Sudan Social Inequality, the Fight for NaturalResources,...

Sudan: Social Inequality, the Fight for NaturalResources, Civil War Ethics of Development in a Global Environment: War Peace Fighting between the Muslim government in Khartoumand Christian rebel forces located in southern Sudan has long been ignored.This struggle has caused nothing but devastation and depravation for in theregion. More than two millionpeople have died as a result of the conflict, including many innocent civilians. In addition, extremely valuableresources that would surely benefit the entire global economy, are beingneglected and the with the minimized benefits only helping a few . As is the case in most if not all civilwars power is what each side is struggling over. .The north and south werejoined for no good†¦show more content†¦It is obvious that the money associated with oil as a natural resource located in Sudan hasbeen fueling the struggle much longer than necessary. In addition, this oil present in Sudan has contributed tothe war becoming a much more delicate matter. Since oil is such a valuable international resource, manynations share apprehensions about getting inv olved. In fact, accusations havebeen made saying that Oil Companies with interests in Sudan have been directlyfunding certain factions, and are thus perpetuating the conflict. Sudan, the largest country in Africa, was ruled jointly byBritain and Egypt from 1899. Thisended once Sudan gained independence as a parliamentary republic in 1956[1].Since their independence, Sudan has been governed by a succession of volatilecivilian and military governments. The war in Sudan was engaged by alongstanding conflict between the Arab Muslims from the north of Sudan, whogenerally controlled the governmental institutions, and the black Africans ofthe south of Sudan, who follow mainly Christian beliefs. This conflict wasintensified following the imposition of strict Muslim Sharia law in 1983 underthe the en President Nimeri. Two years later President Nimeri was removed througha peaceful coup and the new government decided that it was in the best interestof Sudan to relax of the usage of Sharia law pertaining to non-Muslims[2]. The civil war in Sudan has claimed millionsof lives and forced millions more from their

Financing of University Education in Kenya - 1703 Words

QN) With close reference to university education in Kenya, discuss the various means of financing education and evaluate the equity implications. To answer this claim, we start by defining critical terms so as to clearly get the full meaning of this assertion. Education is the process act or process of impacting or acquiring general knowledge, developing the powers of reasoning and judgement, and generally of preparing oneself or others intellectually for mature life. It can also be defined as the process of acquiring desirable skills, attitudes and knowledge, as for a profession University education means the totality of general and†¦show more content†¦this act mandates the central government to advance money to the public universities for running of the programmes and activities. The government gives grants to the public universities and this money is budgeted for, in the ministry for higher education budget and this is captured in the annual budget. The grants are given to all universities oblivious of the programmes that they offer. The government through the parliament passed a bill that saw the creation of the Constituency Development Act that was aimed to rationalize development across the country by ensuring that all areas across Kenya had a fair share of the money set aside for development. Through the various committees established in each constituency, students in the universities are able to access bursaries to aid them in paying school fees. This bursary is given to people who are needy and who cannot afford tuition fees. For the equal distribution of the funds, the Kenyan government is giving a lot of charters to the new mushrooming universities, this is to make sure all the regions in the country get access to higher education hence equity implications. Higher Education Loans Board(H.E.L.B) is another source of funding. H.E.L.B is a state corporation whose mandate is to source fundsShow MoreRelatedGlobalization of Higher Education7759 Words   |  32 PagesJournal of Higher Education Policy and Management Vol. 30, No. 3, August 2008, 215–229 Globalisation and higher education funding policy shifts in Kenya Gerald Wangenge-Ouma* Faculty of Education, University of the Western Cape, Bellville, South Africa This paper identifies, examines and discusses higher education funding policy shifts that have taken place in Kenya. The paper argues that even though Kenya’s higher education funding policy shifts, from free higher education to cost-sharing, andRead MoreFinancing of Higher Education in Kenya2494 Words   |  10 PagesTable of Contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2-3 2. Theoretical models on higher education funding†¦....4-5 3. Sources of funding higher education†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 4. The government policy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..7-8 5. Alternative funding programs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9-10 6. