Curtis Hoist

Curtis Hoist Problem Definition and Statement of the Alternatives Curtis automotive hoist's main objectives is growth market share and growth profit. Actually, from 1995 to 1997, Curtis automotive hoist had increased 55 percentages. Since they succeed in US and Canadian hoist market, Curtis automotive hoist wants to try market penetration in US and Market development in European market each other.Although the rapid growth rate in US, Curtis automotive hoist has faced some problems because most US wholesaler sold a complete product line to service station as well as manufacturing some equipment. It means that CAH's lift is a minor product within the wholesaler's total line. While CAH did not have any figures, Mr. Gagnon who is a CAH's marketing manager think that CAH probably accounted for less than 20% of the total lift sales of US. Moreover CAH's managers felt that US market had unrealized potential.Curtis automotive hoist has some Alternatives, First of all, (1) Setting up the sales office in N ew York to service 12 states which are six England states (population over 13million), and the three largest mid-Atlantic states (population of 38 million), and the three largest Midwestern states (population over 32 million).Marjorie Curtis (LOC)(2) They had also considered working more closely with the wholesalers to encourage it to "push" the Curtis automotive hoist.The other one is that Curtis automotive hoist has faced expansion of the European market as a result of rapid growth of the company. Now, Curtis automotive hoist has no knowledge about Europe market. The potential market of four European Union countries had more than 200 million vehicles in use with Germany having the largest domestic fleet of 41 million vehicles followed in order by Italy, France, and England. Curtis automotive hoist has three investment options: licensing, joint venture, and direct investment.

The 3 Steps to Convert Decimals to Fractions (and Back)

