10th (or 11th) Grade Reading List

10th (or 11th) Grade Reading List Summer reading is a great way to  maintain fluency and reading level. The right book can also encourage independent reading. But finding the elusive book your teen or students will enjoy can be tricky. While many teachers rely on the classics when choosing books there are many contemporary YA titles that are perfect for the classroom. Using contemporary YA novels can also help foster a love of reading in teens who may have trouble relating to the more adult themes and antiquated language in some classics. Many teachers have begun to incorporate novels aimed at their students age level into their lessons to great success. When assigning summer reading it can be a good idea to allow students to choose from a list of different titles. This allows the student to have some control over their assignment and the opportunity to pick a book they are truly interested in. These are a sampling of the titles that often appear on high-school reading lists for 10th (or 11th) grade. Regardless of your age or skill, the books on this list are great introductions to literature.   These are a sampling of the titles that often appear on high-school reading lists for 10th (or 11th) grade. Regardless of your age or skill, the books on this list are great introductions to literature.   Reading List Animal Farm - George OrwellBrave New World - Aldous HuxleyCanterbury Tales - Geoffrey ChaucerGullivers Travels - Jonathan SwiftHeart of Darkness - Joseph ConradJane Eyre - Charlotte BronteLord Jim - Joseph ConradHarry Potter and the Sorcerers Stone - J.K. Rowling  The Color Purple - Alice Walker1984 - George OrwellPride and Prejudice - Jane AustenReturn of the Native - Thomas HardyThe Martian - Andy WeirNever Let Me Go - Kazuo Ishiguro100 Years of Solitude - Gabriel Garcia Marquà ©zSaint Joan - George Bernard ShawDune - Frank HerbertTheir Eyes Were Watching God - Zora Neale HurstonSilas Marner - George EliotInterpreter of Maladies - Jhumpa LahiriThe House on Mango Street - Sandra CisnerosTale of Two Cities - Charles DickensTurn of the Screw - Henry JamesTo the Lighthouse - Virginia WoolfWuthering Heights - Elizabeth BronteTo Kill a Mocking Bird - Harper LeeThings Fall Apart - Chinua AchebeThe Handmaids Tale - Margaret AtwoodThe Absolutely  True Diary of a Part-Time  Indian - S herman Alexie Lord of the Flies - William Golding  Persepolis - Marjane SatrapiSlaughter-House Five - Kurt VonnegutA Rasin in the Sun - Lorraine HansberryThe Book Thief - Mark ZusakFools Crow - James WelchThe Hunger Games - Suzanne CollinsThe Perks of Being a Wallflower - Stephen ChboskySpeak - Laurie Halse AndersonNative Son - Richard WrightThe Hitchhikers Guide to the Galaxy - Douglas AdamsThe Catcher in the Rye - J.D. SalingerLittle Brother - Cory DoctorowThe Bell Jar - Sylvia PlathThe Outsiders - S.E. HintonThe Fire Next Time - James BaldwinBeloved - Toni Morrison