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 7. References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..12 â€Æ' 1. Introduction The recent shocking revelation of many employees in the public service of Kenya with no post secondary academic qualifications is perhaps an awakening call for the governmentRead MoreThe Pillars of Kenyan Sectoral Reforms 1023 Words   |  4 Pagesadolescents, the country continues to face the formidable challenge of providing its adolescents with opportunities for a safe, healthy and economically productive future. As such, the country continues to undertake various sectoral reforms under the Kenya vision 2030. Vision 2030 has three key pillars: economic pillar, social pillar and political pillar. The Economic Pillar is aimed accelerating annual GDP growth to 10 percent on a sustained basis by 2012. The pillar targets the Tourism, AgricultureRead MoreChallenges of Small and Medium Enterprises in Kenya1728 Words   |  7 Pagessmall and medium-sized enterprises (SMEs) Challenges Facing SMEs in Kenya It is generally recognized that SMEs (Small and Medium Enterprises) face unique challenges, which affect their growth and profitability and hence, diminish their ability to contribute effectively to sustainable development. In this article, the following challenges are briefly discussed: Lack of Managerial Training and Experience, Inadequate Education and Skills, Lack of Credit, National Policy and Regulatory EnvironmentRead MoreDevelopment of Education in Kenya5449 Words   |  22 PagesDefinition of terms 3 1.2 Background information 4 1.2.1 Pre-colonial education 4 1.2.2 Post colonial education in Kenya (Neocolonialism) 4 1.3 National Aims/Goals of Education in Kenya 6 1.4 Structure of education 6 1.4.1 Early Childhood Development and Education 7 1.4.2 Primary education 8 1.4.3 Secondary education 9 1.4.4 Teacher Education 9 1.4.5 Tertiary Education 10 1.4.6 University education 11 1.5 Administration system 11 1.5.1 Permanent secretary 11 1Read MoreHealthcare System Of Kenya As An Example For Future Students And Classes2796 Words   |  12 Pages HealthCare System in Kenya HADM 5032 Amrutha Kurakula 05/17/2015 UHCL HONESTY CODE â€Å"I will be honest in all my academic activities and will not tolerate dishonesty.† Submission of this exam/assignment certifies my compliance with the UHCL HonestyRead MoreCurrent Sne in Kenya2665 Words   |  11 PagesSITUATION OF SPECIAL NEEDS EDUCATION IN KENYA 2 BACKGROUND INFORMATION 2 Governmental support for people with disabilities 2 Other legislation to promote opportunities for people with disabilities has been drafted. These include: 3 Legislation 4 Key ministries and agencies responsible for disability issues 5 Policies 5 Programmes 6 Challenges 8 Recommendations by The National Council for Persons with Disabilities 10 THE CURRENT SITUATION OF SPECIAL NEEDS EDUCATION IN KENYA BACKGROUND INFORMATIONRead MoreImpact of Microfinance awareness in Kenya12633 Words   |  51 PagesMICROFINANCE AWARENESS AND IMPACT IN KENYA: A CASE OF NAIROBI COUNTY Table of Contents CHAPTER ONE INTRODUCTION 1.1 Background of the Study The need for development that saw the Kenya develop several strategies and plans such as the vision 2030 and the millennium development goals has led to development of the finance sector. The need for financing of the development projects has developed microfinance institutions in the country. Microfinance has received a lot of attentionRead MoreForeign Aid3759 Words   |  16 PagesEFFECT OF FOREIGN AID IN KENYA 1. Introduction Foreign aid is usually associated with official development assistance, which in turn is a subset of the official development finance, and normally targeted to the poorest countries (World Bank, 1998). Foreign aid represents an important source of finance in most countries in sub-Saharan Africa (SSA), where it supplements low savings, narrow export earnings and thin tax bases. In recent years the donor community has become more stringent about fiscalRead MoreKenya Vision 20307136 Words   |  29 PagesENYAKenya Vision 2030 REPUBLIC OF KENYA July - August, 2007 This publication is a summary of Kenya’s new long-term national planning strategy, officially known as Kenya Vision 2030. The publication briefly states the main goals of the Economic, Social and Political pillars that underpin the Vision 2030. It also provides a run-down of major, (or flagship) projects to be embarked upon in the Medium Term period of the Vision, i.e from 2008-2012. The final version of Vision 2030 will be completed

Two Personalities, One Stripper Free Essays

