USS Maryland (BB-46) in World War II

USS Maryland (BB-46) in World War II USS Maryland (BB-46) was the second ship of the US Navys Colorado-class of battleship. Entering service in 1921, the battleship briefly served in the Atlantic before spending the majority of its career in the Pacific. At Pearl Harbor on December 7, 1941, when the  Japanese attacked, Maryland sustained two bomb hits but remained afloat and endeavored to fight off the enemy aircraft. Repaired after the attack, the battleship played a support role in the early campaigns in the Pacific such the   Battle of Midway. In 1943, Maryland joined in the Allies island-hopping campaign across the Pacific and routinely provided naval gunfire support for troops ashore. The following year, it joined several other Pearl Harbor survivors in dealing out revenge on the Japanese at the Battle of Surigao Strait. Marylands later activities included supporting the invasion of Okinawa and aiding in transporting American troops home as part of Operation Magic Carpet. Design The fifth and last class  of Standard-type battleship  (Nevada, Pennsylvania, New Mexico, and Tennessee) developed for the US Navy, the Colorado-class represented an evolution of its predecessors. Conceived prior to the building of the Nevada-class, the Standard-type approach called for battleships that had common operational and tactical characteristics. These included the employment of oil-fired boilers rather than coal and the use of an  Ã¢â‚¬Å"all or nothing† armor scheme. This armor arrangement saw key areas of the vessel, such as magazines and engineering, heavily protected while less important areas were left unarmored. In addition, Standard-type battleships were to have a tactical turn radius of 700 yards or less and a minimum top speed of 21 knots.    Though similar to the preceding Tennessee-class, the Colorado-class mounted eight 16 guns in four twin turrets as opposed to the earlier vessels which carried twelve 14 guns in four triple turrets. The US Navy had been assessing the use of 16 guns for a few years and following successful tests of the weapon, discussions commenced regarding their use on the earlier Standard-type designs. This did not move forward due to the cost involved in altering these battleships and increasing their displacement to accommodate the new guns. In 1917, Secretary of the Navy Josephus Daniels finally permitted the use of 16 guns on the condition that the new class not incorporate any other major design changes. The Colorado-class also carried a secondary battery of twelve to fourteen 5 guns and an anti-aircraft armament of four 3 guns.    Construction The second ship of the class, USS Maryland (BB-46) was laid down at Newport News Shipbuilding on April 24, 1917. Construction moved forward on the vessel and on March 20, 1920, it slid into the water with Elizabeth S. Lee, daughter-in-law of Maryland Senator Blair Lee, acting as sponsor. An additional fifteen months of work followed and on July 21, 1921, Maryland entered commission, with Captain C.F. Preston in command. Departing Newport News, it conducted a shakedown cruise along the East Coast. USS Maryland (BB-46) - Overview Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 24, 1917Launched:  March  20, 1920Commissioned:  July 21, 1921Fate:  Sold for scrap Specifications (as built) Displacement:  32,600  tonsLength:  624  ft.Beam:  97  ft., 6 in.Draft:  30  ft., 6 in.Propulsion:  Turbo-electric transmission  turning 4 propellersSpeed:  21.17 knotsComplement:  1,080  men Armament (as built) 8 Ãâ€" 16  in. gun (4  Ãƒâ€" 2)12  Ãƒâ€" 5 in. guns4 Ãâ€" 3 in. guns2 Ãâ€" 21 in. torpedo tubes Interwar Years Serving as flagship for Commander-in-Chief, US Atlantic Fleet Admiral Hilary P. Jones, Maryland traveled extensively in 1922. After taking part in graduation festivities at the US Naval Academy, it steamed north to Boston where it played a role in celebrating the anniversary of the Battle of Bunker Hill. Embarking Secretary of State Charles Evans Hughes on August 18, Maryland transported him south to Rio de Janeiro. Returning in September, it took part in fleet exercises the following spring before shifting to the West Coast. Serving in the Battle Fleet, Maryland and other battleships conducted a goodwill cruise to Australia and New Zealand in 1925. Three years later, the battleship carried President-elect Herbert Hoover on a tour of Latin American before returning to the United States for an overhaul. Pearl Harbor Resuming routine peacetime exercises and training, Maryland continued to largely operate in the Pacific during the 1930s. Steaming to Hawaii in April 1940, the battleship took part in Fleet Problem XXI which simulated a defense of the islands. Due to rising tensions with Japan, the fleet remained in Hawaiian waters following the exercise and shifted its base to Pearl Harbor. On the morning of December 7, 1941, Maryland was moored along Battleship Row inboard of USS Oklahoma (BB-37) when the Japanese attacked and pulled the United States into World War II. Responding with anti-aircraft fire, the battleship was protected from torpedo attack by Oklahoma. When its neighbor capsized early in the attack, many of its crew jumped aboard Maryland and aided in the ships defense.   