The 3 Steps to Convert Decimals to Fractions (and Back) SAT / ACT Prep Online Guides and Tips Wondering how to convert decimals to fractions? Or how to convert fractions to decimals?It’s easier than you think! Keep reading to see the steps for decimal to fraction conversions (including why you need to follow different steps if you have a repeating decimal), steps for fraction to decimal conversions, a handy chart with common decimal/fraction conversions, and tips for quickly estimating conversions. How to Convert Decimals to Fractions How do you convert a decimal to a fraction? Any decimal, even complicated-looking ones, can be converted to a fraction; you just need to follow a few steps. Below we explain how to convert both terminating decimals and repeating decimals to fractions. Converting a Terminating Decimal to a Fraction A terminating decimal is any decimal that has a finite other of digits. In other words, it has an end. Examples include .5, .234, .864721, etc. Terminating decimals are the most common decimals you’ll see and, fortunately, they are also the easiest to convert to fractions. Step 1 Write the decimal divided by one. For example, say you’re given the decimal .55.Your first step is to write out the decimal so it looks like ${.55}/{1}$. Step 2 Next, you want to multiply both the top and bottom of your new fraction by 10 for every digit to the left of the decimal point. In our example, .55 has two digits after the decimal point, so we’ll want to multiply the entire fraction by 10 x 10, or 100.Multiplying the fraction by ${100}/{100}$ gives us ${55}/{100}$. Step 3 The final step is reducing the fraction to its simplest form. The simplest form of the fraction is when the top and bottom of the fraction are the smallest whole numbers they can be. For example, the fraction ${3}/{9}$ isn’t in its simplest form because it can still be reduced down to â…“ by dividing both the top and bottom of the fraction by 3. The fraction ${55}/{100}$ can be reduced by dividing both the top and bottom of the fraction by 5, giving us ${11}/{20}$. 11 is a prime number and can’t be divided any more, so we know this is the fraction in its simplest form. The decimal .55 is equal to the fraction ${11}/{20}$. Example Convert .108 to a fraction. After putting the decimal over 1, we end up with ${.108}/{1}$. Since .108 has three digits after the decimal place, we need to multiply the entire fraction by 10 x 10 x 10, or 1000.This gives us ${108}/{1000}$. Now we need to simplify. Since 108 and 1000 are both even numbers, we know we can divide both by 2. This gives us ${54}/{500}$. These are still even numbers, so we can divide by 2 again to get ${27}/{250}$. 27 isn't a factor of 250, so the fraction can’t be reduced any more. The final answer is ${27}/{250}$. Converting a Repeating Decimal to a Fraction A repeating decimal is one that has no end. Since you can’t keep writing or typing the decimal out forever, they are often written as a string of digits rounded off (.666666667) or with a bar above the repeating digit(s) $\ov {(.6)}$. For our example, we’ll convert .6667 to a fraction. The decimal .6667 is equal to $\ov {(.6)}$, .666666667, .667, etc. They’re all just different ways to show that the decimal is actually a string of 6’s that goes on forever. Step 1 Let x equal the repeating decimal you’re trying to convert, and identify the repeating digit(s). So x=.6667 6 is the repeating digit, and the end of the decimal has been rounded up. Step 2 Multiply by whatever value of 10 you need to get the repeating digit(s) on the left side of the decimal. For .6667, we know that 6 is the repeating digit. We want that six on the left side of the decimal, which means moving the decimal place over one spot. So we multiply both sides of the equation by (10 x 1) or 10. 10x = 6.667 Note: You only want one â€Å"set† of repeating digit(s) on the left side of the decimal. In this example, with 6 as the repeating digit, you only want one 6 on the left of the decimal. If the decimal was 0.58585858, you’d only want one set of â€Å"58† on the left side. If it helps, you can picture all repeating decimals with the infinity bar over them, so .6667 would be$\ov {(.6)}$. Step 3 Next we want to get an equation where the repeating digit is just to the right of the decimal. Looking at x = .6667, we can see that the repeating digit (6) is already just to the right of the decimal, so we don’t need to do any multiplication. We’ll keep this equation as x = .6667 Step 4 Now we need to solve for xusing our two equations,x = .667 and10x = 6.667. 10x - x =6.667-.667 9x = 6 x = ${6}/{9}$ x = â…” Example Convert 1.0363636 to a fraction. This question is a bit trickier, but we’ll be doing the same steps that we did above. First, make the decimal equal to x, and determine the repeating digit(s).x = 1.0363636 and the repeating digits are 3 and 6 Next, get the repeating digits on the left side of the decimal (again, you only want one set of repeating digits on the left).This involves moving the decimal three places to the right, so both sides need to be multiplied by (10 x 3) or 1000. 1000x = 1036.363636 Now get the repeating digits to the right of the decimal. Looking at the equation x = 1.0363636, you can see that there currently is a zero between the decimal and the repeating digits. The decimal needs to be moved over one space, so both sides need to be multiplied by 10 x 1. 10x = 10.363636 Now use the two equations,1000x = 1036.363636 and10x = 10.363636,to solve for x. 1000x - 10x =1036.363636 -10.363636 990x = 1026 x = ${1026}/{990}$ Since the numerator is larger than the denominator, this is known as an irregular fraction. Sometimes you can leave the fraction as an irregular fraction, or you may be asked to convert it to a regular fraction. You can do this by subtracting 990/990 from the fraction and making it a 1 that’ll go next to the fraction. ${1026}/{990}$ - ${990}/{990}$ = 1 ${36}/{990}$ x = 1 ${36}/{990}$ ${36}/{990}$ can be simplified by dividing it by 18. x = 1 ${2}/{55}$ How to Convert Fractions to Decimals The easiest way to convert a fraction to a decimal is just to use your calculator. The line between the numerator and denominator acts as a division line, so ${7}/{29}$ equals 7 divided by 29 or .241. If you don’t have access to a calculator though, you can still convert fractions to decimals by using long division or getting the denominator to equal a multiple of 10. We explain both these methods in this section. Long Division Method Convert ${3}/{8}$ to a decimal. Here is what ${3}/{8}$ looks like worked out with long division. â…Å" converted to a decimal is .375 Denominator as a Value of 10 Method Convert ${3}/{8}$ to a decimal. Step 1 We want the denominator, in this case 8, to equal a value of 10. We can do this by multiplying the fraction by 125, giving us ${375}/{1000}$. Step 2 Next we want to get the denominator to equal 1 so we can get rid of the fraction. We’ll do this by dividing each part of the fraction by 1000, which means moving the decimal over three places to the left. This gives us ${.375}/{1}$ or just .375, which is our answer. Note that this method only works for a fraction with a denominator that can easily be multiplied to be a value of 10. However, there is a trick you can use to estimate the value of fractions you can’t convert using this method. Check out the example below. Example Convert â…” to a decimal. There is no number you can multiply 3 by to make it an exact multiple of 10, but you can get close. By multiplying â…” by ${333}/{333}$, we get ${666}/{999}$. 999 is very close to 1000, so let’s act like it actually is 1000, divide each part of the fraction by 1000, and move the decimal place of 666 three places to the left, giving us .666 The exact decimal conversion of â…” is the repeating decimal .6666667, but .666 gets us very close. So whenever you have a fraction whose denominator can’t easily be multiplied to a value of 10 (this will happen to all fractions that convert to repeating decimals), just get the denominator as close to a multiple of 10 as possible for a close estimate. Common Decimal to Fraction Conversions Below is a chart with common decimal to fraction conversions. You don’t need to memorize these, but knowing at least some of them off the top of your head will make it easy to do some common conversions. If you’re trying to convert a decimal or fraction and don’t have a calculator, you can also see which value in this chart the number is closest to so you can make an educated estimate of the conversion. Decimal Fraction 0.03125 ${1}/{32}$ 0.0625 ${1}/{16}$ 0.1 ${1}/{10}$ 0.1111 ${1}/{9}$ 0.125 ${1}/{8}$ 0.16667 ${1}/{6}$ 0.2 ${1}/{5}$ 0.2222 ${2}/{9}$ 0.25 ${1}/{4}$ 0.3 ${3}/{10}$ 0.3333 ${1}/{3}$ 0.375 ${3}/{8}$ 0.4 ${2}/{5}$ 0.4444 ${4}/{9}$ 0.5 ${1}/{2}$ 0.5555 ${5}/{9}$ 0.6 ${3}/{5}$ 0.625 ${5}/{8}$ 0.6666 ${2}/{3}$ 0.7 ${7}/{10}$ 0.75 ${3}/{4}$ 0.7777 ${7}/{9}$ 0.8 ${4}/{5}$ 0.8333 ${5}/{6}$ 0.875 ${7}/{8}$ 0.8888 ${8}/{9}$ 0.9 ${9}/{10}$ Summary: How to Make a Decimal Into a Fraction If you’re trying to convert a decimal to fraction, first you need to determine if it’s a terminal decimal (one with an end) or a repeating decimal (one with a digit or digit that repeats to infinity).Once you’ve done that, you can follow a few steps for the decimal to fraction conversion and for writing decimals as fractions. If you’re trying to convert a fraction to decimal, the easiest way is just to use your calculator. If you don’t have one handy, you can use long division or get the denominator equal to a multiple of ten, then move the decimal place of the numerator over. For quick estimates of decimal to fraction conversions (or vice versa), you can look at our chart of common conversions and see which is closest to your figure to get a ballpark idea of its conversion value. What's Next? Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius?We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class?We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

