World War II USS Essex CV-9

World War II USS Essex CV-9 USS Essex Overview Nation: United StatesType: Aircraft CarrierShipyard: Newport News Shipbuilding Drydock CompanyLaid Down: April 28, 1941Launched: July 31, 1942Commissioned: December 31, 1942Fate: Scrapped USS Essex Specifications Displacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 men USS Essex Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft Design Construction Designed in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were built to conform to the limitations set forth by the Washington Naval Treaty. This agreement placed restrictions on the tonnage of various types of warships as well as limited each signatory’s overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions increased, Japan and Italy left the agreement in 1936. With the collapse of the treaty system, the US Navy began developing a design for a new, larger class of aircraft carrier and one which incorporated the lessons learned from the Yorktown-class. The resulting design was longer and wider as well as incorporated a deck-edge elevator system. This had been used previously on USS Wasp. In addition to carrying a larger air group, the new class possessed a greatly enhanced anti-aircraft armament. With the passage of the Naval Expansion Act on May 17, 1938, the US Navy moved forward with the construction of two new carriers. The first, USS Hornet (CV-8), was built to the Yorktown-class standard while the second, USS Essex (CV-9), was to be constructed using the new design. While work quickly commenced on Hornet, Essex and two additional vessels of its class, were not formally ordered until July 3, 1940. Assigned to the Newport News Shipbuilding and Drydock Company, construction of Essex commenced on April 28, 1941. With the Japanese attack on Pearl Harbor and the US entry into World War II that December, work intensified on the new carrier. Launched on July 31, 1942, Essex completed fitting out and entered commission on December 31 with Captain Donald B. Duncan in command. Journey to the Pacific After spending the spring of 1943 conducting shakedown and training cruises, Essex departed for the Pacific in May. After a brief stop at Pearl Harbor, the carrier joined Task Force 16 for attacks against Marcus Island before becoming the flagship of Task Force 14. Striking Wake Island and Rabaul that fall, Essex sailed with Task Group 50.3 in November to aid in the invasion of Tarawa. Moving to the Marshalls, it supported Allied forces during the Battle of Kwajalein in January-February 1944. Later in February, Essex joined Rear Admiral Marc Mitschers Task Force 58. This formation mounted a series of hugely successful raids against the Japanese anchorage at Truk on February 17-18. Steaming north, Mitschers carriers then launched several attacks against Guam, Tinian, and Saipan in the Marianas. Completing this operation, Essex departed TF58 and sailed to San Francisco for an overhaul. Fast Carrier Task Force Embarking Air Group Fifteen, led by future US Navy top-scorer Commander David McCampbell, Essex conducted raids against Marcus and Wake Islands before rejoining TF58, also known as the Fast Carrier Task Force, for the invasion of the Marianas. Supporting American forces as they attacked Saipan in mid-June, the carriers aircraft took part in the pivotal Battle of the Philippine Sea on June 19-20. With the conclusion of the campaign in the Marianas, Essex shifted south to aid in Allied operations against Peleliu in September. After weathering a typhoon in October, the carrier mounted attacks on the Okinawa and Formosa before steaming south to provide cover for the landings on Leyte in the Philippines. Operating off the Philippines in late October, Essex participated in the Battle of Leyte Gulf which saw American aircraft sink four Japanese carriers. Final Campaigns of World War II After replenishing at Ulithi, Essex attacked Manila and other parts of Luzon in November. On November 25, the carrier sustained its first wartime damage when a