About Form DD-214 Request Report of Separation

About Form DD-214 Request Report of Separation The DD Form 214, Certificate of Release or Discharge from Active Duty, generally referred to as a DD 214, is a document issued by the United States Department of Defense upon the retirement, separation or discharge from active duty of any service member who served in any branch of the U.S. Armed Services. The DD 214 verifies and documents the former service member’s complete military service record during both active and reserve duty. It will list items such as awards and medals, rank/rate and pay grade held on active duty, total military combat service and/or overseas service, and various branch-specific specialties and qualifications held. Persons who serve exclusively in the Air National Guard or Army National Guard will receive a form NGB-22 from the National Guard Bureau, instead of a DD 214. The DD 214 also includes codes describing the service members’ reason for discharge and their reenlistment eligibility. These are the Separation Designator/Separation Justification (abbreviated as SPD/SJC) Codes and Reenlistment Eligibility (RE) Codes. Why the DD 214 Might Be Needed The DD 214 is typically required by the Department of Veterans Affairs to grant veterans benefits. Private sector employers may also require job applicants to provide a DD 214 as proof of military service. In addition, funeral directors typically require a DD 214 to show a deceased person’s eligibility for burial in a VA cemetery with provision of military honors. Since 2000, the families of all eligible veterans have been allowed to request honors including the presentation of a folded United States ceremonial burial flag and the sounding of Taps, at no cost. Requesting a DD 214 Copy Online There are currently two government sources where copies of a DD 214 on other military service records can be requested online: The eVetRecs website maintained by the National Archives and Records Administration allows veterans or their next of kin to request copies of DD 214s and separation documents, as well as medical records, and replacement medals. Note that copies can be requested only by veterans or their next of kin defined as a surviving spouse that has not remarried, father, mother, son, daughter, sister, or brother.The eBenefits veteran’s benefits web portal managed jointly by the United States Department of Veterans Affairs and the United States Department of Defense. The service allows veterans to review, and print documents from their official Military Personnel File, including their DD 214. eBenefits claims to provide electronic copies within 48 hours. However, in order to request a DD 214, the veteran must have an eBenefits Premium Account. When requesting military records online via the eVetRecs service,  certain basic information will be requested. This information includes: The veterans complete name used while in serviceService numberSocial Security numberBranch of serviceDates of serviceDate and place of birth (especially if the service number is not known).If you suspect your records may have been destroyed in the 1973 fire at the National Personnel Records Center, also include: Place of discharge, Last unit of assignment; and place of entry into the service, if known. All requests must be signed and dated by the veteran or next-of-kin. If you are the next of kin of a deceased veteran, you must provide proof of death of the veteran such as a copy of death certificate, letter from funeral home, or published obituary. If You are Not a Veteran or Next of Kin If you are not the veteran or next of kin, you must complete the Standard Form 180 (SF 180). You must then mail it or fax it to the appropriate address on the form. The Defense Department issues to each veteran a DD-214, identifying the veterans condition of discharge - honorable, general, other than honorable, dishonorable or bad conduct. For complete instructions on how to apply for a copy of your DD-214, see Veterans Service Records from the National Archives and Records Administration. Be sure to download and complete BOTH SIDES of the SF-180. The back of the form contains important mailing addresses and instructions. The Standard Form 180 is formatted for legal size paper (8.5 x 14). Please print it that way if your printer can accommodate that. If your printer can only print on letter size paper (8.5 x 11), select shrink to fit when the Adobe Acrobat Reader Print dialog box appears. Costs and Response Time Generally there is no charge for military personnel and health record information provided to veterans, next-of-kin, and authorized representatives. If your request involves a service fee, you will be notified as soon as that determination is made. Response time varies dependent upon the complexity of your request, the availability of records, and our workload. Please do not send a follow-up request before 90 days have elapsed as it may cause further delays. National Archives and Records Administration

Week 3Hand-in Assignment -3 Example | Topics and Well Written Essays - 750 words - 1

Week 3Hand-in -3 - Assignment Example Hartsfield is the world’s busiest airport by passenger traffic and the Agency quickly recognized it had a big problem. In accordance with its redundancy procedures, the system was switched to its Salt Lake City, Utah facility. That was no doubt a bad mistake, for Salt Lake City was much smaller than Atlanta and not equipped to handle such immense traffic. It too crashed with in a short period of time and because of the airlines’ â€Å"hub and spoke† system the ripple effect was felt all up and down the East Coast. With the additional effect of bad weather, American had to cancel â€Å"40 or 50† flights and Southwest admitted forty per cent of its air traffic in the East was either cancelled or delayed. A spokesman for the Controllers said â€Å"the problem forced controllers to enter flight information manually†. Once again the old style Flight Progress Strips proved to be what saved the day (CBS 2009). Unfortunately for the FAA, Salt Lake City was the test bed for its new Next Gen computer system specifically the En Route Automation Modernization (ERAM) computer, specially designed for the higher flying larger aircraft such as the Boeing 787 and the Airbus 380, each of which can hold hundreds of passengers. ERAM, based upon Global Positioning System (GPS), was supposed to replace equipment using radar technology that has its roots in World War II, seventy years old. However, after the Atlanta fiasco, the newest computer system was put on hold for several years to come but Salt Lake will continue to provide testing material (Lowy 2010). Yet the system, however antiquated, seems to work quite well. In calendar year 2011, revenue passenger aircraft flew almost 567 million miles just domestically in the United States. That does not count thousands more military, cargo and private flights. Nor does it take into account at least that many more international air carriers arriving