In the course of the fighting, Maryland sustained hits from two armor-piercing bombs which caused some flooding. Remaining afloat, the battleship departed Pearl Harbor later in December and steamed to Puget Sound Navy Yard for repairs and an overhaul. Emerging from the yard on February 26, 1942, Maryland moved through shakedown cruises and training. Rejoining combat operations in June, it played a support role during the pivotal Battle of Midway. Ordered back to San Francisco, Maryland spent part of the summer in training exercises before joining USS Colorado (BB-45) for patrol duty around Fiji. Island-Hopping Shifting to the New Hebrides in early 1943, Maryland operated off Efate before moving south to Espiritu Santo. Returning to Pearl Harbor in August, the battleship underwent a five-week overhaul which included enhancements to its anti-aircraft defenses. Named flagship of Rear Admiral Harry W. Hills V Amphibious Force and Southern Attack Force, Maryland put to sea on October 20 to take part in the invasion of Tarawa. Opening fire on Japanese positions on November 20, the battleship provided naval gunfire support for the Marines ashore throughout the battle. After a brief voyage to the West Coast for repairs, Maryland rejoined the fleet and made for the Marshall Islands. Arriving, it covered the landings on Roi-Namur on January 30, 1944, before aiding in the assault on Kwajalein the following day.   With the completion of operations in the Marshalls, Maryland received orders to commence an overhaul and re-gunning at Puget Sound. Leaving the yard on May 5, it joined Task Force 52 for participation in the Marianas Campaign.   Reaching Saipan, Maryland commenced firing on the island on June 14. Covering the landings the next day, the battleship pounded Japanese targets as the fighting raged. On June 22, Maryland sustained a torpedo hit from a Mitsubishi G4M Betty which opened a hole in the battleships bow. Withdrawn from the battle, it moved to Eniwetok before proceeding back to Pearl Harbor. Due to the damage to the bow, this voyage was conducted in reverse. Repaired in 34 days, Maryland steamed to the Solomon Islands before joining Rear Admiral Jesse B. Oldendorfs Western Fire Support Group for the invasion of Peleliu. Attacking on September 12, the battleship reprised its support role and aided Allied forces ashore until the island fell. Surigao Strait Okinawa On October 12, Maryland sortied from Manus to provide cover for the landings on Leyte in the Philippines. Striking six days later, it remained in the area as Allied forces went ashore on October 20. As the wider Battle of Leyte Gulf commenced, Maryland and Oldendorfs other battleships shifted south to cover the Surigao Strait. Attacked on the night of October 24, the American ships crossed the Japanese T and sank two Japanese battleships (Yamashiro Fuso) and a heavy cruiser  (Mogami). Continuing to operate in the Philippines, Maryland sustained a kamikaze hit on November 29 which caused damage between the forward turrets as well as killed 31 and wounded 30. Repaired at Pearl Harbor, the battleship was out of action until March 4, 1945.    Reaching Ulithi, Maryland joined Task Force 54 and departed for the invasion of Okinawa on March 21. Initially tasked with eliminating targets on the islands south coast, the battleship then shifted west as the fighting progressed. Moving north with TF54 on April 7, Maryland sought to counter Operation Ten-Go which involved the Japanese battleship Yamato. This effort succumbed to American carrier planes before TF54 arrived. That evening, Maryland took a kamikaze hit on Turret No.3 which killed 10 and injured 37.   Despite the resulting damage, the battleship remained on station for another week. Ordered to escort transports to Guam, it then proceeded to Pearl Harbor and on to Puget Sound for repairs and an overhaul.    Final Actions Arriving, Maryland had its 5 guns replaced and enhancements made to the crews quarters. Work on the ship ended in August just as the Japanese ceased hostilities. Ordered to take part in Operation Magic Carpet, the battleship assisted in returning American servicemen to the United States. Operating between Pearl Harbor and the West Coast, Maryland transported over 8,000 men home before completing this mission in early December. Moved into reserve status on July 16, 1946, the battleship left commission on April 3, 1947. The US Navy retained Maryland for another twelve years until selling the ship for scrap on July 8, 1959.