Ethics of Robotic Warfare Research Paper Example | Topics and Well Written Essays - 2000 words

Ethics of Robotic Warfare - Research Paper Example During military missions such as Operation Iraq Freedom in Iraq and Operation enduring Freedom in Afghanistan the US troops used 6,000 unmanned robotic systems. Systems such as the Global Hawk and Reaper are highly effective in reconnaissance, munitions delivery, air/ground survey and photography (Weber 11). These robotic operations are helpful as they help commanders make rational, intelligent and well informed military decisions in times of war. Although the robots may be used for tactical defense and other war actions, there remains the question of ethics behind the use of robots in warfare. Capurro and Nagenborg state that â€Å"robots are and will remain in the foreseeable future dependent on human ethical scrutiny as well as on the moral and legal responsibility of humans (54).† What exactly is robotic ethics? Ethics is a discipline that is concerned with morals and values that explicitly or implicitly underlie human behavior. Robotic ethics therefore, is the term used to describe the moral norms and values that relate to the use of robots where human life or interest is concerned. The interaction of humans and robots raises some difficult but serious questions regarding the creation of war machines that may or may not be morally inclined to carry out war operations (McDaniel 99). The big question here is: does the world really need robotic welfare? Issues arise regarding the application of these robots for example, the use of these robots in warfare, ramification of labor and the intentional manipulation of the human beings by the robot creatures (Brey, Briggle and Waelbers 45). Of great concern has the use of the robots for warfare as it would be discussed in this paper. The use of the robots has short term ethical consequences which are very serious. The ethics of the battlefield have for a long time been a huge problem and caused a lot of constraint for military conduct. The Geneva Conventions were created