Social Policy History Scavenger Hunt Assignment Essay

Social Policy History Scavenger Hunt Assignment - Essay Example Federal law is therefore binding on all states and is superior to state law. Historically all social policies directed towards marijuana have considered its essentially negative impact on the society. The legal history of marijuana shows that the drug has regularly been regulated by the government through different Acts. The role of government has been central in the implementation of laws pertaining to marijuana usage. On several occasions throughout history, regulations restricting marijuana usage have been relaxed and tightened. Since laws vary from state to state, laws pertaining to marijuana usage have also seen many inconsistencies. Despite federal law being superior to state laws and having made marijuana illegal, state laws continue to legalize marijuana usage. In such a case, there is increased confusion regarding what laws should be followed and how states can handle the issue. Federal law has been relatively more consistent with its stand on marijuana usage. However, state laws differ on their stand on marijuana usage. With Washington and Colorado having legalized medicinal and recreational use of marijuana within their states, many other states have been joining in. However, the vast majority of the states still continue to prohibit the use of marijuana. This is due to the social costs of marijuana legalization as a result of which social policy has historically shown great concern for marijuana legalization. The association of marijuana usage with other social vices such as crimes has led social policies to be focused more towards restricting marijuana usage. This stance is aligned with federal law which states that marijuana is illegal. The inconsistencies between state laws have also encouraged people to look for permanent answers in federalism (Reisert, 2015). The similarity between the marijuana legalization issue and social

Personal Ethics Statement Essay Example for Free

Personal Ethics Statement Essay My personal ethics statement includes my values and ideals important to me as an academic and in everyday life. My ethics are personal beliefs and morals that reflect and define the person I am. The decisions and choices I make every day should be consistent with integrity and respect toward others. These ethics will ensure my happiness and peace if I keep and hold these values. I believe the value of equality for people regardless of race, religion, and handicaps ensure that all people can be treated fairly. Treating people with respect and dignity while holding myself accountable to these principles will ensure that I treat others as I want to be treated. My preferred ethical lens is the reputation lens. I listen to my intuition and determine what character traits and virtues will best serve the community. The equality of a community is important to ensure a fair and balanced society for all. All people should contribute and develop a voice in a community by actively participating and finding common ground thru diversity. I believe in examining each situation in its own context rather than applying same solutions for the whole community. My blind spot possessing unrealistic role expectations either on myself or others means that I need to pay close attention to my expectations of other individuals. My expectations may not be the same as others, so not forgetting the people make mistakes same as me. Keeping in mind that I am not in control of every situation and that other people are capable of resolving problems or events that I may believe are only accomplishable by me. Trusting other people’s choices and decisions will help in overcoming this blind spot. My strengths include courage and steadiness in the face of obstacles. I avoid rash decisions and at the same time have courage to face unknown or untested waters. I value friendship and keep close connections with people I trust and value. I appreciate those who work alongside and help to encourage me. I value equality and demonstrate compassion for others in need. My weakness include; entitlement, hardness of heart, and confusion. Believing that I am entitled to special privileges and persuade others that my role gives me pecial rights are inconsistent with good character traits. Hardness of heart comes from experiences of people that did not live up to my expectations. I must develop and practice mindfulness not to be confused on the role that I am identified. Identifying my weakness is important, it allows for self-reflection and improvement. The values I hold, and the resultant behavior allows me to listen to my intuition and determine what traits and virtues will serve the community. My values define me and my behaviors are a reflection of whom I am. My behaviors also affect others in relationships either casual or professional. The choices I make are behaviors and reflect me. My personal ethics determine my course of action allowing me to see more clearly and finding balance in my life. Exploring and digging deep into my own emotions will allow me to discern decisions I make. Keeping an open and honest heart in all situations and reexamining my ethics will allow for improvement and correction. I believe that all these things will help keep me focused and grounded to help with better decision making and improve my quality of life.

The Use of Deception in William Shakespeares Twelfth Night Essay

The Use of Deception in William Shakespeare's Twelfth Night   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Deception is a key theme in William Shakespeare's Twelfth Night. The characters must use deception to obtain good things, escape bad situations, or to play cruel hilarious ticks on other people. One example of deception is when Viola clothes herself in men's clothing in order to obtain a job under the Duke of Illyria, Orsino. During another scene Sir Andrew, Fabian, Maria, and Sir Toby Belch trick Malvolio into making a fool of himself. A third example of deception is when Feste the jester disguises himself as Sir Topas and taunts Malvolio. Each of these scenes and characters helps depict the different uses of deception.   Ã‚  Ã‚  Ã‚  Ã‚  The first example of deception is Viola's decision to dress as a man. She must do this in order to survive. Viola is a young woman who narrowly escaped a shipwreck along with her twin brother, Sebastian. Unfortunately, the twins where separated during the shipwreck and each believes the other perished. Viola has no way of survival other than to dress as a man and serve Orsino. Viola says: "For such disguise as haply shall become the form of my intent. I'll serve this duke...for I can sing...That will help allow me very worthy his service". (Shakespeare, 54-59) While serving as a messenger between the Orsino and his love Olivia, Olivia happens to fall in love with Viola instead of the Duke. Later a captain finds Viola's brother, Sebastian, on the shore of Illyria. They both g...