Harald Bluetooth, Former King of Denmark and Norway

Harald Bluetooth, Former King of Denmark and Norway Harald Bluetooth (c. 910–c. 987), otherwise known as King Harald I of Denmark, was best known for three major achievements. First, he completed the work of unifying Denmark under a single ruler. Second, he conquered Norway- an event which had major historical consequences. Finally, he converted the Danes and Norwegians to Christianity. The dynasty he founded went on to rule over an increasingly large kingdom that, at its height, included much of the British Isles and parts of Sweden. Fast Facts: Harald Bluetooth Known For: King of Denmark and NorwayAlso Known As:  Haraldr Gormsson, Harald Blà ¥tand Gormsen, Harald IBorn: c. 910 in Jelling, DenmarkParents: King  Gorm the Old  and Thyra  DannebodDied: c. 987, probably in Jormsborg in the northern part of modern PolandSpouse(s): Gunhild, Thora  (Tova) the daughter of  Mistivir, Gyrid OlafsdottirChildren: Thyra Haraldsdatter, Sweyn Forkbeard, Haakon, Gunhilde Early Life Harald Bluetooth, or Harold Bluetooth, was born around 910, the son of the first king in a new line of Danish royalty, Gorm the Old. His mother was Thyra, whose father was a nobleman of Sunderjylland (Schleswig). Gorm had established his power base in Jelling, in northern Jutland, and had begun to unify Denmark before his reign was over. Thyra was inclined toward Christianity, so it is possible that young Harald had a favorable view toward the new religion when he was a child, even though his father was an enthusiastic follower of the Norse gods. So fierce a follower of Wotan was Gorm that when he invaded Friesland in 934, he demolished Christian churches in the process. This was not a wise move; shortly after that he came up against the German king, Henry I (Henry the Fowler); and when Henry defeated Gorm, he forced the Danish king not only to restore those churches but to grant toleration to his Christian subjects. Gorm did what was required of him but died a year later, leaving his kingdom to Harald. Haralds Reign Harald set out to continue his fathers work of unifying Denmark under one rule, and he succeeded very well. To defend his kingdom, he strengthened existing fortifications and built new ones. The Trelleborg ring forts, which are considered among the most important remains of the Viking age, date to his reign. Harald also supported the new policy of toleration for Christians, allowing Bishop Unni of Bremen and Benedictine monks from the Abbey of Corvey to preach the gospel in Jutland. Harald and the bishop developed a cordial working relationship, and although he did not agree to get baptized himself, Harald appears to have supported the spread of Christianity among the Danes. Once he had established internal peace, Harald was in a position to take an interest in external matters, especially those concerning his blood relatives. His sister, Gunnhild, fled to Harald with her five sons when her husband, King Erik Bloodaxe of Norway, was killed in battle in Northumberland in 954. Harald helped his nephews reclaim territories in Norway from King Hakon. He was met with serious resistance at first and Hakon even succeeded at invading Jutland, but Harald was ultimately victorious when Hakon was killed on the island of Stord. Haralds Christian nephews took possession of their lands and, led by Harald Greycloak (the eldest nephew), they embarked on a campaign to unify Norway under one rule. Unfortunately, Greycloak and his brothers were somewhat heavy-handed in spreading their faith, breaking up pagan sacrifices and despoiling pagan places of worship. The unrest that resulted made unification an unlikely prospect and Greycloak began to forge alliances with former enemies. This did not sit well with Harald Bluetooth, to whom his