at you and made sure that you were good not just quick to demote them and kick them out of the United States Army. They had an interest in you as a person and if they had something to learn from you then they would respect you enough to ask for help and respect you enough to talk to you. Respect and disrespect is a hard topic because I am a strong believer in respect someone and you will receive respect back or treat someone the way that you want to be treated. The whole time that I have been back in the United States Army the Non Commissioned Officers that were above me were basically like new privates. They were new to the job and they didn’t know a lot about it. I know that I have been in the United States Army for only a short time and I am only a specialist, I have worked with someone above me disrespecting me not just as a soldier, but as a human being. I feel that leadership should stop turning what people say into disrespect it was not that way AT ALL. I was just asking a questioning and stating the obvious, not disrespecting that person. You know they always preach about disrespect but they do not give respect at all. So as far as this essay goes how do I write it to what they want because no matter what is said in here they will one way or another say it is disrespect or some other form of berating them. 1 Respect and disrespect is an important part of a soldier Non Commissioned Officer relationship and needs to be enforced upon not only the soldier but also the Non Commissioned Officer and Officers. I have had a really hard time in this company because I think that people just think that I am just disrespecting them instead of getting to know their soldiers and how their soldiers talk and phrase things. They are quick to just say HA you disrespected me. I have seen way worse disrespect then what I have ever done to anyone. In my eyes disrespect is if you just plainly say hell no or fuck off. I have never done that and yet they automatically think that if you are asking them why you are told to do something it is disrespect but in fact is not disrespect it is that the soldier is trying to learn from them. If I remember correctly the Non Commissioned Officer Creed states â€Å"Competence is my watchword. My two basic responsibilities will always be uppermost in my mind-accomplishment of my mission and the welfare of my soldiers. I will strive to remain tactically and technically proficient. I am aware of my role as a Noncommissioned Officer. I will fulfill my responsibilities inherent in that role. All soldiers are entitled to outstanding leadership; I will provide that leadership. I know my soldiers and I will always place their needs above my own. I will communicate consistently with my soldiers and never leave them uninformed. I will be fair and impartial when recommending both rewards and punishment. †But it seems that only a few of the Non Commissioned Officers respect the lower enlisted. Why should soldiers’ words get twisted and why is that NCO’s are not respecting the soldiers and their needs. We need to be respected that is one of the many needs of the soldiers of today. That is why a lot of soldiers act out against Non Commissioned Officers. Ok so disrespect is all on what that person thinks is being said to them not really how and what is being said. When someone makes a statement and the other person comments on it, it is not disrespect it is just informing them on what they think. How is that disrespecting them? There is also a little thing that Non Commissioned Officers should do and that is lead by example and not respecting a soldier is not leading by example it is showing that that what is good for the goose is good for the gander or do as I say and not as I do! 2

The Rich Brother

I enjoyed reading The Rich Brother; it deals with everyday life and things that are going on around me in real life. The two brothers, Pete and Donald would always get Into and complain about stuff they don't have or get Jealous of each other, and It shouldn't be that way their siblings. No matter who is doing better than the other or who Is unable to doing something, they both should have been there for each other.In the story the author suggest that the rich one Is Pete, the older brother who Is In al estate, has a franchise In Santa Cruz, and works hard to make a lot of money. Donald, the youngest brother, Is single, lives alone, and paints house when he can find work. Looking at the story based on these few details everyone would suggest that Pete Is the rich one because of money, but It doesn't take money to make you rich. You can be rich because of the knowledge you have or all of the many different talents of skills you have.Everyone thinks being rich means having money, there Is omitting you have to do to make the money in order to be rich so your rich before you even know it. I really can relate to this story, because my father and uncle is this way. My father, whom is the younger brother, is â€Å"rich† and my uncle isn't (in his own eyes). They both are rich because they are very talented and skilled. My father just decided to take his skills and use them to help him with his future and my uncle just sits around with his many talents and waits for things to be given to him.

