USS Illinois (BB-65) in World War II

USS Illinois (BB-65) was a battleship that was laid down during World War II (1939-1945) but never completed. First proposed as a ship of the massive Montana-class of battleship, Illinois was re-ordered in 1940 as the fifth vessel of the US Navys Iowa-class. As work commenced, the US Navy found that it had a more pressing need for aircraft carriers than battleships. This led to efforts to convert Illinois into a carrier. The resulting designs proved impractical and construction resumed on the battleship but at a slow speed. In early August 1945, with Illinois only 22% complete, the US Navy elected to cancel the ship. Some debate ensued regarding completing the hull for use in nuclear testing, but the cost proved prohibitive and the decision was made to break up what had been built. A New Design In early 1938, work commenced on a new battleship design at the request of US Navy General Board head Admiral Thomas C. Hart. At first conceived as a larger version of the earlier  South Dakota-class, the new battleships were to mount twelve 16 guns or nine 18 guns.  As the design was revised, the armament changed to nine 16 guns. In addition, the class anti-aircraft complement underwent several evolutions with the majority of its 1.1 weapons being replaced with 20 mm and 40 mm guns. Funding for the new ships came in May with the approval of the Naval Act of 1938. Designated the  Iowa-class, construction of the lead ship,  USS  Iowa  (BB-61), was assigned to the New York Navy Yard. Laid down in 1940,  Iowa  was to be the first of four battleships in the class. Fast Battleships Though hull numbers BB-65 and BB-66 were originally slated to be the first two ships of the new, larger  Montana-class, the passage of the Two Ocean Navy Act in July 1940 saw them re-designated as two additional  Iowa-class  battleships named USS  Illinois  and USS  Kentucky  respectively. As fast battleships, their 33-knot speed would allow them to serve as escorts for the new  Essex-class  carriers that were joining the fleet.   Unlike the preceding  Iowa-class ships (Iowa,  New Jersey,  Missouri, and  Wisconsin),  Illinois  and  Kentucky  were to employ all-welded construction which reduced weight while increasing hull strength.  Some debate was also given as to whether to retain the heavy armor scheme initially intended for the  Montana-class. Though this would have improved the vessels protection, it would also have greatly extended construction time. As a result, standard  Iowa-class armor was ordered. One adjustment that was made in the design was to alter elements of the armor scheme to improve protection against torpedo attacks.   USS Illinois (BB-65) - Overview Nation:  United StatesType:  BattleshipShipyard:  Philadelphia  Naval ShipyardLaid Down:  December 6, 1942Fate: Scrapped, September 1958 Specifications (Planned) Displacement:  45,000 tonsLength:  887.2 ft.Beam:  108 ft., 2 in.Draft:  28.9  ft.Speed:  33  knotsComplement: 2,788 Armament (Planned) Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Construction The second ship to carry the name USS Illinois, the first being an Illinois-class battleship (BB-7) commissioned in 1901, BB-65 was laid down at the Philadelphia Naval Shipyard on January 15, 1945.  The delay in the start of construction came as a result of the US Navy putting the battleship on hold following the Battles of the Coral Sea and Midway. In the wake of these engagements, the need for additional aircraft carriers became apparent and these types of vessels took priority in American shipyards. As a result, naval architects began exploring plans for converting Illinois and Kentucky (under construction since 1942) into carriers. The finalized conversion plan would have produced two vessels similar in appearance to the Essex-class. In addition to their aircraft complement, they would have carried twelve 5 guns in four twin and four single mounts. Assessing these plans, it was soon determined that the converted battleships aircraft complement would be smaller than the Essex-class and that the construction process would take longer and cost more than was practical.   Due to this, the decision was made to complete both vessels as battleships but very low priority was given to their construction.  Work moved forward on Illinois in early 1945 and continued into the summer.   With victory over Germany and the impending defeat of Japan, the US Navy ordered construction on the battleship to cease on August 11. Struck from the Naval Vessel Registry the next day, some thought was later given to using the vessels hulk as a target for nuclear testing. When the cost of completing the hull to permit this use was determined and concluded to be too high, the decision to break up the vessel on the ways was made. Scrapping of Illinois incomplete hull commenced in September 1958.