nephews owed much for his aid in obtaining their lands, and his concerns were borne out when Greycloak was assassinated, ostensibly by his new allies. Bluetooth took the opportunity to assert his rights over Greycloaks lands and was able to take control of Norway not long after. In the meantime, Christianity had been making some notable headway in Denmark. The Holy Roman Emperor Otto the Great, who professed a deep devotion to the religion, saw to it that several bishoprics were founded in Jutland under papal authority. Due to conflicting and unsubstantiated sources, it is not clear exactly why this led to war with Harald; it may have something to do with the fact that these actions made the dioceses exempt from taxation by the Danish king, or perhaps it was because it made the territory appear to be under Ottos suzerainty. In any case, war ensued, and the exact outcome is also unclear. Norse sources maintain that Harald and his allies held their ground; German sources relate that Otto broke through the Danevirke and imposed strictures on Harald, including making him accept baptism and evangelize Norway. Whatever burdens Harald had to deal with as a result of this war, he showed himself to retain considerable clout in the following decade. When Ottos successor and son Otto II was busy fighting in Italy, Harald took advantage of the distraction by sending his son, Svein Forkbeard, against Ottos fortress in Slesvig. Svein captured the fortress and pushed the emperors forces southward. At the same time, Haralds father-in-law, the king of Wendland, invaded Brandenburg and Holstein and sacked Hamburg. The forces of the emperor were unable to counter these attacks, and so Harald reclaimed control of all of Denmark. Death In less than two years, Harald had lost all the gains he had made in Denmark and was seeking refuge in Wendland from his son. Sources are silent as to how this turn of events came to be, but it may have had something to do with Haralds insistence on converting his people to Christianity when there was still a considerable number of pagans among the nobility. Harald was killed in battle against Svein in or around 987; his body was brought back to Denmark and laid to rest in the church at Roskilde. Legacy Harald was by no means the most Christian of medieval kings, but he did receive baptism, and he did do what he could to promote the religion in both Denmark and Norway. He had his fathers pagan tomb converted to a Christian place of worship. Although the conversion of the populace to Christianity was not completed in his lifetime, he did allow a fairly robust evangelization to take place. In addition to constructing the Trelleborg ring forts, Harald extended the Danevirk and left a remarkable runestone in memory of his mother and father in Jelling. The modern Bluetooth technology used to connect electronic devices was named for the ancient Viking king. According to Jim Kardach, one of the founders of Bluetooth SIG: â€Å"Harald had united Denmark and Christianized the Danes! It occurred to me that this would make a good codename for the program. At this time I also created a PowerPoint foil with a version of the Runic stone where Harald held a cellphone in one hand and a notebook in the other and with a translation of the runes: Harald united Denmark and Norway and Harald thinks that mobile PC’s and cellular phones should seamlessly communicate. Sources The Editors of Encyclopaedia Britannica. â€Å"Harald I.†Ã‚  Encyclopà ¦dia Britannica. 4 Apr. 2018.â€Å"The Jelling Stone.†Ã‚  National Museum of Denmark.â€Å"Legendary Harald Bluetooth King Of Denmark - Who Made The Danes Christian.  Ancient Pages, 16 May 2017.â€Å"Bluetooth: Why Modern Tech Is Named After Powerful King of Denmark and Norway.†Ã‚  Ancient Origins, Ancient Origins, 20 Jan. 2017.