Black studies 1019--opinion paper--choosing two topics and describing Essay

Black studies 1019--opinion paper--choosing two topics and describing their ideas and how they affected african americans in the - Essay Example as he develops them from Gandhi’s influence. The influence of Marcus Garvey on Malcolm X can be seen when he states: "The American black man should be focusing his every effort toward building his own businesses, and decent homes for himself. As other ethnic groups have done, let the black people, wherever possible, patronize their own kind, and start in those ways to build up the black race's ability to do for itself. That's the only way the American black man is ever going to get respect. One thing the white man never can give the black man is self-respect! The black man never can be become independent and recognized as a human being who is truly equal with other human beings until he has what they have, and until he is doing for himself what others are doing for themselves. The black man in the ghettoes, for instance, has to start self-correcting his own material, moral and spiritual defects and evils. The black man needs to start his own program to get rid of drunkenness, drug addiction, prostitution.

Allyn & Bacon Essay Example for Free

Allyn Bacon Essay Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Charles, C. M. (2005), Building classroom discipline (8th ed. ). Needham Heights, MA: Allyn and Bacon. All electronic materials are available on the student website. Class Participation WKS 1-330 Discussion QuestionsWKS 1-330 Discipline Model PaperWK 340 Total 100 ASSIGNMENTS ________________________________________ Week 1 Assignments Week 1 Learning Objectives: Discipline Models for Educators †¢Analyze several discipline models. †¢Compare and contrast the differences among various discipline models †¢Examine situations in which each discipline model would work best †¢Compare and contrast discipline systems for the primary, intermediate, and secondary grade levels with those currently used in the classrooms Room Arrangement †¢Identify effective classroom arrangements to minimize discipline problems Preventive Discipline †¢Analyze the causes of discipline problems 1. Read chapters 2-6 in Building classroom discipline (8th ed) Post biography in Chat Room (Day 1). 2. Respond to the Discussion Questions posted in the main classroom. Due: Day 3 Participate in the class discussion on at least 4 days during the online week according to the Participation guidelines. Brief Summary of Week One Deliverables AssignmentIndividual or Learning TeamLocationDue ParticipationIndividualMainOngoing— 4 days per week BioIndividualChat RoomTuesday Individual DQsIndividualMainThursday ________________________________________ Week 2 Assignments Week 2 Learning Objectives: Developing Classroom Rules and Procedures. †¢Analyze a systematic approach to classroom management †¢Identify guidelines for developing classroom rules and procedures Communication Skills †¢Identify communication skills that promote successful classroom management Classroom Management Strategies and Effective Teacher Behaviors †¢Examine strategies to enhance students’ self-concepts †¢Describe the characteristics of a well-managed classroom †¢Identify the strengths and weaknesses of various teaching strategies in relation to effective classroom management Assignments 1. Read chapters 6-11 in Building classroom discipline (8th ed).

