Montana-class Battleships US Navy - World War II

Displacement: 66,040 tonsLength: 920 ft., 6 in.Beam:  121 ft.Draft:  36 ft., 1 in.Propulsion:  8 Ãâ€" Babcock Wilcox 2-drum express type boilers, 4 Ãâ€" Westinghouse geared steam turbines,  4 Ãâ€" 43,000  hp Turbo-electric transmission  turning 4 propellersSpeed:  28 knots Armament (Planned) 12 Ãâ€" 16-inch (406  mm)/50 cal Mark 7 guns (4  Ãƒâ€" 3)20 Ãâ€" 5-inch (127  mm)/54 cal Mark 16 guns10–40 Ãâ€" Bofors 40 mm anti-aircraft guns56 Ãâ€" Oerlikon 20 mm anti-aircraft cannons Background Recognizing the role that a naval arms race had played in the run-up to World War I, leaders from several key nations gathered in November 1921 to discuss preventing a recurrence in the postwar years.  These conversations produced the Washington Naval Treaty in February 1922 which placed limits on both ship tonnage and the overall size of the signatories fleets.  As a result of this and subsequent agreements, the US Navy halted battleship construction for over a decade after the completion of the Colorado-class USS West Virginia (BB-48) in December 1923.  In the mid-1930s, with the treaty system unraveling, work began on the design of the new North Carolina-class.  With global tensions rising, Representative Carl Vinson,  Chairman of the House Naval Affairs Committee, pushed forward the Naval Act of 1938 which mandated a 20% increase in the US Navys strength.   Dubbed the Second Vinson Act, the bill allowed for the construction of four South Dakota-class battleships (South Dakota, Indiana, Massachusetts, and Alabama) as well as the first two ships of the Iowa-class (Iowa and New Jersey).  In 1940, with World War II underway in Europe, four additional battleships numbered BB-63 to BB-66 were authorized.  The second pair, BB-65 and BB-66 were initially slated to be the first ships of the new Montana-class.  This new design represented the US Navys response to Japans Yamato-class of super battleships which commenced construction in 1937.  With the passage of the Two-Ocean Navy Act in July 1940, a total of five Montana-class ships were authorized along with an additional two Iowas.  As a result, hull numbers BB-65 and BB-66 were assigned to the Iowa-class ships USS Illinois and USS Kentucky while the Montanas were renumbered BB-67 to BB-71.  Ã‚  Ã‚   Design Concerned about rumors that the Yamato-class would mount 18 guns, work on the Montana-class design commenced in 1938 with specifications for a battleship of 45,000 tons.  Following early assessments by the Battleship Design Advisory Board, naval architects initially increased the new class displacement to 56,000 tons.  Additionally, the board requested that the new design be 25% stronger offensively and defensively than any existing battleship in the fleet and that it was permissible to exceed the beam restrictions imposed by the Panama Canal to obtain the desired results.  To obtain the additional firepower, designers armed the Montana-class with twelve 16 guns mounted in four three-gun turrets.  This was to be supplemented by a secondary battery of twenty 5/54 cal. guns placed in ten twin turrets.  Designed specifically for the new battleships, this type of 5 gun was intended to replace the existing 5/38 cal. weapons then in use. For protection, the Montana-class possessed a side belt of 16.1 while the armor on the barbettes was 21.3.  The employment of enhanced armor meant that the Montanas would be the only American battleships capable of being protected against the heaviest shells used by its own guns.  In this case, that was the super-heavy 2,700  lb. APC (armor-piercing capped) shells fired by the 16/50 cal. Mark 7 gun.  The increase in armament and armor came at a price as naval architects were required to reduce the class top speed from 33 to 28 knots to accommodate the extra weight.  This meant that the Montana-class would not be able to serve as escorts for the fast Essex-class aircraft carriers or sail in concert with the three preceding classes of American battleships.   Fate The Montana-class design continued to undergo refinements through 1941 and was finally approved in April 1942 with the goal of having the ships operational in the third quarter of 1945.  Despite this, construction was delayed as the shipyards capable of building the vessels were engaged in constructing Iowa- and Essex-class ships.  After the Battle of the Coral Sea the following month, the first battle fought solely by aircraft carriers, the building of the Montana-class was indefinitely suspended as it became increasing clear that battleships would be of secondary importance in the Pacific.  In the wake of the decisive Battle of Midway, the entire Montana-class was canceled in July 1942.  As a result, the Iowa-class battleships were the last battleships to be built by the United States. Intended Ships Yards USS Montana (BB-67): Philadelphia Naval ShipyardUSS Ohio (BB-68): Philadelphia Naval ShipyardUSS Maine (BB-69): New York Naval ShipyardUSS New Hampshire (BB-70): New York Naval ShipyardUSS Louisiana (BB-71): Norfolk Naval Shipyard The cancellation of USS Montana (BB-67) represented the second time a battleship named for the 41st state had been eliminated.  The first was a South Dakota-class (1920) battleship that was dropped due to the Washington Naval Treaty.  As a result, Montana became the only state (of the 48 then in the Union) never to have had a battleship named in its honor. Selected Sources Military Factory: Montana-class BattleshipsGlobal Security: Montana-class Battleships