For the past two and a half years I have been living with my best friend, â€Å"Bailey†, who is like a sister to me in a lot of ways. This is especially true in regards to the way in which we are able to openly confide in each other about everything and anything, just like some sisters do. In fact, our relationship is so strong Bailey even feels safe enough to trust me with the intimate, detailed stories she brings home with her every weekend after working at Shot Gun Willie’s. We will write a custom essay sample on Two Personalities, One Stripper or any similar topic only for you Order Now If you haven’t guessed by now, my roommate moonlights as a stripper, and has been working as such for the past year. I chose to write about Bailey because of the various ways in which I have witnessed her having to mentally, and physically transform herself in order to cope with the trials and tribulations that come from working at a strip club. As well as the damaging repercussions this type of occupation has had on her overall perceptions of self, the world, and her relation to/in the world. It is also because of Bailey’s repeated exposure to the lustful, perverted, and greedy sides of people that the need to develop a completely new and separate persona arose, and Bailey’s alter ego â€Å"Kimber† was created. Throughout this semester, we have learned about many different theorists and their philosophies on the different, complex environments and experiences that help to contribute to the development of the human personality. For this paper I chose to use the concepts and ideas of Sigmund Freud, Carl Jung, Melanie Klein, and Donald Winnicott. Soon after learning about the diverse beliefs each of these theorists attributed to the creation, enhancement, and hindrance of an individual’s personality, I started to see a correlation between them and the weekly conversations/stories my roommate and I had about her experiences working at Willie’s, and the psychological effects that were beginning to develop from constantly being in this type of environment. When looking at Bailey’s situation from a few of Freud’s perspectives we can see the development of defenses starting to take root. By this I mean that Bailey begins to unconsciously employ a number of â€Å"psychological means to help keep anxiety-provoking material out of her awareness in order to reduce or avoid anxiety† (Beneath the Mask, pg. 43). One of the ways in which Bailey does this is through what Freud conceptualized as being a type of neuroses he referred to as Defense Neuroses. To Freud, this type of defense originally arose from the ego’s attempt to protect our consciousness against threatening sexual thoughts. To e, this kind of neuroses is depicted in the formation of Bailey’s new belief that all men are lying, scummy perverts as a way of protecting herself against the idea that she is somehow dirty and perverted herself for being a stripper, and secretly liking to dance naked in front of strangers. This form of defense neuroses can also be seen through the way in which Bailey tries to keep her stripper life completely separate, and hidden from the rest of her life and the world by denying and suppressing any involvement in it, because of the fact that she feels guilty about finding some enjoyment in taking her clothes off for money. Bailey also uses another one of Freud’s neuroses techniques in order to avoid experiencing anxiety, called Obsessional Neuroses, which is a disorder that involves individuals engaging in ritualistic acts to help keep them from feeling anxiety. This can be seen through the way in which Bailey routinely comes home from work, and before doing anything else (i. e. taking off her makeup, wig, or stripper clothes) she must immediately sit down, and smoke one to two bowls of weed in order to forget, as well as dull the experiences of that night’s events. While still being a little high, Bailey must take two showers so that she can thoroughly clean her entire body with exfoliating soap and a scrub brush before going to bed. She referrers to these showers as her way of escaping from the people, mindset, and feelings work puts her in by watching all her problems being washed away and sucked down the drain. If Bailey does not perform one or both of these rituals she is unable to unwind from work, which in turn makes her become highly agitated, and overwhelmed with a sense of anxiety about being a bad person because of how she chooses to financially support herself. Bailey’s urge to incessantly scrub her body multiple times, represents her unconscious need to compulsively clean the outside of her body in order to no longer feel emotionally dirty or unclean on the inside. Another way in which Bailey uses obsessional neuroses to cope with being a stripper, and avoid the emotional anxieties that come with this occupation, is through her ritualistic preparation for work. As in, the way in which she routinely transforms herself from Bailey into the completely separate Kimber. The metamorphosis from Bailey to Kimber begins with a head to toe makeover so extreme Bailey becomes nearly unrecognizable. This detailed