Database Comparison of SQL Server 2000, Access, MySQL, DB2, and Oracle

Introduction This paper will compare and contrast five different database management systems on six criteria. The database management systems (DBMS) that will be discussed are SQL Server 2000, Access, MySQL, DB2, and Oracle. The criteria that will be compared are the systems’ functionality, the requirements that must be met to run the DBMS, the expansion capabilities – if it is able to expand to handle more data over time, the types of companies that typically use each one, the normal usage of the DBMS, and the costs associated with implementing the DBMS. System functionality Microsoft Access is a database engine and development environment in one package. It is typically workstation-based, and designed to be easy to use, even for users with no experience. However, it also provides advanced functionality for experienced users. MySQL is the largest open-source RDMBS, and it is server-based, as well as the rest of the DBMS that will be discussed. According to the mysql.com website, it offers high reliability and performance, easy use and deployment, freedom from platform lock-in by providing ready access to source code, and cross-platform support. SQL Server is an enterprise class RDBMS from Microsoft. It is part of the Back Office Suite of products. Although it is always server-based in production, it can be client-based in development. DB2 is also an enterprise-class DBMS, produced by IBM. It offers some object-oriented functionality, as well as cross-platform compatibility, and is server-based. Finally, Oracle offers much of the same functionality as DB2 , with cross-platform capability, and some object-oriented features. It, as well, is server-based. System Requirements There is a correlation between the complexity of the DBMS and the system requirements. For instance, Access can be installed on any Windows-based operating system from Windows 95 and above. SQL Server, in the widely used Standard and Enterprise editions, is also strictly Windows-based, but must be run on Windows NT or 2000 Servers. The personal and development editions of SQL Server may be run on Windows NT Workstation, and Windows 2000 and XP Professional, in addition to the server platforms. MySQL has a wide variety of platforms, including the Windows platforms, Sun Solaris, FreeBSD, Mac OS X, and HP-UX, to list a few. DB2 will run on Windows NT 4 and higher, Sun Solaris, HP-UX and Linux.... ...n   Ã‚  Ã‚  Ã‚  Ã‚  This paper was written to show the similarities and differences in five different databases. It compared Access, MySQL, SQL Server, DB2, and Oracle in six different areas. It found many similarities in functionality, but large diversity in pricing. References Chigrik, Alexander, Oracle 9i Database vs DB2 v8.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/oracle_vs_db2.htm Chigrik, Alexander, SQL Server 2000 vs Access 2000 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_access.htm Chigrik, Alexander, SQL Server 2000 vs DB2 v8.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_db2.htm Chigrik, Alexander, SQL Server 2000 vs MySQL version 4.1 (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_mysql.htm Chigrik, Alexander, SQL Server 2000 vs Oracle 9i (n.d.), retrieved April 6, 2005, from http://www.mssqlcity.com/Articles/Compare/sql_server_vs_oracle.htm MySQL Licensing Policy (n.d.), retrieved April 6, 2005, from the MySQL company website: http://www.mysql.com/company/legal/licensing/

Should We Abolish Pennies?

What would it be like without pennies? Without them we can’t use them for changes. Life would be different without pennies. Everything will have to change if we take out pennies in the U. S. If we don’t have pennies, then everything will be rounded off to the nearest five or ten cents. All the products with extra changes in the sale will have to change the amount of its costs to a point where no penny is needed. That’s more work for the workers to do, making all the costs of the items in the store into an amount where pennies aren’t needed. What would happen to the 99 cents store? If the pennies were to be gone, it won’t have the 99 cents store anymore. Sure they can change the cost of items to a dollar, but that is one cent more than the customers used to pay. That may not sound like a lot of money, but think about it, if you buy one hundred items for one hundred dollars, you could’ve save one dollar and one dollar can save a person’s life from starvation. And if they change it to 95 cents, they will lose profit. The sign of the store will have to be changed to whatever cost they decided to change the items to, but they can’t change the sign to â€Å"$1 Store† because there are already a store called that. And if they do change the sign, that means that they have to use their own money to get the new sign, which also means they’ll have less money to use for other necessary things for the store. The sources say that the penny is the lowest denomination coin, but if it were to be gone, the nickel would be the lowest denomination coin. Would it end up like the pennies and would be abolish in the future years? Even if the pennies were to be completely gone, the nickels will have the same complaints that the pennies were having and the complaints of the lowest denomination coin will go on and on until there is no coins left. In taking the pennies off, memories of Abraham Lincoln will be gone. All the things Lincoln did for the U. S. will fade away. We will no longer see him in coins, the 16th president will be less recognized without having a penny as his memory source. Abraham Lincoln will be forever remember with the pennies! This is how it would be like without pennies. Everything will be rounded off up or down. Would you want that to happen? Would you want Abraham Lincoln’s memories to fade away? Every penny counts, just as â€Å"every vote counts†. We must save the pennies!