kamikaze struck the port side of the flight deck. Making repairs, Essex remained at the front and its aircraft conducted strikes across Mindoro during December. In January 1945, the carrier supported Allied landings at Lingayen Gulf as well as launched a series of strikes against Japanese positions in the Philippine Sea including Okinawa, Formosa, Sakishima, and Hong Kong. In February, the Fast Carrier Task Force moved north and attacked the area around Tokyo before aiding in the invasion of Iwo Jima. In March, Essex sailed west and began operations to support the landings on Okinawa. The carrier remained on station near the island until late May. In the wars final weeks, Essex and other American carriers conducted strikes against the Japanese home islands. With the wars end on September 2, Essex received orders to sail for Br emerton, WA. Arriving, the carrier was deactivated and placed in reserve on January 9, 1947. Korean War After a brief time in reserve, Essex commenced a modernization program to better allow it to take the US Navys jet aircraft and improve its overall effectiveness. This saw the addition of a new flight deck and an altered island. Re-commissioned on January 16, 1951, Essex began shakedown maneuvers off Hawaii before steaming west to take part in the Korean War. Serving as the flagship of Carrier Division 1 and Task Force 77, the carrier debuted the McDonnell F2H Banshee. Conducting strikes and support missions for United Nations forces, Essexs aircraft attacked across the peninsula and as far north as the Yalu River. That September, the carrier sustained damaged when one its Banshees crashed into other aircraft on deck. Returning to service after brief repairs, Essex conducted a total of three tours during the conflict. With the end of the war, it remained in the region and took part in the Peace Patrol and evacuation of the Tachen Islands. Later Assignments Returning to Puget Sound Naval Shipyard in 1955, Essex began a massive SCB-125 modernization program which included the installation of an angled flight deck, elevator relocations, and installation of a hurricane bow. Joining the US Pacific Fleet in March 1956, Essex largely operated in American waters until being shifted to the Atlantic. After NATO exercises in 1958, it redeployed to the Mediterranean with the US Sixth Fleet. That July, ​Essex supported the US Peace Force in Lebanon. Departing the Mediterranean in early 1960, the carrier steamed to Rhode Island where it underwent a conversion to an anti-submarine warfare support carrier. Through the remainder of the year, Essex conducted a variety of training missions as the flagship of Carrier Division 18 and Antisubmarine Carrier Group 3. The ship also took part in NATO and CENTO exercises which took it to the Indian Ocean. In April 1961, unmarked aircraft from Essex flew reconnaissance and escort missions over Cuba during the failed Bay of Pigs invasion. Later that year, the carrier conducted a goodwill tour of Europe with port calls in the Netherlands, West Germany, and Scotland. Following a refit at the Brooklyn Navy Yard in 1962, Essex received orders to enforce the naval quarantine of Cuba during the Cuban Missile Crisis. On station for a month, the carrier aided in preventing additional Soviet materials from reaching the island. The next four years saw the carrier fulfill peacetime duties. This proved a quiet period until November 1966, when Essex collided with the submarine USS Nautilus. Though both vessels were damaged, they were able to safely make port. Two years later, Essex served as the recovery platform for Apollo 7. Steaming north of Puerto Rico, its helicopters recovered the capsule as well as astronauts Walter M. Schirra, Donn F. Eisele, and R. Walter Cunningham. Increasingly old, the US Navy elected to retire Essex in 1969. Decommissioned on June 30, it was removed from the Navy Vessel Register on June 1, 1973. Briefly held in mothballs, Essex was sold for scrap in 1975. Selected Sources DANFS: USS Essex (CV-9)USS Essex Association