Mysteries of A Masterpiece of Sixteenth Century Graphic Art

Art historians and dentists alike have attempted over the centuries to unravel the mystery of Renaissance artist, Ambrosius Holbein’s Memento Mori Map. 1 The woodcut map was created as Holbein worked as an artist and illustrator for Sir Thomas More’s Utopia. This piece of early sixteenth century art was brought to the forefront of the masses when it was used by Peter Ackroyd in 1998. [Ackroyd P. The life of Thomas More. London: Chatto & Windus, 1998. ] The author used Holbein’s Map of Utopia on the back dust cover of his book Life of Thomas More,2 thus reviving a debate that had lasted for centuries concerning the unusual illustration.Holbein’s map includes an island, three sailing vessels and a land mass in the background among other objects. Upon closer inspection, the land mass is thought to be a human skull and the largest sailing vessel in the forefront is the skull’s teeth. This unusual â€Å"discovery† caused quite a stir both in the f ield of art and in the field of dentistry. While the masses viewed the sketch as an â€Å"intellectual puzzle†, it began to draw the attention of dentists who saw the sketch as an instructional guide in dental radiology.It heightened their perception of concealed anatomical structures in the human mouth. In 1516, Thomas More commissioned a young artist, Ambrosius Holbein,3 to illustrate his upcoming book, Utopia. Little did he know that five hundred years later, art historians and dentists alike would still be arguing about the hidden meanings of the woodcut sketch Holbein had produced. The hidden skull did not become apparent to viewers until a Third Edition of Thomas More’s book [Holbein, H. Painting prints and reception. Washington: National Gallery of Art. Yale Studies in the History of Art 60.] was published. There were no illustrations in the second edition but the Third Edition contained a much more complex version of the original sketch. Art Historians continue to argue about whether Holbein could have completed the later version, since it is apparent that it’s was a creator much more accomplished artist. The sketch of the Third Edition contains a number of similarities to the original but is a more complex work. In the sketch of the Third Edition, the teeth of the skull become much more apparent. The ribs and planking of the ship provide the so-called â€Å"teeth† of the grinning skull.The lower row of rectangles is not a third row of teeth, but instead the bony root prominences of the lower incisors and premolars. In Peter Ackroyd’s discussion4 of the sketch, he points out that the island as described in the book has the same dimensions as England, with the number of city states corresponding to the number of counties, plus London, which latter city the main town of the island resembles. These city states are reduced to six in the map. Another interesting enigma, these facts heightened the debate over Holbeinâ€℠¢s work. Was he a clever artist who enjoyed symbolism and trickery? Or was his original work a mere accident?It becomes very clear in his second â€Å"Map of Utopia†5 that he indeed had realized the intriguing controversy his first map had instigated. In this subsequent work, he takes the drawing to a deeply detailed level not seen in the original. The island itself has been transformed, with its visual wit bringing it up to the same standard as the text it accompanies. At a time when much of book illustration was religious or classical in theme, Ambrosius Holbein’s Utopia prints were distinguished by their modernity in showing living people. This fact also sets the sketch apart from others of its day. Another well-known fact adds to the controversy.Thomas More was known to be a clever sort of man who enjoyed word play. Did he originally commission Holbein to create this clever skull with â€Å"teeth†? Or was it merely a happy accident? Serendipity. It is intere sting to note that the Latin word for death is â€Å"mors†. In 1533 Hans Holbein, Ambrosius Holbein’s younger brother, also an accomplished artist, painted The Ambassadors. [Queen Anne House, 2A St. Andrews Street, Hertfordshire, SG141JA] This painting was commissioned by King Henry the Eighth of England. In this monumental painting, the king is presenting the Charter of Union to the barbers and surgeons at Bridewell Palace in 15406.In this painting, done fifteen or so years after his brother’s map, Hans plays with the laws of perspective by including an enigmatic anamorphic skull in the painting. A discussion ensued over this work as well. Was it a memento mori, a reminder of mortality? In 1997, a special exhibition in the National Gallery of London6 celebrated the completion of the cleaning and restoration of the â€Å"Ambassadors† painting. The exhibition was accompanied by an explanatory publication which reignited the debate over the Ambrosius Holbei n’s â€Å"Map of Utopia†.7 Considerable attention was paid to the skull in the foreground of The Ambassadors, the oblique slash of which is such a challenging enigma in the composition. To illustrate how the effect was achieved, both photographic and computer regenerated skull images of Hans’ anamorphic skull were shown. In the years that followed Ambrosius Holbein’s original and subsequent Map of Utopia, another â€Å"happy accident† occurred. The barbers and surgeons began to investigate the woodcut sketch for its value as an aid in dental radiology. Works Cited 1. Lupton J H. The Utopia of Thomas More in Latin and the English of Robynson’s translation of 1551.Oxford, 1895. 2. More C. The life of Sir Thomas More. pp 190–1. 1828. In Routh E M G Sir Thomas More and his friends. 1477–1535. p 109. London: Oxford University Press, 1934. 3. North J. The Ambassador’s secret. Holbein and the world of the Renaissance. London: H ambledon and London, 2002. 4. Ackroyd P. The life of Thomas More. London: Chatto & Windus, 1998. 5. Holbein, H. Painting prints and reception. Washington: National Gallery of Art. Yale Studies in the History of Art 60. 6. Young S. Annals of the barber surgeons. pp80–84. London: Blades East & Blades, 1890.