The Importance Of Physical Education On American Schools

The Importance of Physical Education in American Schools Review Hommes, Tiffany J., Bemidji State University, USA Background Many children in America do not receive the needed amount of physical activity needed to maintain a healthy weight. Approximately17% of children are obese (Robert Wood Johnson Foundation, 2016) and 1 in 3 children are overweight or obese (American Heart Association, 2016). This is a local and national emergency that needs to be addressed to keep children healthy, prevent morbidities, and control the costs that are associated with being overweight or obese. Pre-diabetes, type 2 diabetes, and hypertension in children is at an all time high. However, research indicates that only 3.8 percent of American elementary schools provide daily physical education (Robert Wood Johnson Foundation, 2007). This paper will discuss the importance of daily physical education in our schools. There is an abundance of support to provide daily physical education in our schools. First Lady Michelle Obama (2010) stated that she will lead a national initiative to reverse the childhood obesity ep idemic. In her initiative, she mentioned the intervention of increasing physical activity to change this epidemic (Obama, 2010). In fact, Healthy People 2020 has objectives to increase the portion of the America’s private and public schools that require daily physical education U.S. Department of Health and Human Services (2011). There is also a nationalShow MoreRelatedThe Significance Of Physical Education Essay1212 Words   |  5 Pages The Significance of Physical Education in American Schools Review Hommes, Tiffany J., Bemidji State University, USA Background Many children in America do not receive the needed amount of physical activity needed to maintain a healthy weight. Approximately17% of children are obese (Robert Wood Johnson Foundation, 2016) and one in three children are overweight or obese (American Heart Association, 2016). This is a local and national emergency that needs to be addressed to keep childrenRead MoreImportance of Physical Education in Elementary Schools988 Words   |  4 PagesImportance of Physical Education in Elementary Schools Importance of Physical Education in Elementary Schools Chris Williams ECE 315 Terri Malone June 6, 2011 Importance of Physical Education in Elementary School Physical education is sometimes viewed as merely a chance for students to have fun, get the wiggles out. The fact is physical education is so much more important to the health and well being of all childrenRead MoreReducing Childhood Obesity Essay1405 Words   |  6 Pagesof every school she attended. Due to depression, anxiety and agoraphobia (The fear of wide open spaces, crowds or uncontrolled social conditions.), caused by the rest of her classmates she was forced to drop out of school. Children like these are all across America. Food industries are provoking them to eat more with their tasty, one-dollar menus. One of the areas that need to be given more importance in the fight against obesity is physical education: from elementary throughout high school. ObesityRead MoreAnnotated Biography on Childhood Obesity 1654 Words   |  7 Pagesgeneration continues to increasingly fall under obesity’s evil spell. Although many Americans recognize that their children are obe se, they fail to accept that this is an epidemic that should be controlled and given dramatic attention to. Research suggests that childhood obesity in the United States has doubled in the past decade. Despite the fact that we have necessary resources to control these statistics, Americans continue to expose their youngsters to unhealthy and fattening meals. It is no jokeRead MoreObesity has Taken Over Our Children881 Words   |  3 Pageslives of American children in the United States. Presently, 23 million children and teens in the United States are obese (CDC 2014). This epidemic affects children of all ages and mostly minority children at a seemingly unstoppable rate. For instance, 18 percent of American children age 6 to 11 and teens ages 12 to 19 are obese (Spradlin 2012). When examining ethnicity, Caucasian American children 28.2 percent is far lower percentage when compared to that of the 33.1 percent of African American childrenRead MoreThe Value of Physical Education to t he Ancient Greeks and Romans1574 Words   |  7 PagesThe Value of Physical Education to the Ancient Greeks and Romans Throughout history, society has placed a different value on physical education and sport. The purpose of physical education has changed over different time periods and as a result of ever-changing socio-cultural events. Some civilizations use the practice of physical education to prepare for war, some for profit, and some for a general all-around development. Three ancient cultures are of particular importance to development ofRead MoreRequired Physical Education in Schools912 Words   |  4 Pagesfrom the National Association of Sports and Physical Education for Schoolchildren (Rochman). While the physical education at schools are declining in the United States because the state requirements for education are putting pressure on schools to increase the class room part and decreasing the physical education. Schools are trying to save money for the core classes math, Science, Language Arts, and History. With that lack of physical activity in schools the childhood obesity is increa sing. This isRead MorePhysical Vs. Physical Education1414 Words   |  6 Pagescountry, many schools today offer physical education as part of the school curriculum. However, most schools only require students to take Physical Education once or twice throughout their middle school or high school years, and this is not a mandatory subject to take every semester and school year. Some students may have the perception that physical education is simply an extra class for them to have fun or take a break between classes. Based on research, it has been proven that physical exercise playsRead MorePhysical Vs. Physical Education1448 Words   |  6 Pagesthis country, many schools today offer physical education as part of their curriculum. However, most schools only require students to take physical education once or twice throughout their middle school or high school years, and this is not a mandatory subject to take every semester and school year. Some students may have the perception th at physical education is simply an extra class for them to have fun or take a break between classes. However, research proves that physical exercise plays a significantRead MoreChildhood Obesity : An Epidemic834 Words   |  4 PagesIn the United States, childhood obesity is an epidemic and in the past 30 years, childhood obesity have had nearly tripled. There are 31 % of American children and adolescents are either overweight or obese. And according to the numbers, more than 23 million of American children are either overweight or obese and more than 12 million are obese (National Conference of State Legislatures, 2013). The complications of obesity in the childhood period are broad, those include but limited to: hypertension