process involves such things as, the application of face makeup that is a few shades too dark for Bailey’s natural complexion, in turn making her look like she is tanner than she really is, followed by thick amounts of pink blush, heavy eye makeup, and fake eye lashes. Bailey then organizes an outfit for Kimber that contains such essential items as vibrantly colored fishnet stockings, eight inch silver platform stiletto high-heels, two G-strings, and last but not least a top and bottom set that barely leave anything to the imagination. The ritualistic transmutation into Kimber is finally complete when Bailey puts on her long platinum blonde wig, and modifies her voice to sound higher for the rest of the night until she removes the wig. Bailey routinely performs these practices in order to try and repress all the anxieties that arise from working in such an atmosphere, as well as maintain a level of disconnect from the kind of anxiety-provoking experiences that take place in the stripper world. If for some reason Bailey does not have the opportunity to change into her Kimber self, then she is almost instantaneously plagued with a sense of worry about not being able to make money because she is too much like herself, as well as the fear that someone will recognize her as Bailey, which to her signifies the end of her life and her world as she knows it. Through Freud’s perspective, both of these types of compulsive behaviors can be seen as a form of avoidance by means of distraction, as well as a type of self-imposed penance for â€Å"having engaged in behaviors that were pleasurable but deemed as being ‘bad’ † (Beneath the Mask, pg. 43). To me Bailey’s creation of â€Å"Kimber† represents a lot of different components to Carl Jung’s theories on personality, and its development. The first is Jung’s concept of the Persona Archetype, which is the â€Å"front we present to others, because social living makes demands for certain kinds of behavior† (Beneath the Mask, pg. 65). Society does this by establishing â€Å"certain expectations and certain roles around which we must hide our ‘private’ selves† (Beneath the Mask, pg. 165). It is in this way that Kimber has become one of Bailey’s more predominant personas, in that Kimber is the mask Bailey wears in order to hide her private self from the people she encounters while working in the strip club. At first, the construction of the Kimber persona seemed like a good buffer between the people at the club and Bailey’s private self, however this persona soon began to envelope Baily’s psyche. This happened because the Kimber persona was given the opportunity to take over the psyche through becoming too attached to certain aspects of the created persona, which was due to the need for its continual and constant use. It is in this way that Kimber’s experiences have altered Bailey’s views on life and the world. As a result of this, Bailey now perceives all of her interactions and experiences in the real world outside of the strip club too narrowly in relation to men, and their specific social role and function in the world. For example, Bailey cannot help but only see men in one of two ways. To her they are either a form of testosterone driven, easily accessible capitol, that takes little to no effort to manipulate and acquire, or they are cheap, dirt-bag assholes just looking to score with anything that walks. This type of black and white thinking is directly connected to the way in which Kimber categorizes, and views men at the club in order to make her nights there as lucrative as possible. This alteration to Bailey’s opinions of men represents just how strong and successful the persona of Kimber has become in taking over Bailey’s psyche. These changes in Bailey’s way of thinking have also coincidently led to a break in her Continuity of Self, which is the way she has perceived herself as being throughout her life up until this point. Meaning that because of the modifications to Bailey’s psyche that have developed out of the creation of her Kimber persona, Bailey now perceives her role within the world and society differently, due to repetitive personal and situational experiences in the club. For instance, Bailey now sees herself as having more personal power over men and people in general, because of the ways in which she has learned to use her sexuality as a manipulative tool. Conversely she now also has a lower sense of her overall self-worth, due to the fact that because she makes money solely off of her looks and nothing else, Bailey has begun to believe that this is all that she is with nothing more to offer the world. In turn this type of mindset has helped to create many diverse types of complexes ranging from the formation of different archetypal related complexes, as well as other male related issues. hen can also be seen in the reverse way Bailey has begun to see the role of women within the world, which is that they are either judgmental prudes or excepting sexual beings, in that they are either secure or not with their own sexuality enough to except or reject the fact that strippers are real people too, and that they shouldn’t be judged simply on the basis of occupational choices. terms of what her specific social role, and purpose is within society in relation to men, and their use in the world. How to cite Two Personalities, One Stripper, Essay examples