Caring for Individuals with Additional Needs Essay

In this task the explanation of why individuals may experience additional needs will be provided. There are 4 main categories of disability. I will list them and also give an example of each category and also say if the disability is physical, cognitive or sensory. Physical meaning having problems with strength or co-ordination within caused by having an accident or an inspection. Cognitive meaning a person having problems with learning and understanding everyday things. Sensory – this can be a problem with learning through sight, taste, smell, touch and hearing. Basically this has to do with the five senses. The categories are: Genetic (from a family member through blood) – Sickle cell is contracted through either parent (mother/father) who has the trait. This trait can be passed on to the child or children. If the father has a trait and the mother has a trait, the child can get the full trait. This category is physical. Accidental – accidents can cause disability e. g. a person driving a car and accidentally hits down a person walking in the road; this can cause major damage to this person. The person could be paralyzed for life. This category is physical and could also be cognitive because this person could have hit his/her head and ended up being brain damage. The brain damage can lead to this person losing most of the knowledge he/she had before and have to start learning all over again. Developmental – can be caused be a pregnant woman having difficulty in the womb or during birth. A child can develop disability while growing up for example contracting Meningitis. Possible complications that can be caused are hearing loss, learning disability or problem with co-ordination and balance. This category can be sensory, physical or cognitive. Environmental – can be caused by working in a place where there is lots of dust or even smoking can cause a person to develop asthma or other infections. This category can be physical.

25 Subordinating Conjunctions

25 Subordinating Conjunctions 25 Subordinating Conjunctions 25 Subordinating Conjunctions By Mark Nichol If you’re having trouble developing sentences with sufficient variety to keep your writing fresh, take a ride on A WHITE BUS. No, I’m not shouting at you; A WHITE BUS is a mnemonic initialism that reminds you about a set of conjunctions with which you can begin dependent clauses. (A dependent clause is a phrase that must be attached to an independent clause a series of words that can stand on its own as a sentence to make grammatical sense.) Below, you’ll find the words or phrases that the letters in A WHITE BUS represent, and sample sentences in which they’re employed. A 1. â€Å"After dinner, we’ll go see a movie.† 2. â€Å"Although I’d rather not, I’ll make an exception.† 3. â€Å"As you know, she’s rather eccentric.† W 4. â€Å"When we’re done, let’s get some ice cream.† 5. â€Å"Whenever I go, I try to see something I’ve never seen before.† 6. â€Å"Whether or not you agree, I think it looks fine.† 7. â€Å"Where I go, they always have sales.† 8. â€Å"Wherever I go, I try to enjoy myself.† 9. â€Å"While I’m there, I play music on a jukebox.† H 10. â€Å"How is it that even though you go there all the time, you’ve never noticed that before?† I 11. â€Å"If you find out, please let me know.† 12. â€Å"In case you hadn’t heard, I couldn’t care less.† 13. â€Å"In order to enjoy your trip, take your time and enjoy the sights.† T 14. â€Å"That I like wearing red that has never been in dispute.† 15. â€Å"Though I’m flexible, I draw the line about that.† E 16. â€Å"Even if it is true, I’ll forgive him.† 17. â€Å"Even though I’d heard the song before, I hadn’t known who sang it.† 18. â€Å"Ever since I met her, I haven’t been able to think about anything else.† B 19. â€Å"Because I’ve been there before, I’d rather go somewhere else.† 20. â€Å"Before I saw the house, I was ready to just rent an apartment.† U 21. â€Å"Unless you’re willing to wait, you’ll have to come back tomorrow.† 22. â€Å"Until we find it, we can’t leave.† S 23. â€Å"Since then, I’ve had a different opinion of him.† 24. â€Å"So sure were you of your theory about them, you ignored evidence that you were wrong.† 25. â€Å"So that I’m sure I understand you, please repeat what you said.† Sometimes, ON, representing â€Å"only if† (â€Å"Only if I get to drive will I go with you†) and â€Å"now that† (â€Å"Now that we understand each other, things are much better†) precedes A WHITE BUS in the mnemonic phrase. Note, too, that the order in which the dependent and independent clauses appear can be reversed (though often, the comma separating the clauses is then not necessary). However, because the independent clause generally contains the essential information, the sentence is usually more effective when the independent clause trails the dependent clause. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Grammar Quiz #21: Restrictive and Nonrestrictive Clauses5 Examples of Insufficient Hyphenation