The New age Essay Example | Topics and Well Written Essays - 750 words

The New age - Essay Example Unlike many other religions that teach man is inherently a sinner unless cleansed, Scientology upholds that man is good. It teaches that man is his own soul that is immortal, and it is not a virtue that he possess, but rather, he is that virtue. Among the many appeals of Scientology is that the faithful believe what they please. It is also an applicable technology that answers questions on life, enabling people to have an insight of who they are (Lewis, 2007). Question Two The key contrasting aspect between religion and science is that religion presents statements that are absolute, while science develops from relative theories and truths of the forces and processes of nature. Religious statements can neither be proved right nor wrong, while scientific theories can bear their own evidence of falsehood or truth. Religion, unlike science, claims to have absolute knowledge on all arguments presented to it. While religious arguments are faith based, an authoritative, scientific theory wi ll demand evidence. It seeks to employ rational and realistic methods to gather information that helps to answer human curiosities and all its claims are open to criticisms that can prove otherwise. On the other hand, religion does not welcome criticism because of its faith foundation. It is mainly based on revelations from a divine being, and criticizing religion is considered a sin since faith does not seek proof. Question Three Globalization is the interaction and integration process between governments, organizations and people of different countries promoted by international investments and trade and encouraged by advances in information technology. It affects the culture, environment and economic trends of communities in the world, while also impacting political systems of all countries trading together. Technology and policy developments have led to tremendous increases in international trade volumes, making them cheaper and moving faster to more destinations. In the same sen se, the failures and shortcomings of humans are exhibited and exchanged among the trading partners because of the increased interconnectedness. In other words, atheism is spreading values that do not contribute towards the flourishing of human moral life. For example, technologies available can be used to sell pornography without easy detection. Human trafficking can also be conducted alongside trade as atheism poses long running challenges to freedom of cultures around the world. Demeaning and false ideas are spread faster than wholesome values and the poor, disabled and elderly become marginalized as atheism does not uphold the value of human life. Question Four Secularism can be viewed in two aspects. First, it is the government principle that gives the right not to be oppressed to any religious group by another one. Secondly, it is the separation of the state and its institutions from religious institutions and dignitaries. In the second sense, it thus implies that citizens are free from state imposed religions and the state takes a neutral stand on belief matters. Political activities of that state are not biased by religious manipulations. It is better for states to remain secular for the sake of practicing democracy. A country with mixed cultures and religion should be allowed to practice their preferred faith without being a nuisance or danger to the society. Question Five The Wicca Church’

The Social Problem of Bullying Research Paper Example | Topics and Well Written Essays - 1000 words

The Social Problem of Bullying - Research Paper Example The dependent variable in the proposed research will consist of the rate of bullying evident in a variety of schools having different characteristics, expressed as a percentage.   As such the dependent variable will be a ratio-type variable, having the ability to be expressed as a measurable number of fine distinctions possible as to quantity.   The independent variables to be utilized for this study will be drawn from data provided in the Statistical Abstracts, including age-level of students (expressed as an ordinal variable measured as elementary, middle, of high school), enrollment of school (expressed as ordinal breakdowns determining the size of schools), and minority enrollment within schools (again expressed as an ordinal breakdown).   It is expected that these different independent variables will each have an impact on the rate of bullying, as they determine the developmental age of students, as well as the size and supposed social stresses and inter-community cohesion of the various school types.   