Ancient Roman Water Systems

Ancient Roman Water Systems Ann Olga Koloski-Ostrow, a Brandeis classicist who has studied the Roman latrine, says, There are no ancient sources where you can really learn about daily life[...] You have to come upon information almost by chance. That means its hard to answer all the questions or to say with any confidence that this bit of information about the bathroom habits of the Roman Empire applies to the Republic as well. With that caution, here is some of what we think we know about the water system of ancient Rome. Roman Aqueducts The Romans are renowned for engineering marvels, among which is the aqueduct that carried water for many miles in order to provide a crowded urban population with relatively safe, potable water, as well as less essential but very Roman aquatic uses. Rome had nine aqueducts by the time of the engineer Sextus Julius Frontinus (c. 35–105), appointed curator aquarum in 97, our main ancient source for the water supply. The first of these was built in the fourth century B.C. and the last in the first century A.D. Aqueducts were built because the springs, wells, and Tiber River were no longer providing the safe water that was needed for the swelling urban population. Aqueducts Listed by Frontinus: In 312 B.C., the Appia Aqueduct was built 16,445 meters long.Next was the Anio Verus, built between 272-269, and 63,705 meters.Next was the Marcia, built between 144-140 and 91,424 meters.The next aqueduct was the Tepula, built in 125, and 17,745 meters.The Julia was built in 33 B.C. at 22,854 meters.The Virgo was built in 19 B.C., at 20,697 meters.The next aqueduct is the Alsientina, whose date is unknown. Its length is 32,848.The last two aqueducts were built between 38 and 52 A.D. Claudia was 68,751 meters.The Anio Novus was 86,964 meters. The Drinking Water Supply Water did not go to all residents of Rome. Only the rich had private service and the rich were as likely to divert and hence, steal, the water from the aqueducts as anyone. Water in residences only reached the lowest floors. Most Romans got their water from a constantly running public fountain. Baths and Latrines Aqueducts also supplied water to public latrines and baths. Latrines served 12-60 people at once with no dividers for privacy or toilet paper only a sponge on a stick in the water to pass around. Fortunately, water ran through the latrines constantly. Some latrines were elaborate and may have been amusing. Baths were more clearly a form of entertainment as well as hygiene. Sewers and The Cloaca Maxima When you live on the 6th floor of a walk-up with no latrine for blocks, the chances are youll use a chamber pot. What do you do with its content? That was the question that faced many an insula dweller in Rome, and many answered in the most obvious way. They dumped the pot out the window onto any stray passerby. Laws were written to deal with this, but it still went on. The preferred act was to dump solids into sewers and urine into vats where it was eagerly collected and even bought by fullers who needed the ammonia in their toga cleaning business. The main sewer of Rome was the Cloaca Maxima. It emptied into the Tiber River. It was probably built by one of the Etruscan kings of Rome to drain the marshes in the valleys between the hills. Sources By Donna Desrochers,  Classicist digs deep for truth about latrines, hygiene habits of ancient Romans, Roger D. Hansen, Water and Wastewater Systems in Imperial Rome Lanciani, Rodolfo, The Ruins of Ancient Rome. Benjamin Blom, New York.

Steroids and Masculinity Research Paper Example | Topics and Well Written Essays - 500 words

Steroids and Masculinity - Research Paper Example Steroids are chemical substances which induce changes in hormonal secretions. They are naturally occurring or synthetic fat-soluble organic compounds which are in diverse range including bile acids, vitamin D, cholesterol etc (Steroids). They encourage masculinity and add strength to one’s body. Physical fitness reflects mental upliftment. This steroid consumption slowly becomes an addiction. Following essay addresses the issue of steroid intake in men, its impacts- positive and negative and substitute measures to steroid intake. There are many reasons prevailing in the society for the widespread use of steroids. The media holds a strong influence on the minds of people. They publicize and advocate weight loss, leaner body structures and attractive figures while promoting celebrity endorsed products. This provokes men to be like those celebrities whom they admire. The use of steroids is related with the degree of satisfaction that men have about their own body structure. Some people are believed to have a behavioural syndrome: ‘muscle dysmorphia’; in this condition although men have strong and large muscular built, they still think they are weak (Why Do People Abuse Anabolic Steroids). This mental dilemma forces them to take external help in the form of steroids to build their body according to their hypothetical body image. Men are lured into taking steroids because of its benefits which are- muscle and strength gain, increased agility, increased stamina and increased endurance in any of the physical activities (The Benefits of Using Steroids). Some other benefits include enhanced functioning of sexual organs, treatment of various disorders such as asthma, kidney problems, facial paralysis attacks, Alzheimer’s disease, cancer, etc (The Advantages and Benefits of Steroids). As every coin has two sides, so does the consumption of steroids. Some health hazards due to its consumption are- hair loss, fertility problems, insomnia, headache,

