United States Army Recruitment Training and Compensation

United States Army Recruitment, Training and Compensation The United States Army serves as the land-based branch of the U.S. military. It is the largest and oldest established branch of seven U.S. uniformed services. The Army reports to the Department of Defense and is made up of three components: the active component, the Regular Army; and two reserve components, the Army National Guard and the Army Reserve (U.S. Army, 2012). Both reserve components are made up of part-time soldiers who train once a month. Battle assemblies conduct two to three weeks of annual training each year. Regardless of component, the Army conducts both operational and institutional missions. The operational Army consists of numbered armies, corps, divisions, brigades, and battalions that conduct full spectrum operations around the world. According to the U.S. Army website, its primary mission is to fight and win our Nations wars by providing prompt, sustained land dominance across the full range of military operations and conflict in support of combatant commanders (2012). This includes preserving the peace, security and defense of the United States and its Commonwealths, possessions and occupied areas; supporting national policies; implementing national objectives; overcoming any nations carrying out aggressive acts against the United States; and accomplishing missions assigned by the President, Secretary of Defense and combatant commanders. Institutional Army organizations provide theShow MoreRelatedHuman Resource Management Self Reflection2080 Words   |  9 Pagesleader, I learned how to support Human Resources (HR) with business plans. 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For Reasons Unknown Free Essays

They are framed within the situation. However, the problem of Vladimir and Estrange in Waiting for God begins with their world and themselves. In fact, it is the beginning Of the play as well. We will write a custom essay sample on For Reasons Unknown or any similar topic only for you Order Now They cannot realize the world nor can they realize themselves-?a characteristic of the typical absurdity as defined by Albert Campus in The Myth of Sisyphus. Like Campus in The Myth of Sisyphus, Go and Did do not know whether God exists or not. Their world without certainty promises only despair. They find a universe without moral restraint, so the universe is meaningless. The characters in the mentioned plays of Becket, Waiting for God and Act Without Words l, are condemned to move within the fixed framework of futility and hopeless labor. In The Myth of Sisyphus Campus observes: I see many people die because they judge that life is not worth living. See others paradoxically getting killed for the ideas or illusions that give them a reason for living (what is called a reason for living is also an excellent reason for dying). 1 Actually, Vladimir and Go have no reason to live nor have they any reason to commit suicide. They have a world which cannot be related with their idea of the past. They are driven by a nostalgic longing for the past that is unexplainable through the present. As Did says: the good of losing heart now, that’s what say. We should have thought of it a million years ago, in the nineties. 2 Moreover, they have a present that is inexplicable through their idealism. Sago’s boot, Dido’s hat, the tree, the place, the day, Lucky and Bozo, the boy (or boys) and at last, God-?everything is incomprehensible to them. As a matter of fact, they are captured in the frame of their situation. Hence, for hanging themselves, the iris problem to Go and Did is the lack of rope and strong tree, that is, the devices and tools of committing suicide are absent here. Secondly, they cannot leave each other. If one hangs oneself successfully, whereas the other cannot, the other will remain lonely. So, they mar their plan of committing suicide. Thinking and talking of suicide, even trying it, may be a vision to them. It may be a way to pass the time. In fact, never do Vladimir and Estrange in Waiting for God think of suicide in a realistic context-?though suicide might have been an escape from the ennui Of life. Throughout the lay Vladimir and Estrange invent many devices to prove their existence and to pass the time. Taking off boots, Vladimir problem with his hat, their effort to commit suicide, their waiting for God-?all gives way to passing their time. It is an interesting fact that Vladimir and Estrange never search for other devices and processes for committing suicide. Maybe, a knife, a pistol, and starvation could suffice their purpose. Even, when they observe Lucky driven by rope, they forget all about it. They might have taken the rope forcibly for hanging themselves. In the second act it is easier for them to snatch it cause Bozo is blind and both of the two are helpless here. Moreover, they forget about when the devices are before them. In reality, they are not serious about killing themselves. They are only thinking of it, as many poets thought about and loved to die in imagination, but never committed suicide. Suicide for them, therefore, is just another diversion of fantasy. It is a strong consolation; it helps them to forget the boredom of everyday life where nothing can be done at all. They