Commitment to Students and Student Learning

1. Committedness to Students and Student Learning: The OCT members are dedicated to showing attention, demoing empathy and passion to pupils They are committed to pupils by endeavoring to understand each pupil and his demands and his abilities which inform the instruction planning. They besides promote diverseness inside and outside the schoolroom to reenforce positive acquisition Members show respect and equitably to pupils to heighten acquisition by provide enabling environment where pupils feel valued, free to portion thoughts and parts. Members encourage pupils to do pick and have entree in the schoolroom which is critical to patterning equity and equity They facilitate pupils ‘ growing by endeavoring to better acquisition installations and schoolroom environment. Members identify pupil ‘s involvement and their strengths in order to assist them develop their acquisition Members are sensitive to the demands of pupils by cognizing what to advance in pupils, accomplishments they need to utilize and how to actuate pupils ‘ larning utilizing differentiated instructions. Students are able to utilize their accomplishments to lend to the development of the communities. 2. Professional Knowledge Forms: Endeavoring and to be current: It is really of import for OCT member to update their professional cognition and remain current in their pattern. There are so many on preparation plans through the Board or the Ontario College which are eligible to members for them to upgrade their cognition. When instructors are current cognition, it improves their pattern and they can easy supply first manus information to their pupil. Understanding and reflecting pupil ‘s development, larning theory, teaching method, course of study, moralss, educational research and related policies and statute law: This involve that the instructor must a better apprehension of his topic, larning theory, teaching method, course of study, professional moralss, educational research and related policies and statute law. The instructor must besides understand the pupil as a whole individual with abilities, failings, strengths, positions and specific demands. It is indispensable for a instructor to reflect on a pupil ‘s acquisition development and place how to better development. 3. Professional Practice Forms: Application of professional cognition and experience: Teachers are expected to use their professional cognition to learning pattern by get the hanging the course of study and teaching method to advance pupil ‘s acquisition, professional cognition is really critical and it is the back bone of instruction. Besides an proverb says â€Å" experience is the best instructor † the more experienced a instructor is the better he is able to use a professional experience to different state of affairss that promote positive acquisition. Appropriate planning and method: It necessary for every instructor in a professional pattern to heighten pupil acquisition by utilizing the appropriate teaching method, carry out appraisal and rating, use assorted resources and engineering to run into the larning demands of every kid. Response to single demands: In professional pattern instructors need to understand each pupil and their single acquisition demands, this will help the instructor to react to the demands of the pupil by utilizing assorted professional instruction method and planning to run into that demands. . Refine professional pattern: All instructors should be brooding practicians. It is compulsory for all members to better on their professional pattern through on traveling enquiry, duologue and contemplation. This will help instructors to detect new ways of making things better. 4. Leadership in Learning Communities Forms: Creation of collaborative and supportive acquisition communities: Teachers should jointly work together as a squad to set about activities that will back up pupils ‘ larning. They should besides work together with parents to supply support for larning community. They should reflect on their activities in order to better pupils ‘ public presentation. Shared duty and leading function: Members should understand the vision of the school and their duties into doing it effectual, nevertheless, they should non merely be involved in the procedure of developing shared vision but brand is a duty to utilize the vision as a usher station in doing determination about learning and larning in the school. Maintain and uphold ethical criterion: Teachers should go on to demo unity, trust in larning communities. They should keep the moral rules of professional moralss by which they set themselves as function theoretical account to pupils, parents and the community in general 5. Ongoing Professional Learning Forms: Committedness to professional acquisition: Ongoing professional preparation is an effectual tool in dispatching instruction pattern and bettering pupils ‘ acquisition. Teacher should go on to develop their professional cognition by reading, transporting out research and reflect on experience. Identify interesting/controversial phrases in each of sphere. 1. Committedness to pupil and pupil acquisition Dedicated in their attention and committedness to pupil larning – interesting 2. Professional Knowledge. Strive to be current and acknowledge its relationship to pattern 3. Professional Practice Polish their professional pattern Apply professional cognition and experience 4. Leadership in Learning Communities Promote and take part in the creative activity of corporate, safe and supportive acquisition communities – controversial 5. Ongoing Professional Learning Acknowledge that a committedness to ongoing professional acquisition is built-in to effectual pattern and to student larning – interesting