What is Plagiarism and How to Avoid It Free Essays

In this video presented in YouTube, the narrator shows the two different forms of plagiarism that occur and presents multiple ways to avoid it. Plagiarism is the act of using someone else’s work and then presenting it as one’s own. Stealing ideas from other sources. We will write a custom essay sample on What is Plagiarism and How to Avoid It or any similar topic only for you Order Now The two forms of plagiarism are intentional and unintentional plagiarism. Both of them can lead to someone receiving the same consequences. The first one is when someone cheats and knowingly copy’s the sources work and does not give credit to the original author. This form includes copying and pasting from websites like Wikipedia, changing some of the vocabulary in the work, asking someone to write your own paper for you or even paying them to do it. One last one is going online and buying essays to turn in which is not smart since so many other people may have purchased the same one as you. Unintentional is when the student cheats but does it as a result of their lack of skills in many areas and does not understand the idea of plagiarizing well enough yet. This type includes having trouble with writing skills, or finding resources to help them, and also confusing themselves and not properly citing the work used. The consequences can be failure and receiving a 0 on an essay or even expulsion from college. This resource was helpful in clarifying the two ways of plagiarizing and showing some things to avoid it. For example, to learning the basics to cite and summarize, using the proper tools and citation styles, and also staying organized and checking one’s own sources used in a paper. What this video could’ve done is given a couple clear and understandable examples of plagiarizing and what to do if you think you have done it. Where to get the necessary help and who to reach out to fix the problem. How to cite What is Plagiarism and How to Avoid It, Papers