find it impossible for the two to kill themselves. They first realize that the only tree in their world, a weeping Lillo, will not support Vladimir weight on the noose and therefore will not break his neck. The second day, Vladimir and Estrange cannot hang themselves because they do not have the requisite piece of rope. By the second day, however, they have forgotten that they cannot hang themselves from the only available tree, and therefore their complaints about the lack of a suitable piece of rope are unnecessary. They observe a world that is devoid of the tools required for committing suicide. Accordingly they come, again and again, to the realization of nothing-to-be-done. Suicide might have been n end to this meaningless absurd life. They contemplate about hanging themselves on the tree. Suicide can be thought of the ultimate conclusion to a meaningless life. Campus claims that suicide is an attempt to escape from the consciousness of absurdity. But ultimately Campus proposes man to live. They do not commit suicide physically, yet they surrender to the captured situation. Whatever they do is to give the impression that they exist. But this sort of existence only calls for pity. Hanging from the tree would have proved that they have the guts at least to do something. This ontological problem is, no doubt, the main issue of the play. They are indecisive whether to go on this nothing-to-be-done life or to commit suicide. They are tired of living (Estrange says: I’m tired breathing. 3), yet they come to the realization that ‘To be dead is not enough’. 4 They have no doubt that they are living beings. But they need a meaning to exist. So their realization will never let them commit suicide, rather they will be waiting for God until he comes. Again, their view of life is not to resign from life but to resume it. Vladimir, at the very outset of he play, clarifies it: â€Å"All my life I’ve tried to put it [Nothing to be done] from me, saying, Vladimir, be reasonable, you haven’t yet tried everything. And I resumed the struggle. â€Å"5 After some time Go comments that Did always waits till the last moment. The big nothingness in their world has nothing to do with their life. They are hopeful in the depth of their minds of a bright future. So, Did says in the end of the first act, â€Å"Tomorrow everything will be better That is why they notice that the tree has sprouted leaves in the second act. Whether one says that in the two acts in the play nothing appends Nice or everything happens twice, Vladimir and Estrange are sentenced on the stage (symbolic of the life itself). They cannot escape it. They are habituated to such absurd life-?to talk, to eat, to wait and to live an meaningless life. Campus rightly puts it: â€Å"We get into the habit of living before acquiring the habit of thinking. ‘7 In this way all the character hopes to carry on living. Moreover, suicide itself may be considered as a vigorous aspect of life. When Go reminds Did of their plan of hanging, Did tells him that it them an erection. Suicide is considered in sexual term here. Though suicide as a sexual term may seem to be funny, it is, in fact, their view of life. They never consider suicide as the annihilation of life; rather their thought of suicide strengthens their bond and increases their yearning to live, as sexuality begets new life. In the mime play, Act without Words l, the only character is captured in the dust, symbolic of the uncomfortable life. In the beginning the man is seen trying to escape from this captured life, but he never can-?he is repeatedly thrown in the dust whenever he tries to escape. Gradually he becomes hopeless to flee, and surrenders himself to the taxation. In this play we find several steps. The entire action of the play takes place in a desert under the scorching sun, suggested by ‘dazzling light’. The unnamed man is directed by a whistle to move right or left. He can never escape the unbearable sun, though he is given a tree for shade. When he becomes intolerably thirsty he is shown water. But whenever he wants to catch it, it is lifted up somehow. He is forced to go without food and drink. The play seems a behaviorism experiment within the framework of the Greek classical myth of Tantalus, who stood in a pool of water which receded every mime he bent to drink it, and stood under a fruit tree which raised its branches every time he reached for food. The mythical Tantalus was punished for his own act. Whereas Godson’s existence remains uncertain, in Act Without Words there is a God-like force, represented by a sharp whistle which will not permit the man to leave. The play is a parable of resignation from life; a condition one reaches only after a series of disappointments. The man has learned hardship that there is nothing he can depend on in life other than himself, even to commit suicide. Interestingly he cannot commit suicide also. Unlike Vladimir and Estrange, he has all the tools to kill himself-?tree, rope and noose, and box to stand on it. Yet he cannot commit suicide because whenever he needs the tools they somehow become unreachable. As a result, he has to submit to the situation without any effort to live or die. In this dumb show the man is not allowed to commit suicide, yet he is not allowed to be living. He is only granted inertia. AY