Micro Analysis Essay Example

Micro Analysis Essay Crank made in 2006 had the main star as Jason Stratham, which in the film he is called Chev. Brian Taylor and Mark Neveldine directed it. The opening scene begins with the diegetic sound of a characters heartbeat. Instantly the audience realizes that something is wrong and the camera is shot in p.o.v. He is shown looking down on the floor of an apartment and his eyes are flickering. The use of the information that his eyes are flickering and the sound of his heartbeat establish that something has happened to his body and he is also breathing heavily. He suddenly begins to walk around fast and frantically. A screeching sound enters the scene, which is unidentifiable to whether it is diegetic or non- diegetic, this adds to tension of the scene to what is happening to him. He looks at his hands and realizes they are red and soar so he rushes them over a sink to cool them, which implies that he is panicking. The mise en scene shows expensive lighting and well furnished tables, which conveys who ever the apartment belongs to, is very rich. The reason why it has been edited in this way is so you dont know what happened to hi m is to create mystery and suspense to the audience. We will write a custom essay sample on Micro Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Micro Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Micro Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Are character walks over to a wide screen plasma television and in front of it there is a plain DVD not in a case saying FUCK YOU on the front and the screeching sound intensifies. This suggests that the DVD will be useful in explaining more. He picks it up and puts it in the DVD player and the screeching stops to be replaced by a low-pitch drumming sound. The P.O.V shot is now of the television screen which shows a wealthy looking young Hispanic man (called Ricky Verona) who explains that he has injected our character (main character Chev) with some Chinese poison for assassinating a wanted Chinese man called Don Kim. He explains that the poison will slow down his adrenaline and that he has an hour max to live. The camera changes to a head-on-close up of the main character Chev with an irate face. The audience has now established that it is Chev who has been injected with the poison. A non-diegetic sound of a slow paced guitar enters the scene, which gradually increases, to a fast pace rock song. The rock music is used to convey how enraged Chev is. The camera changes to a mid-shot of Chev picking up the television and smashing it, he then stomps on the screen with his foot to demolish it. He is breathing even more heavily now to build up more tension. There is also not much editing done to add to the tension and so the audience stays engaged. Chev runs for his life out of the apartment and picks up his mobile phone to see one missed call, which infers to the audience that the screeching sound was the diegetic sound of his mobile. He carries on running through the building with just the sound of the rock music. He then reaches the car park where he gets into his car, here we here the roaring sound of his engine to convey his anger. He drives out fast into a busy road and the non-diegetic sound slows down to a drumbeat. The camera is shot in a mid-shot showing Chev on the phone in his car window. He tries to call his girlfriend but shes not there so he leaves a message telling her to call him. He then tries to call his doctor however he has to leave a message with a secretary saying that if he doesnt get the doctors help within the next hour he will die. The music changes to some up beat hip hop music and the scene cuts to the doctor having a massage in a mid-shot. Then it cuts to a panning shot of a signpost saying Las Vegas Nevada establishing where the doctor is. The effect of changing the music is used to show the contrast between Chevs situation and the doctors. The scene changes back to Chev in his car except the camera is shot in a front view shot of his car. The audience can now observe that there is a hot climate and the roads are busy because you can hear the diegetic sound of cars blowing their horns. This has been done so the audience can now establish Chevs surroundings of a very busy, hectic day. The diegetic sound of his heartbeat enters the scene again and he begins to look faint. All of a sudden he puts his foot down on the gas and the fast paced rock music comes in again. The reason for this is to play with the audiences emotions, one minute it seems as though he has become too weak but then all of a sudden he gets his strength back.