Refugees And Human Rights Law - 2625 Words

Refugee law is closely related to international human rights law, and some would consider it to be a branch of human rights law. Refugee law has been an important issue for countries everywhere. Refugees can be seen as a burden to most countries prior to World War II when every state had their borders open to home thousands. The first part of this paper will look at the prime legislation available to refugees. The second part will focus more closely on the relevant case law over time in regards to refugees and human rights. Refugees are protected by two primary legislation at the international level, the first being the 1951 Convention relating to the Status of Refugees and the 1967 Protocol Relating to the Status of Refugees. These two combined provided the most protection for refuges but was only followed by countries who had signed both at the time. This is of key importance as this effected how refugees were being treated when they entered into nation states when fleeing for their safety. â€Å"Refugees by definition are victims of human rights violations†. Under the 1951 Refugee Convention â€Å"a refugee is defined as to any person and owing to a well- founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country†. 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This is the worst humanitarianRead Moreasylum seekers1734 Words   |  7 PagesInternational has found that anti-asylum seekers sentiments are not actually fuelled by racism. Australia pride itself on its strong human rights record and its standing as a good global citizen. However deeper analysis and according to recent situation that how boat people are being treated shows that Australia has failed to fulfill with its international human rights obligations in a number of areas. This is making the things complicating and has tendency towards receptionist and relativist argumentsRead MoreThe Uprising Of The Arab World1223 Words   |  5 PagesOver half, the state s population is reaching out to the world for asylum. Moreover, this war has risen international disputes in the level of involvement to take in Syria. The humanitarian assistance with the refugees takes precedence, and whether to take in or not to take Syrian refugees. The Syrian war is turning out to be one of the most murderous wars of all time. Since the beginning of the war, there is an estimated 400,00 deaths caused by violence and 70,000 results as an indirect resultRead MoreHuman Rights : International Organization, Flexible Standards, And International Refugee Law1365 Words   |  6 PagesMillions of Syrian refugees are being hunted and displaced from their homes, while the majority of the world closes their blinds from this present day massacre. Resolving the Syrian refugee crisis is a complex and daunting task, but the future of their lives rest in the palms of our hands and it is our moral obligation to interfere and aid the innocent. Article #1 Goldenziel, Jill I. Regulating Human Rights: International Organizations, Flexible Standards, and International Refugee Law.  Chicago Journal