Carbon Family - Element Group 14

Carbon Family - Element Group 14 One way to classify elements is by family. A family consists of homologous element with atoms having the same number of valence electrons and thus similar chemical properties. Examples of element families are the nitrogen family, oxygen family, and carbon family. Key Takeaways: Carbon Family of Elements The carbon family consists of the elements carbon (C), silicon (Si), germanium (Ge), tin (Sn), lead (Pb), and flerovium (Fl).Atoms of elements in this group have four valence electrons.The carbon family is also known as the carbon group, group 14, or the tetrels.Elements in this family are of key importance for semiconductor technology. What Is the Carbon Family? The carbon family is element group 14 of the periodic table. The carbon family consists of five elements: carbon, silicon, germanium, tin,  and lead. It is likely that element 114, flerovium, will also behave in some respects as a member of the family. In other words, the group consists of carbon and the elements directly below it on the periodic table. The carbon family is located very nearly in the middle of the periodic table, with nonmetals to its right and metals to its left. The carbon family is also called the carbon group, group 14, or group IV. At one time, this family was called the tetrels or tetragens because the elements belonged to group IV or as a reference to the four valence electrons of atoms of these elements. The family is also called the crystallogens. Carbon Family Properties Here are some facts about the carbon family: Carbon family elements contain atoms that have 4 electrons in their outer energy level. Two of these electrons are in the s subshell, while 2 are in the p subshell. Only carbon has the s2 outer configuration, which accounts for some of the differences between carbon and other elements in the family.As you move down the periodic table in the carbon family, the atomic radius and ionic radius increase while electronegativity and  ionization energy decrease.  Atom size increases moving down the group because an additional electron shell is added.Element density increases moving down the group.The carbon family consists of one nonmetal (carbon), two metalloids (silicon and germanium), and two metals (tin and lead). In other words, the elements gain metallicity moving down the group.These elements are found in a wide variety of compounds. Carbon is the only element in the group that can be found pure in nature.The carbon family elements have widely variable physical and chemical proper ties.Overall, the carbon family elements are stable and tend to be fairly unreactive. The elements tend to form covalent compounds, though tin and lead also form ionic compounds.Except for lead, all of the carbon family elements exist as different forms or allotropes. Carbon, for example, occurs in diamond, graphite, fullerene, and amorphous carbon allotropes. Tin occurs as white tin, gray tin, and rhombic tin. Lead is only found as a dense blue-gray metal.Group 14 (carbon family) elements have much higher melting points and boiling points than the group 13 elements. Melting and boiling points in the carbon family tend to decrease moving down the group, mainly because atomic forces within the larger molecules are not as strong. Lead, for example, has such a low melting point that its easily liquefied by a flame. This makes it useful as a base for solder. Uses of Carbon Family Elements and Compounds The carbon family elements are important in daily life and in industry. Carbon is the basis for organic life. Its allotrope graphite is used in pencils and rockets. Living organisms, proteins, plastics, food, and organic building materials all contain carbon. Silicones, which are silicon compounds, are used to make lubricants and for vacuum pumps. Silicon is used as its oxide to make glass. Germanium and silicon are important semiconductors. Tin and lead are used in alloys and to make pigments. Carbon Family - Group 14 - Element Facts C Si Ge Sn Pb melting point ( °C) 3500 (diamond) 1410 937.4 231.88 327.502 boiling point ( °C) 4827 2355 2830 2260 1740 density (g/cm3) 3.51 (diamond) 2.33 5.323 7.28 11.343 ionization energy (kJ/mol) 1086 787 762 709 716 atomic radius (pm) 77 118 122 140 175 ionic radius (pm) 260 (C4-) 118 (Sn2+) 119 (Pb2+) usual oxidation number +3, -4 +4 +2, +4 +2, +4 +2, +3 hardness (Mohs) 10 (diamond) 6.5 6.0 1.5 1.5 crystal structure cubic (diamond) cubic cubic tetragonal fcc Source Holt, Rinehart and Winston. Modern Chemistry (South Carolina). Harcourt Education, 2009.