The proposed relationships of the variables will be as   The basic research problem will be to discover how the age and population characteristics of a given school are associated with incident rates of bullying.It is expected that the older the student population, the more likely it will be that bullying will be prevalent, largely because the students will be more likely to be willing to use coercion and violence against their peers as they grow into their own independence. This leads to the following hypothesis. H1. The older the student population, the higher the rate of bullying that will exist. Similarly it is expected that the larger a school is the more likely bullying will be prevalent, because (1) the school community will be more difficult to govern, and (2) the larger number of students will likely include more of the personality type that is prone to violence and bullying. This results in the second hypothesis. H2. The larger the school, the higher the rate of bullying that will exist. Finally, it is expected that the higher the rate of minority students within a given school, the more likely bullying will be prevalent. It is expected that two factors will work toward this end. First, the prevalence of more diverse communities will likely result in more social cohesion problems at this developmental age. Second, it is expected that minority students will be more likely to be involved in bullying, either as its victims, or as perpetrators, as they seek to express their own independence. This leads to the third hypothesis. H3. The larger the minority enrollment, the higher the r

The Reality of Television Essay -- TV Romance Celebities Papers

The Reality of Television Through the years, many of us have watched as celebrity couples have come together and then grown apart before our very eyes. It has become part of the American culture to be informed of what almost every celebrity icon is doing, and who they are with at the moment. Couples that were once said to be invincible proved everybody wrong, and let the pressure of being famous take over their lives. Though some couples do stay together, most tend to fall under the pressure of the media and break up. Couples such as Kate Winslet and Jim Threapleton, Tom Cruise and Nicole Kidman, and the famous Jennifer Lopez and Ben Affleck are good examples of relationships that have failed as a result of the media. Kate Winslet and Jim Threaoleton said that the pressure of fame split their beautiful relationship. Nicole Kidman and Tom Cruise who were known to be the hottest and strongest Hollywood couple proves the whole world enough by announcing their divorce after eleven years of marriage and adopting two children. Jennifer Lopez is not an unknown name in Hollywood when it comes to relationships. Known as the queen of jumping around from man to man, she has thus proved herself not to be as strong as she appears. From two previously failed marriages before, she has recently broken off her engagement to Ben Affleck. But the one question that still remains in everybody's heads is; "why do these relationships that start out so strong eventually fail?" One could say that the celebrities aren’t at fault. With the media following a couple’s every move; it would be hard to get a private moment. Another problem that many celebrity couples have is the difference of fame. What? There are celebrities that don’t stay with a ... ...onard Nathanial. (2002). The Greenwood Guide to American Pop Culture. (Vol. 4). Greenwood Press. Potter, James W. (2003). The 11 Myths of Media Violence. Thousands Oaks, California: Sage Publications. Stewart, M. (2000, January 5). Top Reason Why Celebrity Marriages Don't Work. People, Pg 37. McNamara, Joe. (1998, January). Anything goes: Moral bankruptcy of television and Hollywood. USA Today. Pg 69. Picture Sources: http://media.mnginteractive.com/media/paper36/benifer0916.jpg http://i.cnn.net/cnn/2003/SHOWBIZ/TV/02/18/tv.joe.millionaire.ap/story.joe.zora.jpg http://www.americaslibrary.gov/assets/jb/modern/jb_modern_tvkid_1_m.jpg http://i.cnn.net/cnn/2003/SHOWBIZ/books/09/02/lucy.kanfer/story.lucy.vita.jpg http://pictures.risukun.com/2002-01%20to%202002-05%20Spring%20Semester/2002-02-10%20Party%20for%20Yuta/07%20watching%20tv.JPG

Academic Motivation Essay

After the excitement and anticipation of entering college have passed and the semester is well underway, have you found yourself less and less motivated to study, or even to attend class? Although you have more or less settled down and adjusted to living away from home, making new friends, and being on your own, are you finding that the academic area just doesn’t seem to hold your interest? If this is true, perhaps you need to explore your motivation in attending college. This is often a complicated matter and requires your honest assessment of yourself and of your feelings. The following suggestions are initial steps in examining your own academic motivations. 1. First and most importantly, ask yourself why are you in college. There are probably several reasons, the most important of which should be to get an education and to expand your mind by learning. In doing so, you look forward to increasing your value in the job market, but your immediate goal as a student is to learn as much as possible during your college years. Some reasons which people often place at the top of the list, but which are usually poor reasons are: a.Your parents wanted you to come. b.All your friends came to college. c.You want to postpone getting a job. d.You want to have fun. e.You want to get a start as an athlete. f.You want to look for a spouse. g.You didn’t know what else to do. See more: Sleep Deprivation Problem Solution Speech Essay 2. Begin the process of making a career decision as soon as possible. It isn’t necessary that you make a specific decision right away, but having a career direction will increase your motivation. Others (including parents) may be able to offer helpful advice, but the final choice for a career should be yours. 