The Appalachians in North America Essay Example | Topics and Well Written Essays - 1250 words

The Appalachians in North America - Essay Example Mitchell., Additionally, the Appalachian mountain ranges also include ridges and valleys1. Appalachian is a name that is believed to have been derived from the Apalachee Indians who were believed to be the pioneers of the place and were mostly woodsmen. Early Appalachian was full of valleys and huge gaps that were not easily navigable thus hindering transportation and various activities. This writing analyses some of the significance of the Appalachian Mountains both in geographical perspective and in the society. The Appalachian Mountains re of great importance as far as recreational matters are concerned since it has numerous parks and also the Appalachian Trail which is mostly used by stout hikers globally. The mountain ranges remain one of the most significant geographical and historical features in the world especially due to its uniqueness and size as well as its old age. Perhaps if the Appalachians could have been located in a different place it could still maintain its geogra phical influence but different cultural and economic influence2. The mountains could not affect the natives or the first settlers equally because there must have been different cultural background of the settlers. Suppose the Appalachians could have been located in Africa or Asia, initially the name and the culture of people around it would have been traced back to the original African or Asian culture. Even economic and social activities would have either slightly or greatly changed. Some of the features of the mountains especially the ice cover and vegetation cover may have also been altered depending on the climate and activities taking place in that particular region3. This is one of the pictures of some of the National Parks found within the Appalachian region which is known as Shenandoah National Park in the Blue Ridge Mountains in western Virginia4. Culture of the people living around the Appalachian Mountains was a mixture of different cultures from England, Scotland and Ger many settlers who were seeking land, freedom and new opportunities thus making the region multi-cultural region especially at the modern age when most people around the world have gone to seek for employment. Some Americans also think that the Appalachians are not well educated and all these could be attributed to the fact that the regions’ topography could not favor infrastructural development. The Appalachians are not as civilized as other parts of America and are sometimes referred to as hicks, rednecks and hillbillies. The Appalachians greatly consider family values and togetherness5. European settlers greatly influenced the social disruption that also brought about environmental disruption especially due to introduction of plants and animals from Europe. The indigenous however initially depended on the valuable resources provided by the Appalachia region such as wildlife to be hunted, fish from the sparkling rivers as well as logs that helped them in building houses6. Th ere were also some unique cultures such as casual mountain dances practiced by the Appalachians. It is also worth noting that most of the Appalachians could not fully dwell on farming because the mountains were rocky and hilly thus hindering their ability to make a living out of farming. This led to some disheartening conditions such as widespread of poverty that eventually led to widespread disease infections and malnutrition amongst the population specifically the children7. Economic activities within the Appalachian regions varied from fishing, farming, manufacturing and commerce. There are also notable coals as well as natural gas in the Appalachian plateau as well as