Teaching Life Skills in the Classroom

Teaching Life Skills in the Classroom Life skills  are the skills that children need to be eventually become successful and productive parts of their society. They are the kinds of interpersonal skills that allow them to develop meaningful relationships, as well as more reflective skills that allow them to see their actions and responses critically and become happier adults. For a long time, this kind of skills training was the province of the home or church. But with more and more children - typical as well as special needs learners - showing life skills deficits, its become more and more a part of school curriculum. The goal is for students to achieve transition: going from children in school to young adults in the world. Life Skills Vs. Employment Skills Politicians and administrators often beat the drum for teaching life skills as a pathway to employment. And its true: Learning how to dress for an interview, answer questions appropriately and be part of a team are useful for professional careers. But life skills can be more general - and fundamental - than that.   Heres a list of crucial life skills and suggestions for implementing them in the classroom: Personal Accountability Teach personal responsibility or accountability by setting up a clear framework for students work. They should know to complete learning tasks on time, hand in assigned work and to use a calendar or agenda for school and home assignments and longer-term projects.   Routines In the classroom, routines include class rules such as: follow directions, raise your hand before speaking, remain on task without wandering, work independently, and cooperate by following the rules. Interactions Skills to be addressed through a lesson plan include: listening to others in large and small groups, knowing how to take turns, contributing appropriately, sharing, and being polite and respectful during all group and classroom activities. At Recess Life skills dont stop during lesson time. At recess, crucial skills can be taught, such as sharing equipment and sports items (balls, jump ropes etc.), understanding the importance of teamwork, avoiding arguments, accepting sports rules, and participating responsibly. Respecting Property Students need to be able to care appropriately for both school and personal property. This includes keeping desks tidy; returning materials to their proper storage locations; putting away coats, shoes, hats etc. and keeping all personal items organized and accessible. While all students benefit from life skills curriculums, it is especially helpful for special needs children. Those with severe learning disabilities, autistic tendencies, or developmental disorders only benefit from day-to-day responsibility. They need strategies in place to help them learn the essential life skills. This list will help you set up tracking systems and work with students to enhance those necessary skills. Eventually, self-tracking or monitoring can be achieved. You may want to devise a tracking sheet for specific areas to keep the student focused and on target.