USS New Mexico (BB-40) during World War II

USS New Mexico (BB-40) during World War II USS New Mexico (BB-40) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York  Navy Yard Laid Down:  October 14, 1915 Launched:  April 13, 1917 Commissioned:  May 20, 1918 Fate:  Sold for scrap, 1947 USS New Mexico  (BB-40) - Specifications (as built) Displacement:  32,000 tons Length:  624  ft. Beam:  97  ft. Draft:  30 ft. Propulsion:  Electric drive turbines turning 4 propellers Speed:  21  knots Complement:  1,084  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes USS New Mexico (BB-40) - Design Construction: After commencing construction of five classes of dreadnought battleships (, , , Wyoming, and New York), the US Navy concluded that future designs should utilize a set of common tactical and operational characteristics.   This would allow these ships to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes made use of oil-fired boilers instead of coal, eliminated amidships turrets, and utilized an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be required in any future naval conflict with Japan.   The new all or nothing armor arrangement called for key areas of the ship, such as magazines and engineering, to be heavily protected while less vital spaces were left unarmored.   Also, Standard-type battleships were to have a minimum top speed of 21 knots and a tactical turn radius of 7 00 yards.   The concepts of the Standard-type were first employed in the Nevada- and Pennsylvania-classes.   As a follow-on to the latter, the New Mexico-class originally was conceived as the US Navys first class to mount 16 guns.   Due to arguments over designs and rising costs, the Secretary of the Navy elected forgo using the new guns and directed that the new type replicate the Pennsylvania-class with only minor modifications.   As a result, the three ships of the New Mexico-class, USS New Mexico (BB-40), USS Mississippi (BB-41), and USS Idaho (BB-42), each mounted a main armament consisting of twelve 14 guns placed in four triple turrets.   These were supported by a secondary battery of fourteen 5 guns.   In an experiment, New Mexico received a turbo-electric transmission as part of its power plant while the other two vessels used more traditional geared turbines.      Ã‚        Ã‚   Assigned to the New York Navy Yard, work on New Mexico began on October 14, 1915.   Construction advanced over the next year and a half and on April 13, 1917, the new battleship slid into the water with Margaret Cabeza De Baca, daughter of the late Governor of New Mexico, Ezequiel Cabeza De Baca, serving as sponsor.   Launched a week after the United States entered World War I, work moved forward over the next year to complete the vessel.   Finished a year later, New Mexico entered commission on May 20, 1918, with Captain Ashley H. Robertson in command. USS New Mexico (BB-40) - Interwar Service: Conducting initial training through the summer and fall,  New Mexico  departed home waters in January 1919 to escort President Woodrow Wilson, aboard the liner  George Washington, back from the Versailles peace conference.   Completing this voyage in February, the battleship received orders to join the Pacific Fleet as flagship five months later.   Transiting the Panama Canal,  New Mexico  reached San Pedro, CA on August 9.   The next dozen years saw the battleship move through routine peacetime exercises and various fleet maneuvers.   Some of these required New Mexico  operate in conjunction with elements of the Atlantic Fleet.   A highlight of this period was a long-distance training cruise to New Zealand and Australia in 1925.    In March 1931,  New Mexico  entered the Philadelphia Navy Yard for an extensive modernization.   This saw the replacement of the turbo-electric drive with conventional geared turbines, the addition of eight 5 anti-aircraft guns, as well as major alterations to the ships superstructure.   Completed in January 1933,  New Mexico  departed Philadelphia and returned to the Pacific Fleet.   Operating in the Pacific, the battleship remained there and in December 1940 was ordered to shift its home port to Pearl Harbor.   That May,  New Mexico  received orders to transfer to the Atlantic for service with the Neutrality Patrol.   Joining this force, the battleship worked to protect shipping in the western Atlantic from German U-boats. USS New Mexico (BB-40) - World War II: Three days after the attack on Pearl Harbor and American entry into World War II,  New Mexico  accidentally  collided with and sank the freighter SS  Oregon  while steaming south of Nantucket Lightship.   Proceeding on to Hampton Roads, the battleship entered the yard and had alterations made to its anti-aircraft armament.   Departing that summer,  New Mexico passed through the Panama Canal and stopped at San Francisco en route to Hawaii.   In December, the battleship escorted transports to Fiji before shifting to patrol duty in the southwest Pacific.   