Inside Islam notes Essay Example for Free

Inside Islam notes Essay

Macbeth :: Shakespeare books

God and the devil have a strong presence in â€Å"Macbeth†. The characters look to heaven and hell as places they have to try and strive towards or steer away from. God and the devil seem to be the driving and obvious force behind the happenings of the tragedy. They mold the characters into what they are. Even when things do not end up in their favor. The witches have an impact on the whole theme of the play. They are the ones who start to label Macbeth with titles, which he does not yet posses. The witches predict the future, which is to Macbeth’s liking. â€Å"All hail Macbeth! Hail to thee, Thane of Glamis. All hail Macbeth! Hail to thee, Thane of Cawdor. All hail Macbeth, that’s shalt be king hereafter!†(1.3.46-48). Macbeth at this time was only the Thane of Glamis and he knew he had aspirations of becoming king, but wanted to know how these witches would know to say such things. â€Å"†¦tell me more†¦But how of Cawdor? The thane of Cawdor lives, a prosperous gentleman, and to be king stands not within the prospect of belief.† (1.3.68-73) The witches at this point fade out and leave Banquo and Macbeth to speculate. Ross and Angus enter and tell Macbeth that that the Thane of Cawdor is going to be executed and that Macbeth will take on the title. In Macbeth’s mind this means that he is going to be king. Since the witches were able to predict that he was going to be Thane of Cawdor then he believes he is definitely going to be king. â€Å"What can the devil speak true?†(1.3.107) This is Banquo’s reaction after Ross â€Å"hails† Macbeth with his new title, Thane of Cawdor. Banquo starts to wonder if what the witches proclaimed, would actually come true. If what they said did come true for him it would mean his children would be kings. This quote is sort of strange to me. I am taking it as he refers to the witches as the devil. I don’t know how he came to this conclusion; maybe it is just how he is trained to think towards anyone that can see the future. The witches planted this thought into Macbeth’s head about being king. Since the Cawdor topic came true with ease he believes that him becoming king will also be an easy transition. Macbeth :: Shakespeare books God and the devil have a strong presence in â€Å"Macbeth†. The characters look to heaven and hell as places they have to try and strive towards or steer away from. God and the devil seem to be the driving and obvious force behind the happenings of the tragedy. They mold the characters into what they are. Even when things do not end up in their favor. The witches have an impact on the whole theme of the play. They are the ones who start to label Macbeth with titles, which he does not yet posses. The witches predict the future, which is to Macbeth’s liking. â€Å"All hail Macbeth! Hail to thee, Thane of Glamis. All hail Macbeth! Hail to thee, Thane of Cawdor. All hail Macbeth, that’s shalt be king hereafter!†(1.3.46-48). Macbeth at this time was only the Thane of Glamis and he knew he had aspirations of becoming king, but wanted to know how these witches would know to say such things. â€Å"†¦tell me more†¦But how of Cawdor? The thane of Cawdor lives, a prosperous gentleman, and to be king stands not within the prospect of belief.† (1.3.68-73) The witches at this point fade out and leave Banquo and Macbeth to speculate. Ross and Angus enter and tell Macbeth that that the Thane of Cawdor is going to be executed and that Macbeth will take on the title. In Macbeth’s mind this means that he is going to be king. Since the witches were able to predict that he was going to be Thane of Cawdor then he believes he is definitely going to be king. â€Å"What can the devil speak true?†(1.3.107) This is Banquo’s reaction after Ross â€Å"hails† Macbeth with his new title, Thane of Cawdor. Banquo starts to wonder if what the witches proclaimed, would actually come true. If what they said did come true for him it would mean his children would be kings. This quote is sort of strange to me. I am taking it as he refers to the witches as the devil. I don’t know how he came to this conclusion; maybe it is just how he is trained to think towards anyone that can see the future. The witches planted this thought into Macbeth’s head about being king. Since the Cawdor topic came true with ease he believes that him becoming king will also be an easy transition.