Messerschmitt Me 262 Used by the Luftwaffe

Messerschmitt Me 262 Used by the Luftwaffe Specifications (Me 262 A-1a) General Length: 34 ft. 9 in.Wingspan: 41 ft.Height: 11 ft. 6 in.Wing Area: 234 sq. ft.Empty Weight: 8,400 lbs.Loaded Weight: 15,720 lbs.Crew: 1 Performance Power Plant: 2 x Junkers Jumo 004B-1 turbojets, 8.8 kN (1,980 lbf) eachRange: 652 milesMax Speed: 541 mphCeiling: 37,565 ft. Armament Guns: 4 x 30 mm MK 108 cannonsBombs/Rockets: 2 x 550 lb. bombs (A-2a only), 24 x 2.2 in. R4M rockets Origins Though best remembered as a late-war weapon, the design of the Messerschmitt Me 262 began prior to World War II in April 1939. Spurred by the success of the Heinkel He 178, the worlds first true jet which flew in August 1939, the German leadership pressed for the new technology to be put to military use. Known as Projekt P.1065, work moved forward in response to a request from the Reichsluftfahrtministerium (RLM - Ministry of Aviation) for a jet fighter capable of at least 530 mph with a flight endurance of one hour. Design of the new aircraft was directed by Dr. Waldemar Voigt with oversight from Messerschmitts chief of development, Robert Lusser. In 1939 and 1940, Messerschmitt completed the initial design of the aircraft and began building prototypes to test the airframe. Design Development While the first designs called for the Me 262s engines to be mounted in the wing roots, issues with the power plants development saw them moved to pods on the wings.  Due to this change and the increased weight of the engines, the aircrafts wings were swept back to accommodate the new center of gravity. Overall development was slowed due to continued issues with the jet engines and administrative interference.  The former issue often was a result of the necessary high-temperature resistant alloys being unavailable while the latter saw notable figures such as Reichsmarschall Hermann Gà ¶ring, Major General Adolf Galland, and Willy Messerschmitt all oppose the aircraft at different times for political and economic reasons. Additionally, the aircraft that would become the worlds first operational jet fighter received mixed support as many influential Luftwaffe officers who felt that the approaching conflict could be won by piston-engine aircraft, such as the Messerschmitt Bf 109, a lone. Originally possessing a conventional landing gear design, this was changed to a tricycle arrangement to improve control on the ground. On April 18, 1941, the prototype Me 262 V1 flew for the first time powered by a nose-mounted Junkers Jumo 210 engine turning a propeller. This use of a piston engine was the result of ongoing delays with the aircrafts intended twin BMW 003 turbojets. The Jumo 210 was retained on the prototype as a safety feature following the arrival of the BMW 003s. This proved fortuitous as both turbojets failed during their initial flight, forcing the pilot to land using the piston engine. Testing in this manner continued for over a year and it was not until July 18, 1942, that the Me 262 (Prototype V3) flew as pure jet. Streaking above Leipheim, Messerschmitt test pilot Fritz Wendels Me 262 beat the first Allied jet fighter, the Gloster Meteor, into the skies by about nine months. Though Messerschmitt had succeeded in out-pacing the Allies, its competitors at Heinkel had first flown their own prototype jet fighter, the He 280 the previous year.  Not backed by the Luftwaffe, the He 280 program would be terminated in 1943. As the Me 262 was refined, the BMW 003 engines were abandoned due to poor performance and replaced by the Junkers Jumo 004. Though an improvement, the early jet engines possessed incredibly short operational lives, typically lasting only 12-25 hours. Due to this issue, the early decision to move the engines from the wing roots into pods proved fortuitous. Faster than any Allied fighter, production of the Me 262 became a priority for the Luftwaffe. As a result of Allied bombing, production was distributed to small factories in German territory, with around 1,400 ultimately being bu ilt. Variants Entering service in April 1944, the Me 262 was used in two primary roles. The Me 262 A-1a Schwalbe (Swallow) was developed as a defensive interceptor while the Me 262 A-2a Sturmvogel (Stormbird) was created as a fighter-bomber. The Stormbird variant was designed at Hitlers insistence. While over a thousand Me 262s were produced, only around 200-250 ever made it to frontline squadrons due to shortages in fuel, pilots, and parts. The first unit to deploy the Me 262 was Erprobungskommando 262 in April 1944. Taken over by Major Walter Nowotny in July, it was renamed, Kommando Nowotny. Operational History Developing tactics for the new aircraft, Nowotnys men trained through the summer of 1944 and first saw action in August. His squadron was joined by others, however, only a few of the aircraft were available at any given time. On August 28, the first Me 262 was lost