Critical Learning Strategies for Students

Question: Discuss about the Critical Learning Strategies for Students. Answer: Introduction: The ability to develop good note-taking and paraphrasing strategies, to effectively summarise academic resources, is the most important and useful writing skill a student can have. In note taking, a student can remember what he or she was taught; this would be possible by taking few of the relevant information given in class or lectures. Through note taking, one can paraphrase the main information in their own words and put it in a manner that is easily understandable when going through your work for the purpose of texts or assignments (Bui Myerson, 2014, p.14). Therefore, when taking notes, it is not advisable to copy and paste all the information given by a lecturer or the instructor, but it is required to summarize, for example, notes from a lecture so as to avoid writing everything that was said. Therefore, it is evident that the three writing skills depend on each other. It is more important to integrate all of them in learning. Note taking is an essential academic activity, it can occur when attending a lecture or a seminar. Note taking involves listening and writing skills. It is because one has to look to the source of information and thereafter, write the key important points. In the case of note taking, it demands someone to be active through writing and listening rather than being a passive reader or a listener (De Brito, 2015, p104). One should be very critical when taking note so as to make the credible points you need later in your reading or referring in the case of an assignment or reading for an examination. Note taking take few principles in its writing. One should be brief. This is to avoid making a lot of notes that you may not require, therefore, it is advisable to write down some skimmed points. Secondly, it is compressive so as to avoid missing any important detail or relevant information. Thirdly one should be selective to only pick the relevant and useful points (Ruby Ruby Jr, 2013, p.12 8). Note taking helps a student to arrange his or her ideas in an orderly manner to understand without struggling. It also assists a student to recall what he had read or heard, thus, enhancing understanding. Note taking also encourages attentiveness of a student as it helps one to be keen so as to understand the important point without missing out points. It also helps us to focus on your subject area. Careful note taking should minimize the period of study and increase the time of keeping certain information in mind without forgetting. Also, a student can maintain the skill of listening throughout the lesson hence facilitating proper participation during the lesson. In this case, the student will seek clarification on the issue which they did not understand. The teacher may also be in a position to answer questions from the learner. The instructor would measure the extent to which the objectives are met in the classroom as the student would reflect them on the notes that they would have taken (Peverly, Garner Vekaria, 2014, p.6). Note taking act as reference materials thus enhancing good remembrance to the students. Paraphrasing Paraphrasing is a learning strategy which involves the following steps; reading an original text, picking notes on key facts in your words, selecting the verb that you can easily use, reading twice the original text to make sure that your notes are similar. Therefore, complete your sentences by adding your phrases, for instance, by changing the arrangement of facts, sentences structure, grammar and changing phrases rather than changing single words. Paraphrasing helps one to develop and show understanding and elaboration of a certain text so as to avoid plagiarism. In paraphrasing, words do not match the source words. It involves putting of words from another source into your words, but the intended meaning from the source should be retained and still communicate the original message (Schmeck, 2013, p.19). Paraphrasing must be mostly directed to the source. It enables students to develop creativity so as to enhance originality on the given topic. Through this, student can understand their work properly as compared to when the notes were not paraphrased. It also creates good reference materials because the notes are readily available and easy to comprehend. Students are able to learn from each other as they engage themselves in group work discussion thus promoting good interaction among the learners. Paraphrasing strengthens the language of the students as one can learn new words as well as able to construct grammatically correct sentences. These in return makes the student to comfortably speak frequently (Grabe Zhang, 2013, p.10). Summarizing Through Note Taking and Paraphrasing Strategies Effective summarizing of academic resources is also necessary for all students in their learning. They should engage in this form of skill so as to ease their understanding. Summarising comes up with less information than it is in the source text. For example, in biology a student can do the summary by picking up the most wanted statement, this prompts to minimizing the interpretation to the greater extent that would make complete sense to the students in their revision. When reading a book, you avoid picking up all the events that took place in a certain story but only select the important key point of what happened. It enables the student to study systematically as well as he or she can measure his level of understanding. Note taking helps the learner to save much time while revising for exam thus making the learner to cover a lot in a short period. Therefore, this builds confidence to the student during the exams, thus, encouraging good performance (Marn, Osa Garcias, 2014, p.64) . In every educational process where the three writing skills are required, they take place one after the other. For example, in a lecture, a student first listens to the lecturer's information, then internalize the given information and summarize it by picking the important points. He is guided to put them down on a piece of paper or on an electronic gadget and that is what we call note taking. In this, paraphrasing comes in when you put the lecturers words in a different phrase but possess the same meaning as that of the lecturers or the source information (Sikhwari, Pillay Grobler, 2015, p. 115). Therefore, these academic skills are related to one another in one way or another. These three skills enable the learner to develop courage especially in debates because he or she will have excellent communication skills and can support his or her point clearly. The skills characterize a good student thus making the work of a teacher easier as the teacher will be able to detect the level of understanding of the students (Olson, 2015, p.23). They promote a good conducive environment for learning since the student is busy listening thus preventing the learner to be disturbed while reading or when being taught by the teacher. The combination of these skills makes the student use his or her learning materials maximally these ensure that the learners utilizes the resources materials well. They also assist the student to develop good speech whereby, the student can express his or herself freely without fear. It can be negated whatsoever, that the three academic skills are not essential for the student to learn because, through note taking, paraphrasing and summarize may be biased because it simplifies the student work, and this may make students leave out the important key point that may be useful in one's studies (Keck, 2014, p.22). Conclusion It is therefore, evident and genuine that the three skills; careful note taking, paraphrasing strategies and efficient summarizing are necessary to the student for the reason that, they aim at easing the work of a student for easy understanding. They develop the ability of good listening thus encouraging keenness of the learner. They as well improve the activeness of every student for they ensure that the student is keenly listening so as to hear the source information then summarize it by paraphrasing and putting them in simple phrases that a learner can understand later when learning (Deller Price, 2013, p.63). For these skills to be maintained, a teacher should encourage students to use them so as to develop the interest of learning in the presence of the teacher and even in the absence of the teacher. It is advisable for all students to adopt these important skills because they play a great role in students performance (Oxford, 2016, p.93). I can therefore agree that developing good note taking and paraphrasing strategies, to effectively summarize academic resource, is important for students in learning processes. References Bui, D. C., Myerson, J. (2014). The role of working memory abilities in lecture note-taking. Learning and Individual Differences, 33, 12-22. Ruby, P., Ruby Jr, R. (2013). Note Taking: An Important Part of the Learning Process. Charleston, SC: Southeast Decision Sciences Institute. Peverly, S. T., Garner, J. K., Vekaria, P. C. (2014). Both handwriting speed and selective attention are important to lecture note-taking. Reading and Writing, 27(1), 1-30. Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25, 4-22. Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-Regulation in Context. Routledge. Schmeck, R. R. (Ed.). (2013). Learning strategies and learning styles. Springer Science Business Media. Marn, V. I., de la Osa, T., Garcias, A. P. (2014, June). A Methodological Strategy focused on the Integration of different Learning Contexts in Higher Education. In Proceedings of the 2014 Workshop on Interaction Design in Educational Environments (p. 64). ACM. De Brito, J. (2015). The Effects of Listening Comprehension on English Language Learners Writing Performance while Taking Notes. Olson, M. H. (2015). An introduction to theories of learning. Psychology Press. Grabe, W., Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9-24. Deller, S., Price, C. (2013). Teaching other subjects through English. Oxford University Press. Sikhwari, T. D., Pillay, J., Grobler, B. (2015). Reflections on a Study Skills Training Program at a University in Limpopo Province, South Africa.