Principles of diversity, equality and inclusion Essay

1. Understand the importance of diversity, equality and inclusion 1.1 Define what is meant by: †¢ diversityIndividual differences. Includes many factors, eg. race, gender, religious and political belief, abilities and disabilities, age and culture †¢ equalityInstilling a balance of fairness and status to all individuals †¢ inclusionaccommodating every individual to be part of a situation †¢ discriminationthe treatment of a person due to prejudice of their individual differences see more:legislation and codes of practice relating to diversity 1.2 Describe how direct or indirect discrimination may occur in the work setting Direct discrimination may be only including a particular group of people who the carer considers appropriate by their personal opinion. Direct discrimination may occur therefore due to a carers personal belief or opinion which should not be relevant whilst working in a care environment. Indirect discrimination is the assumption that the carer knows about a person without obtaining relevant information. This may occur if the carers assumes the individual is unable to take part in an activity by their own assumption rather than by any particular knowledge 1.3 Explain how practices that support diversity, equality and inclusion reduce the likelihood of discrimination If practices are in place to help carers have a better understanding of diversity, inclusion and equality, such as training and employment of diverse individuals, discrimination will naturally be reduced. If carers are enabled to get to know the diverse backgrounds, and gain a better understanding, stereotyping should be reduced 2. Know how to work in an inclusive way 2.1 List key legislation and codes of practice relating to diversity, equality, inclusion and discrimination in adult social care settings The Equality Act 2010 legally protects people Care Quality Commission compliance regulations Policies and procedures within the workplace 2.2 Describe how to interact with individuals in an inclusive way By getting to know the individual’s background you will be better equipped to encourage inclusion. They should feel comfortable in the environment to feel properly included. This may include treating them equally, without authority, listening and speaking with consideration and sincerity. The person should be encouraged to behave naturally in a way that is comfortable to them and does not challenge the individual to change themselves to fit into your own ideologies. 2.3 Describe ways in which discrimination may be challenged in adult social care settings Discrimination can be challenged by not tolerating and taking immediate action if it occurs. All individuals should be encouraged to challenge discrimination in a fair and calm way, this should be led by respect and consideration of others. When discrimination occurs, incidents should be reported and recorded. By making all staff, carers, service users and their carers/families aware of the discrimination policies and procedures, discrimination can be dealt with more swiftly and effectively. When carers are properly trained, they will have a better understanding of discrimination and be in a position to act positively to prevent and challenge the incident. 3. Know how to access information, advice and support about diversity, equality, inclusion and discrimination 3.1 Identify sources of information, advice and support about diversity, equality, inclusion and discrimination The workplace would be my first point of call for information. I would look to our handbooks, policies and procedures guidelines as well as management. I could also source information from government agencies and online support, and the Care Quality Commission for further information and support. Further still I could consider obtaining advice from related charities, organisations and private professionals. 3.2 Describe how and when to access information, advice and support about diversity, equality, inclusion and discrimination I should access information, advice and support at all stages, from initial training to refresher courses and keeping up to date with policy and legislation changes. It should be my responsibility as a carer to be aware of current information at all times. When incidents of discrimination occur I would immediately make my colleagues and managers aware and gain guidance and  support from the offset. If I found the support and information insufficient, I would then look to further sources for information, support and advice until I received a satisfactory conclusion for all involved.

The Greeks and Achilles

The opening of Virgil’s epic [â€Å"I sing of warfare and a man of war† or â€Å" I sing of arms and of the man†] is a skillful allusion to Homer’s Iliad [â€Å"Rage—Goddess, sing the rage of Peleus’ son Achilles†]. Both rely on nouns. Discuss how the two interact in both works. Just as Homer used the first lines of the Iliad and Odyssey to announce the main themes of those poems, Virgil presents the two main themes of the Aeneid in the first line.What are these two central themes? In The Aeneid, Virgil's first two lines â€Å"I sing of warfare and a man at war. / He came to Italy by destiny. † Like with Homer's The Iliad and The Odyssey, Virgil's central theme for The Aeneid is war, though in a vastly different light than that of Homer's two epics. With Aeneid, the central character Aeneas fleas Troy during a darkened time for his native city, when it is being ravaged in a war between the Greeks and Achilles.The line He came to Italy by destiny tells me that The Aeneid's focus is central to fate and destiny and how so many people during this time put a lot of their energy believing in, and raging wars in the name of both. What universal force is responsible for Aeneas's sufferings as an exile (see line 3)? In accordance with this universal force, what is the purpose of his sufferings? Land and sea are what are responsibile for Aeneas sufferings as an exile while he made the journey from Troy to Italy.Aeneas' suffering was at the hands of Juno, who was angry that with Aeneas' arrival into Carthage meant that the fate of her most favorite city would soon be teasted when the war made it's way from his beloved Troy, where he was fleeing from, to Carthage. Explain the reasons for Juno's hatred of the Trojans. Juno's hatred towards the other Trojan's was because the arrival of another Trojan, Paris, voted in a beauty contest against Juno, a contest that she ended up losing.Compare and contrast Homer’s de scription of the shield of Achilles in the Iliad (XVIII. 572ff. ) with Virgil’s description of the shield of Aeneas in the Aeneid (VIII. 24ff. ). Both Aeneas and Achilles are given shields that help to defend against their enemies. With Aeneas, he is given a shield to help protect Rome from an invasion, whereas Achilles is given a shield to face off and carry out his revenge against Hector. Both similar in their uses are vastly different in design. For Achilles, his holds engravings of common life during his time.