A Guide to Shanghainese

A Guide to Shanghainese Since Shanghai is in the Peoples Republic of China (PRC), the official language of the city is standard Mandarin Chinese, also known as  Putonghua. However, the traditional language of the Shanghai region is Shanghainese, which is a dialect of Wu Chinese which is not mutually intelligible with Mandarin Chinese. Shanghainese is spoken by about 14 million people. It has retained its cultural significance for the Shanghai region, despite the introduction of Mandarin Chinese as the official language in 1949. For many years, Shanghainese was banned from primary and secondary schools, with the result that many young residents of Shanghai do not speak the language. Recently, however, there has been a movement to protect the language and to reintroduce it into the education system. Shanghai Shanghai is the largest city in the PRC, with a population of more than 24 million people. It is a major cultural and financial center and an important port for container shipments. The Chinese characters for this city are ä ¸Å Ã¦ µ ·, which is pronounced ShnghÇŽi. The first character ä ¸Å  (shng) means on, and the second character æ µ · (hÇŽi) means ocean. The name ä ¸Å Ã¦ µ · (ShnghÇŽi) adequately describes the location of this city, since it is a port city on the mouth of the Yangtze River by the East China Sea. Mandarin vs Shanghainese Mandarin and Shanghainese are distinct languages which are mutually unintelligible. For example, there are 5 tones in Shanghainese versus only 4 tones in Mandarin. Voiced initials are used in Shanghainese, but not in Mandarin. Also, changing tones affects both words and phrases in Shanghainese, while it only affects words in Mandarin. Writing Chinese characters are used to write Shanghainese. The written language is one of the most important factors in unifying the various Chinese cultures, since it can be read by most Chinese, regardless of their spoken language or dialect. The primary exception to this is the split between traditional and simplified Chinese characters. Simplified Chinese characters were introduced by the PRC in the 1950s, and can differ greatly from the traditional Chinese characters still used in Taiwan, Hong Kong, Macau, and many overseas Chinese communities. Shanghai, as part of the PRC, uses simplified characters. Sometimes Chinese characters are used for their Mandarin sounds to write Shanghainese. This type of Shanghainese writing is seen on Internet blog posts and chat rooms as well as in some Shanghainese textbooks. Decline of Shanghainese From the early 1990s, the PRC banned Shanghainese from the education system, with the result that many of the young residents of Shanghai no longer speak the language fluently. Because the younger generation of Shanghai residents has been educated in Mandarin Chinese, the Shanghainese they speak is often mixed with Mandarin words and expressions. This type of Shanghainese is quite different from the language that older generations speak, which has created fears that real Shanghainese is a dying language. Modern Shanghainese In recent years, a movement has started to try to preserve the Shanghai language by promoting its cultural roots. The Shanghai government is sponsoring educational programs, and there is a movement to reintroduce Shanghainese language learning from kindergarten through to university. Interest in preserving Shanghainese is strong, and many young people, even though they speak a mixture of Mandarin and Shanghainese, see Shanghainese as a badge of distinction. Shanghai, as one of the most important cities of the PRC, has important cultural and financial ties with the rest of the world. The city is using those ties to promote Shanghai culture and the Shanghainese language.