General Billy Mitchell - Father of the US Air Force

General Billy Mitchell - Father of the US Air Force Billy Mitchell - Early Life Career: The son of wealthy Senator John L. Mitchell (D-WI) and his wife Harriet, William Billy Mitchell was born on December 28, 1879 at Nice, France. Educated in Milwaukee, he later enrolled at Columbian College (present-day George Washington University) in Washington, DC. In 1898, prior to graduating, he enlisted in the US Army with the goal of fighting in the Spanish-American War. Entering the service, Mitchells father soon used his connections to obtain his son a commission. Though the war ended before he saw action, Mitchell elected to remain in the US Army Signal Corps and spent time in Cuba and the Philippines. Billy Mitchell - An Interest in Aviation: Sent north in 1901, Mitchell successfully built telegraph lines in remote areas of Alaska. During this posting, he began studying Otto Lilienthals glider experiments. This reading, combined with further research, led him to conclude in 1906 that future conflicts would be fought in the air. Two years later, he witnessed a flying demonstration given by Orville Wright at Fort Myer, VA. Sent to the Army Staff College, he became the only Signal Corps Officer on the Army General Staff in 1913. As aviation was assigned to the Signal Corps, Mitchell was well placed to further develop his interest. Associating with many early military aviators, Mitchell was made deputy commander of the Aviation Section, Signal Corps in 1916. At age 38, the US Army felt that Mitchell was too old for flying lessons. As a result, he was forced to seek private instruction at the Curtiss Aviation School in Newport News, VA where he proved a quick study. When the US entered World War I in April 1917, Mitchell, now a lieutenant colonel, was en route to France as an observer and to study aircraft production. Traveling to Paris, he established an Aviation Section office and began connecting with his British and French counterparts. Billy Mitchell - World War I: Working closely with the Royal Flying Corps General Sir Hugh Trenchard, Mitchell learned how to develop aerial combat strategies and plan large-scale air operations. On April 24, he became the first American officer to fly over the lines when he rode with a French pilot. Quickly earning a reputation as a daring and tireless leader, Mitchell was promoted to brigadier general and given command of all American air units in General John J. Pershings American Expeditionary Force. In September 1918, Mitchell successfully planned and orchestrated a campaign using 1,481 Allied aircraft in support of ground forces during the Battle of St. Mihiel. Gaining air superiority over the battlefield, his aircraft aided in driving back the Germans. During his time in France, Mitchell proved a highly effective commander, but his aggressive approach and unwillingness to operate in the chain of command made him numerous enemies. For his performance in World War I, Mitchell received the Distinguished Service Cross, the Distinguished Service Medal, and several foreign decorations. Billy Mitchell - Air Power Advocate: Following the war, Mitchell expected to be placed in command of the US Army Air Service. He was blocked in this goal when Pershing named Major General Charles T. Menoher, an artilleryman, to the post. Mitchell instead was made Assistant Chief of the Air Service and was able to retain his wartime rank of brigadier general. A relentless advocate for aviation, he encouraged US Army pilots to challenge records as well as promoted races and ordered aircraft to aid in fighting forest fires. Convinced that air power would become the driving force of war in the future, he pressed for the creation of an independent air force. Mitchells vocal support of air power brought him into conflict with the US Navy as he felt the ascent of aviation made the surface fleet increasingly obsolete. Convinced that bombers could sink battleships, he argued that aviation should be the US first line of defense. Among those he alienated was Assistant Secretary of the Navy Franklin D. Roosevelt. Failing to achieve his goals, Mitchell became increasingly outspoken and attacked his superiors in the US Army, as well as the leadership of the US Navy and White House for failing to understand the importance of military aviation. Billy Mitchell - Project B: Continuing to agitate, Mitchell managed in February 1921 to convince Secretary of War Newton Baker and Secretary of the Navy Josephus Daniels to hold joint Army-Navy exercises in which his aircraft would bomb surplus/captured ships. Though the US Navy was reluctant to agree, it was compelled to accept the exercises after Mitchell learned of their own aerial testing against ships. Believing that he could succeed in wartime conditions, Mitchell also held that a thousand bombers could be built for the price of one battleship making aviation a more economical defense force. Dubbed Project B, the exercises moved forward in June and July 1921 under a set of rules of engagement that greatly favored the survivability of the ships. In the early tests, Mitchells aircraft sank a captured German destroyer and light cruiser. On July 20-21, they attacked the German battleship Ostfriesland. While the aircraft did sink it, they violated the rule of engagement in doing so. In addition, the circumstances of the exercises were not wartime conditions as all of the target vessels were stationary and effectively defenseless. Billy Mitchell - Fall from Power: Mitchell repeated his success later that year by sinking the retired battleship USS in September. The tests incensed President Warren Harding who wished to avoid any show of naval weakness immediately prior to the Washington Naval Conference, but did lead to increased funding for military aviation. Following a protocol incident with his naval counterpart, Rear Admiral William Moffett, at the beginning of the conference, Mitchell was sent overseas on an inspection tour. Returning to the US, Mitchell continued to criticize his superiors regarding aviation policy. In 1924, the commander of the Air Service, Major General Mason Patrick, sent him on a tour of Asia and the Far East to remove him from the limelight. During this tour, Mitchell foresaw a future war with Japan and predicted an aerial attack on Pearl Harbor. That fall, he again blasted the Army and Navy leadership, this time to the Lampert Committee. The following March, his term of Assistant Chief ended and he was exiled to San Antonio, TX, with the rank of colonel, to oversee air operations. Billy Mitchell - Court Martial: Later that year, following the loss of the US Navy airship USS , Mitchell issued a statement accusing the militarys senior leadership of almost treasonable administration of the national defense and incompetence. As a result of these statements, he was brought up on court-martial charges for insubordination at the direction of President Calvin Coolidge. Beginning that November, the court-martial saw Mitchell receive broad public support and notable aviation officers such as Eddie Rickenbacker, Henry Hap Arnold, and Carl Spaatz testified on his behalf. On December 17, Mitchell was found guilty and sentenced to a five-year suspension from active duty and loss of pay. The youngest of the twelve judges, Major General Douglas MacArthur, called serving on the panel distasteful, and voted not guilty stating that an officer should not be silenced for being at variance with his superiors in rank and with accepted doctrine. Rather than accept the punishment, Mitchell resigned on February 1, 1926. Retiring to his farm in Virginia, he continued to advocate for air power and a separate air force until his death on February 19, 1936. Selected Sources National Museum of the US Air Force: Brigadier General William Billy MitchellUS Army: William Billy MitchellEarly Aviators: Billy Mitchell