3. When exploring career options, be REALISTIC. You should consider your abilities, values, and interests in evaluating career options. The fact that your great uncle (or your roommate’s brother) chose medicine or law as a career doesn’t necessarily mean that should be your choice. 4. When you have decided on a career direction, you are then able more appropriately to choose a major. The course you attempt will begin to become more relevant, and you’ll be more motivated to study. 5. Examine your attitudes about college and yourself. If you positively approach your studies, your professors, your books, your fellow students, and yourself, you increase your academic motivation. A negative attitude produces negative results in performance. Beware of unexplored anger which can interfere with learning. Unresolved anger and unrealistic expectations of others only lead to frustration and disappointment. Remember, you are in charge of only one person and not of everyone you have contact with or of every situation you face. Don’t waste your energy on negative attitudes toward persons or situations you can’t control. 6. Become actively involved in the learning process. Participate in your class; be over-prepared (rather than under-prepared) for class discussions and exams. Don’t expect the professor to teach you everything. Instead make it a point to learn by additional self-directed study. As you become more involved, you tend to learn more. 7. Remember that college is not high school. If you follow the same old patterns, you may be a loser! In college you are responsible for yourself, your courses, your study hours, your social behavior, managing your time, setting limits, managing your money, and sustaining mental and physical health. Are you mature enough to handle all of this? Everyone isn’t; so, don’t feel you are a failure if you experience problems. The important thing is to recognize the problem and seek help! There are many people on campus who can help if you will look for them. 8. Make time for recreation. It is important to spend time away from studies in activities which are relaxing. Recreation and relaxation allow you to be more productive all around. 9. Set some goals. If you clearly state what you want to accomplish and how you can accomplish it, you are much more motivated and more likely to succeed. Write these goals down on paper along with concrete steps for reaching them. Then occasionally review these goals to see what success you are having. 10. Dwell on your successes and not your failures. Where is it written that you are not allowed to fail or miss the mark on occasion? Be kind to yourself and be proud of your strong points. Try to understand why you do not do other things well. Perfection is an uncomfortable companion or goal. 11. Never lose sight of the fact that you are responsible for your life and what you do with it. Problems arise when you feel like a slave. Remember, it should be your choice to be doing what you are doing. Ultimately, you are in control even when others ask or seemingly demand something of you. 12. Be flexible and adaptable. Be open to new experiences and receptive to new ways of looking at things. This allows growth and new learning. 13. Maintain a calendar or schedule. By so doing you will be aware of and better prepared for assignments and activities and can allot and schedule additional study time when needed. Keep a calendar so you’ll know when you should be more motivated. 14. Don’t expect to be motivated 100% of the time. We all have our ups and downs. Try to be aware of too many â€Å"downs,† find out why, and do something about them. The suggestions offered here are only a beginning for self-examination. Motivation is a complicated matter. These suggestions may be enough to help you become aware of what is affecting your motivation—or lack of it—but if you’d like further exploration, give us a call at 348-5175 or visit the Center for Academic Success, 124 Osband Hall.

The Theories Of Crime, Albert Cohen s Theory Of...

Dr Simon Cottee (2011), for example, took an other approach to translate the terroristic behavior, he described Marc Sageman s seminal research on Al Qaeda, into one amoung the most famous behavioral theories of crime, Albert Cohen s theory of delinquent subcultures. (Cottee, 2011) In his other collaborative reserch, issued the same year, Cottee Hayward (2011), searched for the explaination of â€Å"of possible existential motivations for engaging in terrorism.† Where they have identified three principale explaination amoung the others, like: â€Å"(1) the desire for excitement, (2) the desire for ultimate meaning, and (3) the desire for glory.