Hypermiling (Saving Lots of Fuel) in a Hybrid

Hypermiling (Saving Lots of Fuel) in a Hybrid Hypermiling is an endless pursuitthe quest for improved fuel economy, ratcheted up a couple of notches to near fanaticism. Those who practice it are called hypermilers, a dedicated group of guys and gals who routinely push the limits of maximum fuel efficiency. It got its name from the likes of Wayne Gerdes, one of the original devotees of hypermiling, and often proclaimed the inventor of the term. Hypermiling more or less got its start with hybrids, but its not limited to them. Here, well focus on hypermiling with a hybrid vehicle. Some of the techniques can only be done with a hybrid, or, at least they make it much easier and saferthough some hardcore hypermilers perform ALL of these techniques in regular cars. We dont recommend that, but really, a lot of it is just plain common sense that can be applied to just about any vehicle and/or driver. So what are these techniques and tools that are employed so passionately by their devotees? Read on for an explanation of these FE (thats hypermileresque for Fuel Economy) tricks. Pulse and Glide (PG) This is the heart of effective hypermiling for full hybrid vehicles. Though it takes some getting used to, and its really only appropriate for light suburban and town traffic, large FE gains can be had using it. Our first successful PG was in a Nissan Altima Hybrid. This car is equipped with Toyotas Hybrid Synergy Drive (Nissan licensed it from Toyota), but our car was lacking an energy flow monitor, so we had to rely on the EV mode display and the Kilowatt (kW) meter to execute the task properly. To initiate a PG, accelerate to about 40 MPH with the engine running (the pulse part), then ease off the pedal until the hybrid system goes into EV (electric vehicle) mode and the kW meter shows zero (or if equipped with the energy flow monitor, no arrows are showing energy flow). This is the glide part. The engine is off, the electric motor is disengaged and the vehicle is literally coasting for free. When the car slows to about twenty-five or thirty MPH (depending on traffic conditions, of course) repeat the pulse part, then the glide and so on. If properly applied, this trick uses the engine only to accelerate, and it never has the chance to idle along, wasting fuel while providing no return. Forced Auto Stop (FAS) Forced Auto Stop is similar to PG without the objective of re-accelerating. In a hybrid, it is usually a matter of lifting the accelerator below a speed of approximately 40 MPH and letting the engine shut-off. This allows the car to coast to a slower speed, or come to a complete stop without the engine running. However, many conditions can affect FAS (adequate battery state of charge, hybrid system temperature, engagement of AC compressor, cabin heat, etc.) and are not always so simple. Depending upon the hardware and software controls of the hybrid system, there are ways to fool the system into FAS. Unfortunately, they are many and varied, and beyond the scope of this article. Draft Assisted Forced Auto Stop (D-FAS) This technique involves riding in the wake of a large trailer truck at highway speeds (in FAS). Its not safe, DONT DO IT. We only mention it here because it is part of some hypermilers arsenal of tricks. Driving Without Brakes (DWB) More hypermilers tongue-in-cheek terminology. We like to think of this as driving with minimal brakes, but it must be done with a good dose of common senseits really not a good idea to take a 25 MPH curve at 50 trying to save gas. The main idea here is to not use the brakes to scrub off speed that has been achieved with energy (gasoline) spent. Anticipation is the keyword. Look far down the road to anticipate traffic stoppages, sharp curves, and signal changes and begin to decelerate or coast beforehand. The benefit is three-fold: Not only does DWB increase brake life, it reduces the number of times the vehicle must be started from a dead-stop (overcoming the inertia of a stationary vehicle consumes an enormous amount of energy), and, with a hybrid, the coasting action (regenerative braking) helps charge the battery. Ridge Riding This is the practice of driving very close to the outside edge of the road in order to keep the vehicles tires out of the slight depressions (ruts) worn into the road surface by the constant pounding of daily traffic. For most purposes, this technique is really only effective on wet roadways. Staying out of the ruts, which are filled with a thin layer of water, reduces drag on the tires and increases efficiency. An additional benefit is improved safety by preventing the tires from hydroplaning (riding on top of the water) and loss of vehicle control. Face out Potential Parking This is just plain common sense with a little bit of exercise, to boot. Search out open spaces in parking lots to eliminate the wasteful movement of backing out of a slot. Go one better by locating a spot that is on a bit of a slope, and then use gravity to help get the vehicle moving from a standstill. Sound silly? Multiply those effects over hundreds of park jobs in a year; it really does add up. Fuel Consumption Display (FCD) This is the gauge on the instrument panel of hybrids and many non-hybrids as well. Dedicated hypermilers call this the game gauge, and in many ways, thats just what it is. This device continuously calculates a vehicles average fuel consumption expressed in MPG (or, in metric mode, kilometers/liter) and displays it to the driver who can then make a fantastic game of making the average FE go ever upwards. Instant Fuel Consumption Display (IFCD) The instant fuel consumption display is very similar to the FCD, except that it displays fuel usage, just as the name impliesinstantlyas it is used. The display changes moment by moment in response to sundry dynamic physical conditions: throttle off, light acceleration, heavy load, hard acceleration, coasting and cruising. This gauge, more than any other on a vehicle, hammers home the relationship between fuel economy and driving habits. Keeping the instant fuel consumption display relatively constant and even, with a high reading, will probably net more consistent (and easily attainable) FE than any trick or gadget outlined in this entire article.