Naval academy Essay topic Essay Example for Free

Naval academy Essay topic Essay With? my? career? and? academic? goals? coming? to? a? nearing? sight.? I? am? honored? to? write? about? why? I? want? to? take? the? steps? into? attending? a? military? academy? ? From? first? learning? about? the? military? academies? through? a? close? friend? that? moved? from? florida? to? vandenberg? air? force? base? and? later? became? friends? through? lompoc? high? school.? I? realized? that? key? terms? such? as? leadership,? academics,? and? diversity all? things? that? the? academies? are? looking? for? in? students,? apply? to? me. ? From? a? young? age? my? teachers? have?  always? characterised? me? as? a? leader.? The? most? memorizable? quote? I? can? remember? during? a? parent? teacher? conference? with? my? 6th? grade? teacher? is? her? sasying? how? amazed? she? is? that? I? could? mingle? with? many? different? groups? with? many? interest? and? still? maintain? a? high? academic? academic? statue.? This? has? been? true all? through? high? school? with? being? part? of? many? sports? teams? such? as? basketball,? baseball,? wrestling,? and? the? captain? of? the? football? team. socially? I? have? been? part? of? chess? tournaments? with? the? chess?club,? treasure? of? my? class,? nominated? for? student? of? the? quarter,? admitted? into? youth? leadership? of? lompoc? valley,? youth? cfo? of? colas? kids? non? profit? organization,? and? the? list? goes? on.? ? ? Many? ask? why? a? military? academy,? why? not? a? college? or? university? not? related? to? the? military.? One? of? my? reasons? definitely? not? my? biggest? is? financially? I? wouldnt? be? able? to? pay? for? college.? Living? with? my? mother,? living? with? my? grandparents,? living? with? the? my? dad? in? government? housing,? living? alone,? and? currently? living? in?section? 8? housing? with? father? and? step? mother.? Financially? college? is? a? goal? achievable? through? academics? and? diversity? ,? but? will? always? have? the? restrain? financially? to? pay? for? tuition.? ? Being? admitted? and? attending? an? academy? will? not? only? help? me? along? with? my? family? financially? but? u? will? have? a? chance? to? serve? my? country? with? the? utmost? gratitude.? My? parents? have? never? pushed? me? to? apply? at? a? military? academy,? the? goal? of? admission? has? solely? been? through? self? motivation.? With? my? career? goals? being? in?the? field? of? engineering? (mechanical? in? preference)? I? have? researched? the? naval? academy? and? earning bachelors? in? science? at? the? academy? would? kick? start? my? future? with? opportunities? that? other? universities? cant? offer.? Knowing? that? you? must? complete? a? term? in? the? military? after? the? academy? has? no? change? to? my? decision.? From? meeting? first? srgt.? Eric? simon? on? the? Air? Force? base,? he? has? became? an? inspiration? to? become? a? man? of? respect.? I? first? met? him? through? my? best? friend,? srgt.? Simon? being? his? father.? When? I? first? met? him? my? first? impression? was? this? man? is? someone? to? respect? and? honor? with? gratitude? for? protecting? and? serving? our? country.? I? later? learned? through? experience? that? srgt.? Simon? is? a? great? father? and? man? all? around.? Coming? from? an? unhealthy? family? in? Maryland? I? have? been? able? to? relate? and? look? up? to? him? as? a? father? figure.? The? experience? of? meeting? srgt.? Simon? has? made? me? more? than? ready? to? serve? in? the? armed? services.? I? want? to? show? my? four? younger? brothers? that? If? I? can? do? it? they? can? do?it? ,? while? establishing? a? role? model? position? for? them.? ? Being? admitted? to? the? naval? academy? or? another? military? academy? has? been? my? goal? from? the? beginning? of? high? school.? Aiming? everything? I? do.? And? pushing? myself? to? be? a? stand? out? candidate.? I? am? more? than? willing? to? serve? my? term? of? service? with? the? utmost? gratitude? and? respect? for? my? country.? The? reason? I? feel? that? i? standout? among? the? other? candidates? is? how? diverse? I? am? in? all? the? aspects? the? academies? are? looking? for.? Being? a? leader? in? sports?activities,? through? team? voting? I? became? the? football? captain,? having? four? little? brothers? I? lead? them? everyday? as? a? role? model.? Academically? I? strive? in? the? classroom? ,? recieving? scholar? awards? throughout? high? school? ,? and? achieving? top? 20? percent? of? my? class.? through? the? community? of? school? ,? being? involved? in? many? groups? and? organizations.? Also? outside? of? school? in? my? community? of? Santa? Barbara? county? through? community? service? and? helping? organizations? such? as? the? American? G. I.? Forum? along? with? many? others.?