Idiom

Idiom Idiom Idiom By Maeve Maddox Because I’m in the habit of blithely flinging the word idiom about as if everyone should know what I mean by it, this comment from a reader brought me up short: I guess I dont know what an idiom is. The word idiom derives from a Greek word meaning â€Å"appropriate to oneself.† In the context of language, an idiom is a usage peculiar to a particular language. When I use the word idiom, I usually mean one of two things: 1. A construction or usage peculiar to English For example, in English, we state our age with the verb to be: â€Å"I am twenty-one years old.† Speakers of French and Spanish, on the other hand, use their verbs for to have (avoir and tener): â€Å"J’ai vingt-et-un ans.† â€Å"Tengo vientiuno†- literally, â€Å"I have twenty-one years.† These distinctive ways of stating age in different languages are idioms. 2. An expression that means something other than what is expressed by the individual words in it For example, consider the words kick and bucket. The meaning of to kick is â€Å"to thrust out the foot or feet with force.† The meaning of bucket is â€Å"a vessel for catching, holding, or carrying liquids or solids.† Kick and bucket may be used with their denoted meanings: The girl overturned the bucket when she kicked it. The frustrated farmer kicked the bucket down the hill. But the idiom â€Å"to kick the bucket,† conveys a meaning that has nothing obvious to do with kicking or buckets: I don’t want to kick the bucket until I’ve seen Rome. The idiom â€Å"to kick the bucket† means â€Å"to die.† The adjective for idiom is idiomatic. When I say that a particular usage as idiomatic, I mean that it â€Å"sounds right† in English. For example, here are two examples of unidiomatic English from sales letters: UNIDIOMATIC ENGLISH: I have a huge interest in making business with you. IDIOMATIC ENGLISH: I’m very interested in doing business with you. UNIDIOMATIC ENGLISH: On getting an opportunity, I can add value to your content writing solution. IDIOMATIC ENGLISH: Given the opportunity, I can add value to your site content. The word idiom is also used with these meanings: 3. The kind of language and grammar used by a particular people at a particular time or place. So, too, in the expressive language  of Wall Street  do we find illumination of all that has taken place. For in its  idiom  is crystallized the wisdom of a hundred years. 4. The style of writing, music, art, etc. that is typical of a particular time or place. Coplands music was infused with the folk and jazz idioms of America. Related post: Idiomatic English 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 Vocabulary category, check our popular posts, or choose a related post below:Creative Writing 10144 Resume Writing TipsTrooper or Trouper?