† I would add my personal opinion here, 5 years passed after this reserch has been issued. We had 9/11, as a major concern and the biggest signature of the Islamic terrorists at this time, but America didn t went to Iraq at this time, consequently we had no Charlie Hebdo, Bataclan and others attacks. If now we try to apply the theory of the  « The Existential Attractions of Terrorism  » (Cottee Hayward, 2011), we will fast realize that none of these 3 categories give an explaination, of those recent acts, which were driven by the religious motivations for and were purely base on hate and punisment constructed on the Islamic order disrespect ( according to the terrorists). Chapter II. Strain theory of terrorism of R. Agnew. (Agnew, 2010) â€Å"In sum, this research retests and builds on Agnew’s theory and argues that general strainShow MoreRelatedDelinquent Youth Subcultures1636 Words   |  7 Pagesï » ¿Delinquent Youth Subcultures A subculture is an offshoot of referential cultural but in essence very different from culture. The term subculture is commonly employed to signify shared systems of common values, norms and interests that distinguish certain people and societies from others. 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There is no universal definition of crime that gives a simple and straight forward definition. Crime is a constantly changing idea that changes due to the persons perceptions of what they would classify as ‘crime’ and what is regarded as criminal behaviour (crime and criminology). There is also no straightforward way of explaining what criminalRead MoreAnomie and General Strain Theories of Crime Essay1267 Words   |  6 PagesAnomie/Strain Theory Historical Background The theoretical framework of strain theory can be credited to sociologist Emile Durkheim. Durkheim research on formed a platform for other sociologist to further develop strain theories of crime. One of which is Robert Merton. One of Durkheim’s major works that opened the door to further research on strain theories was his book, Suicide. In this book Durkheim sough to understand the why led to one’s own self-destruction. Emile Durkheim studied suicide ratesRead MoreAlbert Cohen And The Chemical Warfare Service868 Words   |  4 PagesAlbert Cohen, born in Boston in 1918, where he spent the overwhelming majority of his life in academia. In 1939, he completed his undergraduate studies at Harvard, where he was greatly influenced by his professors, most importantly Merton at Harvard, and Sutherland at Indiana. He chose to leave the New England area for graduate school. Cohen attended Indiana University where he completed his sociology graduate degree in 1942, during a t enuous time for the nation and the world, was gripped in warRead MoreJuvenile Delinquency And Juvenile Crime Essay2267 Words   |  10 Pagescriminal justice. What criminological theories tie in with the problems of juvenile delinquency, juvenile gangs, and the reasons why juveniles do what they do? This paper explains the theories that tie in with the why, and how juveniles end up the way they do. Using the different theories explained in this paper you could hypothesize an explanation as to why the juvenile committed a crime or joined a gang. This paper touches on theories from Merton, Cohen, Cloward, Ohlin, Wolfgang, Ferracuti, andRead MoreWhat Did Durkheim Mean When He Called The Collective Conscience?1260 Words   |  6 Pagesthink this was important for understanding Crime and deviance. 2) Describe Merton s theory of Strain as an explanation of crime and deviance in society. Strain theory refers to when people turn to crime and deviancy when they feel unable to achieve socially approved goals through legitimate means. (Agnew, 1992). Featherstone and Deflem (2003) outline five routes that individuals could take in order to achieve their goals, according to Merton’s theory. The first is the ‘conformist’ route whereRead MoreEssay on Is Working Class Crime a Product of Social Background?1097 Words   |  5 PagesWorking Class Crime is Best Understood as the Product of the Social Background of the Offender To outline and assess this view we will need to look not only at the working class as a sub-culture but also at the other sub-cultures, as a comparison. All sub-cultural theories share the same belief that people who commit crime have different values from the average law abiding citizens. However, these same people associated with crime, do not live in a world with completelyRead MoreDeviance Is A Violation Of Established Contextual, Cultural, Or Social Norms1784 Words   |  8 Pages Crime exists within the broad category of behaviour that sociologists call deviance, according to sociologist William Graham Sumner ‘deviance is a violation of established contextual, cultural, or social norms, whether codified by laws or not.’ and crime is behaviour that breaks a law requiring a legal sanction. Crime is socially and historically subjective, as it varies depending on the time and place the act is committed, for example, homosexuality was illegal and punishable by death under theRead MoreCrime and Delinquency Subculture2061 Words   |  9 PagesCrime and delinquency subculture reflects on culture patterns surrounding crime and juvenile delinquency. It is created not only by individuals, but as one culture, the American culture. Subculture is derivative of, but different from some larger referential cult ures. This term is used to share systems of norms, values, individual, groups and the cultural system itself. Criminal or delinquent subcultures indicate systems of norms, values, or interest that support criminal or delinquent behavior