to enemy action when Major Joseph Myers and Second Lieutenant Manford Croy of the 78th Fighter Group shot one down while flying P-47 Thunderbolts. After limited use during the fall, the Luftwaffe created several new Me 262 formations in the early months of 1945. Among those becoming operational was Jagdverband 44 led by the famed Galland. A unit of select Luftwaffe pilots, JV 44 began flying in February 1945. With the activation of additional squadrons, the Luftwaffe was finally able to mount large Me 262 assaults on Allied bomber formations. One effort on March 18 saw 37 Me 262s strike a formation of 1,221 Allied bombers. In the fight, the Me 262s downed twelve bombers in exchange for four jets. While attacks such as this frequently proved successful, the relatively small number of available Me 262s limited their overall effect and the losses they inflicted generally represented a tiny percentage of the attacking force. Me 262 pilots developed several tactics for striking Allied bombers. Among methods preferred by pilots were diving and attacking with the Me 262s four 30mm cannons and approaching from a bombers side and firing R4M rockets at long range. In most cases, the Me 262s high speed made it nearly invulnerable to a bombers guns. To cope with the new German threat, the Allies developed a variety of anti-jet tactics. P-51 Mustang pilots quickly learned that the Me 262 was not as maneuverable as their own planes and found that they could attack the jet as it turned. As a practice, escorting fighters began flying high over the bombers so that they could quickly dive on German jets. Also, as the Me-262 required concrete runways, Allied leaders singled out jet bases for heavy bombing with the goal of destroying the aircraft on the ground and eliminating its infrastructure. The most proven method for dealing with the Me 262 was to attack it as it was taking off or landing. This was largely due to the jets poor performance at low speeds. To counter this, the Luftwaffe constructed large flak batteries along the approaches to their Me 262 bases. By wars end, the Me 262 had accounted for 509 claimed Allied kills against approximately 100 losses. It is also believed that a Me 262 flown by Oberleutnant Fritz Stehle scored the final aerial victory of the war for the Luftwaffe. Postwar With the end of hostilities in May 1945, the Allied powers scrambled to claim the remaining Me 262s. Studying the revolutionary aircraft, elements were subsequently incorporated into future fighters such as the F-86 Sabre and MiG-15. In the years after the war, Me 262s were used in high-speed testing. Though German production of the Me 262 ended with the conclusion of the war, the Czechoslovak government continued building the aircraft as the Avia S-92 and CS-92. These remained in service until 1951. Selected Sources Stormbirds: Me 262Me 262

Paper 2 Essay Example | Topics and Well Written Essays - 750 words - 11

Paper 2 - Essay Example On the other hand, compatibilism or soft determinism does not treat freedom and responsibility in isolation. Our actions are determined by the causes we take, and we could be held morally responsible for them. External events such as culture or genetics come into play, but the choice a person makes determine the actions. Therefore, a person should make choices that are consistent with his or her choices in order to become free. According to Frankfurt we have the inherent ability to use our will that enables us to have certain desires and motives. Having the ultimate will helps us to make choices, and that is where our freedom starts. Our choices are based on preconceived thoughts that differ from one person to another. He proposes the idea of second order of desires in human beings. We do not have the same abilities to pursue freedom with animals because they utilize first order desires where they may choose to engage in an activity or leave it altogether. Our freedom emanates from the reflective self-evaluation sessions inspired by second-order desires. The structure of a person is made by the capability to use of will to do the things he or she wants (Frankfurt 415). We are complete as human beings because if the innate capability to act out of our volitions due to second order desires. Frankfurt explains that there some of us who share the characteristics of first order desires and desires of the second orders. The characteristics render us free though our influence may be restricted to a particular extent. People who assumes or utilizes first and second order desires are called wanton. Wanton entails adults, nonhumans, and young children who do have the volition to do what they want. We get ample chances to act the way we feel without resulting into any form of conflict. We have the ultimate choice of acting rationally and deliberately irrespective of whether we have first or second order desires. However, we tend to ignore our strongest inclinations