last he is seen to lose hope to quench his thirst with water in the carafe. He remains defeated, having opted out Of the struggle. We observe here a man in frustrated efforts. The man in Act Without Words I possesses only two natural tools, mind and hands, which distinguish him from other animals, he tries to survive, to secure some water in the desert. The mind works, at least in part: he learns – small cube on large; he invents, or is given inventions – scissors, cubes, rope; he reacts and tries to end his life. But when he learns to use his tools effectively, they are confiscated: the scissors, when he reasons that in addition to cutting his fingernails, he might cut his throat; the blocks and rope, when he discovers that they might make a gallows. However, the man’s effort to commit suicide s not a vision, rather he tries to escape a life that seems to be a nightmare. Yet he is seized in ‘no-exit’ situation. How to cite For Reasons Unknown, Papers

Geothermal Energy Essay Example For Students

Geothermal Energy Essay GEOTHERMAL ENERGYGeothermal energy is one of the oldest sources of energy. It is simply using and reusing (reusable energy) heat from the inside of the earth. Most of the geothermal energy comes from magma, molten or partially molten rock. Which is why most geothermal resources come from regions where there are active volcanoes. Hot springs, geysers, pools of boiling mud, and fumaroles are the most easily exploited sources. The ancient Romans used hot springs to heat baths and homes, and similar uses are still found in Iceland, Turkey, and Japan. The true source of geothermal energy is believed to come from radioactive decay occurring deep within the earth. Electricity is one of the biggest outputs of geothermal energy. It was first recorded to produce electricity in 1904 in Italy. There are now geothermal power plants in operation in New Zealand, Japan, Iceland, the US and elsewhere. For the generation of electricity, hot water, at temperatures ranging from about 700 degrees F, is brought from the underground reservoir to the surface through production wells, and is flashed to steam in special vessels by release of pressure. The steam is separated from the liquid and fed to a turbine engine, which turns a generator. In turn, the generator produces electricity. Spent geothermal fluid is injected back into peripheral parts of the reservoir to help maintain reservoir pressure. If the reservoir is to be used for direct-heat application, the geothermal water is usually fed to a heat exchanger before being injected back into the earth. Heated domestic water from the output side of the heat exchanger is used for home heating, greenhouse heati ng, vegetable drying and a wide variety of other uses. Hot water and steam exist at many subsurface locations in the western U.S. These resources can be classified as low temperature (less than 194 degrees F), moderate temperature (194 302 degrees F), and also high temperature (greater than 302 degrees F). The uses to which these resources are applied are also influenced by temperature. If the reservoir is to be used for direct-heat application, the geothermal water is usually fed to a heat exchanger before being injected back into the earth. Heated domestic water from the output side of the heat exchanger is used for home heating, greenhouse heating, vegetable drying and a wide variety of other uses. Hot water and steam exist at many subsurface locations in the western U.S. The highest temperature resources are generally used only for electric power generation. Current U.S. geothermal electric power generation totals approximately 2200 MW or about the same as four large nuclear power plants. Uses for low and moderate temperature resources can be divided into two categories: direct use and ground source heat pu mps. Direct use, as the name implies, involves using the heat in the water directly. This is done without a heat pump or power plant. Direct use can be used for such things as heating buildings, industrial processes, greenhouses, aquaculture (growing of fish), and resorts. Direct use projects generally use resource temperatures between 100 300 degrees F. Current U.S. installed capacity of direct use systems totals 470 MW or enough to heat 40,000 average sized houses. Ground-source heat pumps use the earth or groundwater as a heat source in winter and a heat sink in summer. Using resource temperatures of 40-100 degrees F, the heat pump, a device that moves heat from one place to another, transfers heat from the soil to the house in winter and from the house to soil in summer. Accurate data is not available on the current number of these systems; however, the rate of installation is thought to be between 10,000 and 40,000 per year. Even though geothermal energy is a highly productive reusable energy source, is it not being taken advantage of nearly enough today. It ranks third on the reusable energy list behind hydroelectricity and biomass and ahead of solar and wind. Despite these impressive statistics, the current level of geothermal use pales in comparison to its potential. The key to wider geothermal use is greater public awareness, technical support, and more research and development to make geothermal energy easier to install and become a mod ern and widely use source of energy.