Returning to Pearl Harbor in March 1943,  New Mexico  trained in preparation for the campaign in the Aleutian Islands.    Steaming north in May,  New Mexico arrived at Adak on the 17th.   In July, it took part in the bombardment of Kiska and aided in forcing the Japanese to evacuate the island.   With the successful conclusion of the campaign,  New Mexico  underwent a refit at Puget Sound Navy Yard prior to returning to Pearl Harbor.   Reaching Hawaii in October, it began training for the landings in the Gilbert Islands.   Sailing with the invasion force,  New Mexico  provided fire support for American troops during the Battle of Makin Island on November 20-24.   Sortieing in January 1944, the battleship took part in the fighting in the Marshall Islands including the landings on Kwajalein.   Rearming at Majuro, New Mexico then steamed north to strike Wotje before turning south to attack Kavieng, New Ireland.   Proceeding on to Sydney, it made a port call prior to commencing training in the Solomon Islands.      Ã‚      This complete, New Mexico moved north to participate in the Marianas Campaign.   Bombarding Tinian (June 14), Saipan (June 15), and Guam (June 16), the battleship defeated air attacks on June 18 and guarded American transports during the Battle of the Philippine Sea.   After spending the beginning of July in an escort role, New Mexico provided naval gunfire support for the liberation of Guam on July 12-30.   Returning to Puget Sound, it underwent an overhaul from August to October.   Complete, New Mexico proceeded to the Philippines where it protected Allied shipping.   In December, it aided in the landings on Mindoro before joining the bombardment force for an attack on Luzon the following month.   While firing as part of the pre-invasion bombardment at Lingayen Gulf on January 6, New Mexico sustained damage when a kamikaze struck the battleships bridge.   The hit killed 31, including the battleships commanding officer, Captain Robert W. Fleming. USS New Mexico (BB-40) - Final Actions: Despite this damage, New Mexico stayed in the vicinity and supported the landings three days later.   Quickly repaired at Pearl Harbor, the battleship returned to action in late March and aided in bombarding Okinawa.   Commencing fire on March 26, New Mexico engaged targets ashore until April 17.   Remaining in the area, it fired on targets later in April and on May 11 sunk eight Japanese suicide boats.   The following day, New Mexico came under attack from kamikazes.   One struck the ship and another succeeded in scoring a bomb hit.   The combined damage saw 54 killed and 119 wounded.    Ordered to Leyte for repairs, New Mexico then began training for the invasion of Japan.   Operating in this capacity near Saipan, it learned of the wars end on August 15.   Joining the occupation force off Okinawa, New Mexico steamed north and arrived in Tokyo Bay on August 28.   The battleship was present when the Japanese formally surrendered aboard USS Missouri (BB-63). Ordered back to the United States, New Mexico ultimately arrived at Boston on October 17.   An older ship, it was decommissioned the following year on July 19 and struck from the Naval Vessel Register on February 25, 1947.   On November 9, the US Navy sold New Mexico for scrap to the Lipsett Division of Luria Brothers.   Towed to Newark, NJ, the battleship was a centerpiece of a dispute between the city and Lipsett as the former did not wish to have additional ships scrapped on its waterfront.   The dispute eventually was resolved and work began on New Mexico later in the month.   By July 1948, the ship was completely dismantled. Selected Sources: DANFS: USS  New Mexico  (BB-40)NHHC: USS  New Mexico  (BB-40)USS  New Mexico  (BB-40)

Political Science Assignment Example | Topics and Well Written Essays - 250 words - 2

Political Science - Assignment Example Judges in this case stay objective, and listen keenly to what lawyers are advocating in a skilled manner ignoring the original intention of the legislation. The above statement, its backed by several arguments as enhanced by the proponents of a â€Å"Living Constitution† against the Ãâ€"riginalists†. Those who believe in the Constitution’s adaptability, argue that judges cannot rely on historical analyses to provide critical answers to the modern situations. In this case, its means that judges in any given situation must seek to apply the values of the Constitution in respect to the modern developments and not based on the original intentions of the legislation. Judges must be able to come up with their own outcomes, which are guided by values of fairness in uplifting the will of the people. Since it’s hard to tell what the framers of the constitution intended to achieve or what the people at that time of framing understood, interpreting the constitution to fit the modern circumstances it’s in order for the