The purpose of a college education Essay Example | Topics and Well Written Essays - 1000 words

The purpose of a college education - Essay Example on acts as a supplier for vocational training and credentialing services), the purpose of college education is to advance economics’ skills and knowledge. In addition, knowledge is among the important things a student should achieve from college education. Students should have a feeling that, college education gives them something apart from a diploma or a degree-whether it means giving them a job offer, technical skills, or a greater understanding about the world. College education should also serve as a tool for preparing students for the new economy. College education should also aim at changing students in a form that portrays significant improvements in their lives (Conrad and Laura 34). This essay aims at outlining what students should be seeking when they enroll to pursue college education. Notably, public and private higher education institutions globally are facing unprecedented challenges due to the large number of issues including the value of degrees offered in a college, scrutiny over student completion and access, and student aid support. Generally, the main purpose of college education is to disseminate and create knowledge about the world and the students themselves (Conrad and Laura 34). It is also a purpose of college education to create a higher order communicative and cognitive skills in students, such as offering them the ability to reason and think logically. After completion of higher education, graduates should come out with other skills such as motivation to pose challenges on the status quo, as well as the capacity to create sophisticated values. However, the current society view colleges as a training ground where students join to advance their professional and vocational skills. This agenda often creates tension between these two notions: college e ducation is purposely for public good and college education is purposely for private good (Conrad and Laura 37). Due to this tension, universities and colleges have increasingly become