W.E.B Dubois View of Equality vs Frederick Douglass View of Equality Essay Example

W.E.B Dubois View of Equality vs Frederick Douglass View of Equality Essay Equality W. E. B. Dubois had a better idea of equality than Frederick Douglass. Both of these civil rights leaders have lived and experienced a remarkable different life. Frederick Douglass was born into slavery. His mother was a slave and his father was a slave owner. W. E. B Dubois was born free and his parents were free African Americans. Douglass and Dubois education upbringing was a totally different experience. Douglass lived in the slave times. It was illegal to a slave to read and write. Any slave caught reading or writing would be severely punished or even killed. Slave owners felt that if they learn they will soon rebel and start to fight back. Douglass even grew up not even knowing his own age. His master’s wife is what started off his education with the alphabet behind the master’s back. Through little poor children, He exchanged food for book lessons with the children. He became self-taught in gradually teaching himself to read and write. Which is how he went form slave to free man. Dubois lived in the time after slavery was abolished. It was legal to learn how to read and write. Even with the Jim Crown laws separating blacks and whites. We will write a custom essay sample on W.E.B Dubois View of Equality vs Frederick Douglass View of Equality specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on W.E.B Dubois View of Equality vs Frederick Douglass View of Equality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on W.E.B Dubois View of Equality vs Frederick Douglass View of Equality specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dubois excelled in his studies becoming valedictorian of his senior class. His education navigated his way of life. No matter how he thought, planned, or reviewed any part of advocacy. They both had different up bringing that shaped them in there life of civil rights and how to go about solving a problem that they faced. Even in the very different upbringings they both became civil rights leaders fighting for the equality of African Americans. But both Douglass and Dubois had a very different way about getting the rights for African Americans. F. Douglass was an advocate and an abolitionist for all black people. He expressed excitement in learning how to making anyone see that blacks are equal to every race. He just wanted to be â€Å" treated as equal in the eyes of the white race† (Douglass pg. 3). He taught slaves to read in the south when it was nearly impossible for them to teach themselves. â€Å" The work of instructing my dear fellow slaves was the sweetest engagement with which I was ever blessed† (Douglass, Narrative Of Frederick Douglass pg. 431). This was his idea of independence from his teachings of independence. He went after every right in order to speak up for those slaves that didn’t have a voice. Education was one of his beliefs that helped him. Telling his story to the world, born a slave but now a free man. He fought for African Americans not are viewed as â€Å"property† or â€Å"slaves† but as equal to whites and must receive fair treatment. Douglass also in his speeches liberated what Americans in this economy would have done with blacks. In his speech â€Å"what the blacks want† he states, â€Å"I have had but one answer from the beginning. Do nothing with us! Your doing with us has already played the mischief. † (Douglass). Society’s â€Å"America† has already put us in a category. Race we are not superior or equal to no other. Economically we don’t have the means to live out what we strive for. Education wise we have none, we are not sufficient enough to read or write for us to have a better life. Douglass in this speech stresses to leave us alone we are cable of doing bad or good on our own. His would view principle of self-ownership, which he understood to include both the racial and equality. In his other speech â€Å"What to the slave is the fourth of July† Douglass pointed out that slaves plow, plant, and reaping mourns of loss, and using all kinds of mechanicals tools. Proof that they deserved the fuel range of natural rights. In the political â€Å"Thought Of Frederick Douglass† he dived into his study of abolitionism. Douglass states â€Å"robust conception of mutual responsibility† and the ideas of universal self – ownership, natural rights, limited government, and an ethos of self-independent living (Douglass pg. 3). Douglass advocated for his equal rights amongst other races, and for equality with the slaves. While Dubois believed hard work, education, equality, race, and economics success was the key to success. Dubois was determined to learn all he could about the world and use that knowledge to help fight against segregation and discrimination. He plunged himself into historical, economic, and philosophical studies of being black in America hoping to elude a cure for the race problem in America. He founded The Niagara Movement to accommodate Booker T. Washington â€Å"Atlanta Compromise†. Washington suggested â€Å"African American shouldn’t agitate for social and political equality in return for the opportunity to acquire vocational training and participate in the economic development of the new south† He believed through hard work and earned respect, African Americans would gain the esteem of white and eventually receive full citizenship. Meaning slaves should endure being ridiculed, beaten, demeaned, and disrespected then eventually receive equal rights to slaves. Dubois Niagara Movement â€Å"manifesto† in his words â€Å" We want full manhood suffrage and we want it now†¦ we are men! We want to be treated as mean. And we shall win. † The movement became the forerunner of the N. A. A. C. P. Dubois believed in a true higher education and voting fights for blacks. In those times slaves didn’t have a right to vote. He believed through education blacks can be equal to whites. The most of his free time he devoted to teaching slaves to read and write. He understood how the international perspective and practical oppressions of social justice. Discrimination was based off ignorance. He became convinced that if each race could learn and understand each other’s truths, there would be no reason to fear or hate each other’s race. He also felt that through education African Americans could prevail and succeed. Not through violence and protests of people demanding their rights as people of America. Dubois concluded that after slavery ended â€Å"African Americans were still viewed as less intelligent, civilized, cultivated, and more prone to violence and crime then white students† (Dubois, Narrative of F. Douglass pg. 3). In order for there to be equality amongst people he started programs to reduce, eliminate color prejudice. W. E. B Dubois wrote a speech titled The Talented Tenth. Black men will rise and become more then there stereotypes. Education and work are the levers to uplift a people. Work alone will not do it unless inspired by the right ideals and guided by intelligence. Education must not simply teach work†¦ it must teach life† (Dubois pg. 15). In conclusion Dubois fought for equal rights of African American people through his teachings, speeches, programs, and lessons. His goal w as to make black as equal to whites through education. Not through violence or arguments we can obtain free social justice as righted African American people. But through education we can obtain social equality and be equal to other races.