How to Write a Book Review

How to Write a Book Review Many book aficionados write reviews. Thats great. However, if you are interested in writing reviews for publication or payment, you might consider how to formally write a review. In my own search for guidance, I came across this site that actually offers templates to escort you through the process. mybookbag.net.au/book-review-template/ But whether you write reviews for Amazon, blogs, magazines or newsletters/ezines, consider getting the formula right. Become known for your reviews and you might wind up as a paid reviewer, or as a minimum have a blog with advertisers knocking on your door. The University of North Carolina has a great post on this at its Writing Center. http://writingcenter.unc.edu/handouts/book-reviews/ Basically, a reviewer gives the reader a concise summary, offers a critical assessment (good and bad), and ends the review with a suggestion as to whether the audience would enjoy the book. Drus Book Musings is a fine example of prolific reviewing. She leans toward the cozy mystery but isnt limited Or you can do reviews awash with humor or sarcasm or dark slaps, creating a voice for yourself. Some of NPRs reviews are done in that vein, such as Christian Grey Began His Fictional Career as a Vampire. npr.org/2015/02/08/384695847/christian-grey-began-his-fictional-career-as-a-vampire Or you can write for online magazines like Charleston Currents, a journal for the South Carolina Lowcountry. http://charlestoncurrents.com/ Or Columbia, SCs Free Times. It took my best query abilities to entice the arts editor to provide an interview/book review of the Carolina Slade series. free-times.com/arts/agriculture-experience-bears-fruit-in-south-carolina-mystery-series-052814 You can become known for book reviews, but like all forms of writing, you have to be a honed writer, diligent, and consistent. It takes time, but you can find a way to take your enjoyment of reading to the book review level. It takes practice, hard work, and a knack for querying like all writing. Or you can do reviews on your own, on your blog, and in that case, you need to build up your following and let authors know you are there for them. Then warn the postal person, because free books will flood your living room! FINAL NOTE: Of course, if you need practice, you are welcome to do so with a Carolina Slade or Edisto Island Mystery.

The Development of Agriculture in Mesopotamia and the Comparison to Essay

The Development of Agriculture in Mesopotamia and the Comparison to Other Agricultural Hearths - Essay Example Still, Mesopotamian influences, along with those of China, provided the structure through which the agriculture of India was developed. The rise of agriculture in Mesoamerica was developed through an independent set of inventions. It is clearly, however, Mesopotamia that has the earliest development of agriculture in the world. The primary reasons for the Fertile Crescent to be the first to develope agriculture were due to time, environment, and increased populations that formed city-states. In discussing the nature of the development of agriculture in the Fertile Crescent, it is important to understand the way in which time is a factor in producing commodities for a civilization. In order to feed the people of the region, hunting gathering would have been the first form of communal food resourcing that would have been attempted. Because of the nature of the geography of the area, this was not an efficient system for gathering food and creating enough nourishment for the people. As m ore people gathered in concentric areas, it became clear that a different method of food production would be needed to satisfy the needs of so many people that had become a growing population. The problem in the geography was that the areas were mostly mountainous, covered with vast forests and brushwood.1 It was a better choice to create resources of food in more central areas, farms that could feed people rather than requiring them to go out into the world to find their food. The time required to hunt and gather was inefficient. Time is also relevant in relationship to the climate, the rains of the region more frequent and in a better balance for agriculture than they currently are for the area. It is likely, according to climatology history, that between the Ice Age and about 4000BCE the monsoon rains extended farther West, providing for a more moisture rich environment than currently exists.2 The environment was more conducive to planting, the land more rich in nutrients and the way in which growing needs were met. The world has changed a great deal and the answers to the reasons for questions of history often lie in greater conveniences available during those times in contrast to the way in which circumstances exist presently. Time period is relevant to the developments that existed as the collision of fertile circumstances provide for opportunities to develop. As the rains created a rich environment, the development of harnessing the rain through irrigation increased the level of farming that could be accomplished. The other way in which time is relevant is through the time it took for the agricultural culture to develop. Agriculture did not spring up during a period of a few hundred years. The development of agriculture was reflective of a period of more than a thousand years, the development emerging through a long period of time where single farmers moved to villages, which moved to towns, then moving and arranging themselves into city-states. This to ok a millennia of time for the processes of agriculture to begin to develop, the populations put into place, and solutions to the problems of resource allocation to be focused on growing and