Chicano Nationalism Essay Example For Students

Chicano Nationalism Essay Chicano as defined by the American Heritage Dictionary , is a Mexican-American. Nationalism, as defined by the same publication, is devotion to the interests or particular culture of a particular nation. So by definition, we can infer that Chicano Nationalism is an interest in either the Mexican or American culture by a Mexican American, which is not a very concise definition. Before we can begin to define Chicano Nationalism, we must first define what is it to be a Chicano. In its simplest form, the American Heritage Dictionarys definition of a Chicano is correct, but there is much more to it than being a Mexican-American. It is a realization of ones past, present and future; realizing how far the culture has come, and how far it has yet to go. It is not only living the duality of both being a Mexican and an American, but also the multiplicity of being a descendant from any number of tribes and nationalities of people that have peppered the landscape of North and Central America ove r hundreds of years. There is no one distinct definition of being a Chicano, but an ever-evolving sense of being that at once combines heritage, personal beliefs, culture, politics and nationality. Defining nationalism, although not as simple as American Heritage Dictionarys definition, is an easier definition to ascertain. As it refers to the Chicano, nationalism has to do with a strong belief in ones heritage, their homeland, the oppression felt be their people, the belief in the self as a nation, the sense of community, equal rights, and the right to exist and follow ones roots. The concept of Chicano nationalism is one that Chicano writers have expressed their views upon in many ways. With analysis of Lorna Dee Cervantes Poem For The Young White Man Who Asked Me How I, An Intelligent, Well-Read Person Could Believe In The War Between The Races and Corky Gonzales I Am Joaquin the reader will be exposed to two examples from each poem of the key elements of Chicano nationalism. These key elements will provide the reader with a greater understanding of how writers in this period exemplified Chicano nationalism. Cervantes begins her poem with the lines, In my land, there are no distinctions. The barbed wire politics of oppression have been torn down long ago. The only reminder of past battles, lost or won, is a slight rutting in the fertile lands. This first stanza sets the tone for the poem as Cervantes chooses to take a stand by trumpeting the virtues of her own homeland, rather than downplay the misgivings present in our society. The line In my land, there are no distinctions is an obvious reference to the class structure that is prevalent in our (United States) society. It is this class structure, or modernized caste system, that divides people and puts them in a position to oppress or be oppressed. Hence we have an example of Chicano nationalism in that invariably the Anglos have always risen to power and oppressed those that are on the lower rungs of the caste system, with Chicanos being a prominent member of that group. To further exemplify this inference of exclusion, we look to Hector Calderon in his essay Chicano Literary Studies Past, Present and Future , where he states, the disparity between the privileged and underprivileged in this countryincluding Chicanos, Mexican-Americans (the term is resurfacing) and millions of other Mexicans and other Latino groupshas never been greater. He further states that There exists, however, the real possibility that some regions of this country, especially in the case of California.will be composed of a ruling minority and an underprivileged majority. Calderon is stating that Anglo oppression, though not nearly as blatant as it was in the mid to late 1900s is just as prevalent, if not more prevalent today. As the Chicano population increases in California, by all rights, so too should the political clout of the Chicano, and that is just not the case. The question then arises as to whether Cervantes is writing this poem merely from the stand point of a person of Chicano decent, or are we to take this poem as not only a comment on the oppression of the Chicano, but also of the women in the Chicano culture. If we analyze the fifth stanza of the poem, we begin to see that Cervantes speaks of being marginalized not only because of her Chicano heritage, but also because of her gender. Im marked by the color of my skin. The bullets are designed to kill slowly. They are aiming at my children. These are facts. Let me show you my wounds, my stumbling mind, my excuse me tongue and this nagging preoccupation with the feeling of not being good enough. The stanza starts out as an obvious statement about the oppression of the Chicano people, but each progressive line has the undertone of gender oppression as well. Cervantes stumbling mind and excuse me tongue may very well be the product of living within a culture where the womens plight takes a back seat to the tribulations of the men. The nagging preoccupation with the feeling of not being good enough may stem from years of being told that she was not good enough to be the bread-winner in the family, or that a college education is not the type of thing that a Chicano woman should pursue. It is no secret that the Chicano woman has had to make greater strides towards equality than the Chicano male, yet as late as the 1970s it was unheard of for Chicano woman to speak out about their concerns. By placing her Chicano feminist perspective within a poem about the inequities suffered by the Chicano people at large, Cervantes may have felt that her message was being played to a much larger audience. As Tey Diana Rebolledo states in the Introduction to Infinite Divisions In the main, the Chicanas concerns for and about political and social oppression arising from long years of communal experience, are, according to Herrera-Sobek primary vectors structuring many of their works. S o we can infer from Rebolledos quote that Cervantes view was not only shaped by her experiences as a Chicano, but also from time spent watching her mothers generation and her grandmothers generation lead their lives in what may be called a sub-serviant fashion, to the men of their society. here ya go...have fun EssayGonzales further exemplifies the sense of Anglo oppression throughout the poem, and at times mixes it with a strong sense of heritage and community. The following stanza is from the last two pages of the poem, The part of blood that is mine has labored endlessly five hundred years under the heel of lustful Europeans. I am still here! I have endured in the rugged mountains of our country. I have survived the toils and slavery of the fields. I have existed in the barrios of the city, in the suburbs of bigotry, in the mines of social snobbery, in the prisons of dejection, in the muck of exploitation and in the fierce heat of racial hatred. This stanza brings to light every aspect of Chicano nationalism that Gonzales echoed throughout the poem. All at once we have the heritage of the Chicano people who labored endlessly through Europeans ravishing their cities and people in search of gold and other treasures, all the while contaminating the blood of all futur e generation. We also have the sense of community that comes from living in a barrio of the city and experiencing the prisons of dejection that is forced upon the Chicano by the Anglo oppressors. We also have the belief in the self as a nation, the self-surviving the toils and slavery of the fields. Gonzales is stating implicitly that the Chicano is a culmination of experiences, both good and bad, that determines the make-up of a people. In the face of all of the turmoil that prevents Joaquin from truly knowing which culture he belongs to, he is presented with the simple concept that he is all cultures and all people. By adopting those cultures and taking pride in his heritage, Joaquin begins to understand that he is simply, Joaquin. In summation, Lorna Dee Cervantes Poem For The Young White Man Who Asked Me How I, An Intelligent, Well-Read Person Could Believe In The War Between The Races and Corky Gonzales I Am Joaquin are two perfect examples of Chicano nationalist poems in that they tie in the major aspects of Chicano nationalism (heritage, political marginalization, Anglo oppression, self as nation, community, equal rights and the right to follow your roots) with the central focus of the poem. As Susan Bassnett states in her essay Bilingual Poetry: A Chicano Phenomenon , there is a Latin American tradition of the poet who occupies a prominent place in the struggle for freedom and national unity, and as Cervantes and Gonzales demonstrated, the poets role in Latin America has not been diminished. Bibliography:Berube, Margery S., et all; The American Heritage Dictionary Second Edition; Houghton Mifflin Company; Boston, Mass, 1985Fernandez, Maria Elena; Chicana/o Studies 380 Reader; CSUN Press, Northridge, Ca; 2001Calderon, Hector; Chicano Literary Studies Past, Present and Future; Left Politics and the Literary Profession; Columbia Press; New York, NY; 1990Rebolledo, Tey Dianna; Infinite Divisions; University of Arizona Press; AZ 1991