The Lies My Teacher Told Me and People’s History of the United States E

There is a logical saying in society one should take to heart; that line being, â€Å"Don’t believe everything you read.† Just because a text is written and published does not means it is always accurate. Historical facts, similar to words whispered in the child’s game, â€Å"telephone,† are easily transformed into different facts, either adding or subtracting certain details from the story. James Loewen, in The Lies My Teacher Told Me, reveals how much history has been changed by textbook writes so that students studying the textbooks can understand and connect to the information. In Howard Zinn’s, People’s History of the United States, the author recounts historical tales through the point of view of the common people. Mainstream media, as proven by Loewen and Zinn, often pollutes and dilutes history to make the information sound better and more easily understood for the society. First of all, the accounts of Zinn and Loewen are quite different that what textbooks and mainstream media tell children. As mentioned previously, Zinn’s People’s History of the United States conveys the narrative of the travels of Columbus and the beginnings of slavery and racism through the eyes of the common or native people. This point of view enlightens the reader, who most likely believes that Columbus was a good and benevolent American hero, to that fact that Columbus â€Å"sailed the ocean blue† out of greedy and self-glorification. In reality, Columbus caused pain, suffering, and death because of his greedy; he captured natives for their ability to perform hard labor and information on where to find riches, primarily gold (Zinn, Ch. 1). The heroic adventures, as portrayed in society, melt down to be the acts of a greedy man who sought glory for himself b... ... and food we had an equal share† (Ch. 4, A3). White servants, although for the most part did receive all the aspects of the portion of the contract referring to time in service, they received the bare minimum of the necessities. Clearly then, one can see the necessity to read/see more then one perspective on historical events is crucial. One cannot rely on one description alone because the information may or may not be the complete truth. The author may leave out, embellish, or be uninformed of certain details, which leaves the reader at a disadvantage is he/ reads only one passage. Works Cited Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Second. New York, New York: Touchstone, 1997. Print. Zinn, Howard. A People's History of the United State. Fifth. New York, New York: Harper Collins, 2010. Print.

Novelist of the Harlem Renaissance Essay

In Nella Larsen’s Passing, racial identity and â€Å"passing,† or traversing the color line, have multiple configurations. Clare Kendry is the character who seems to saunter undisturbed back and forth across the color line. Irene Redfield wants to maintain a strict perimeter around her life, a perimeter far from the ambiguity of the color line. Their reunion starts when Clare introduces herself to Irene at a restaurant and end with Clare’s death. It is easy to read the novel as one where Clare is dangerous to Irene’s life. After all, she brings the color line right to Irene’s doorstep. But Irene seems to be more dangerous at the end of the novel. Larsen raises the question of whether Irene pushed Clare or if she fell. Irene and Clare interpret racial identity in very different ways. â€Å"Passing† is also open to interpretation, not only because racial identity is constructed but, because Irene and Clare also negotiate boundaries of gender and sexuality. Just as she does with race, Irene maintains a strict perimeter around her sexuality and in adhering to expectations of femininity. The abandon with which Clare seems to move back and forth across the color line is the same abandon that seems to inform her sexuality and gender identity. Larsen very skillfully unsettles reader expectations by delineating a rigid character on one hand and a flexible character on the other. Then Larsen undermines those expectations over the course of the novel. A reader’s experience of race is initially confirmed by Irene and challenged by Clare but not all of the pieces of puzzle fit. Class identity, something both Irene and Clare have in common, is a consistent challenge to broad generalizations in the 1920s about what black people could do and be. Because of the way â€Å"class† and socio-economic â€Å"place† for black people was associated with extreme poverty and lack of education, a middle-class black woman could not â€Å"stay in her place. † Works Cited Davis, Thadious M. Nella Larsen, Novelist of the Harlem Renaissance: A Woman’s Life Unveiled. Baton Rouge, LA: Louisiana State University Press, 1996. Doyle, Laura. Freedom’s Empire: Race and the Rise of the Novel in Atlantic Modernity. Durham, NC: Duke University Press, 2008. Favor, J. Martin. â€Å"A Clash of Birthrights: Nella Larsen, the Feminine, and African American Identity. † Authentic Blackness: The Folk in the New Negro Renaissance. Durham, NC: Duke University Press, 1999: 81-110. Hutchinson, George. In Search of Nella Larsen: A Biography of the Color Line. Cambridge, MA: Belknap Press, 2006. Jenkins, Candice M. â€Å"Decoding Essentialism: Cultural Authenticity and the Black Bourgeoisie in Nella Larsen’s Passing. MELUS 30. 3 (2006): 129-54. Larsen, Nella. Passing: A Norton Critical Edition. Ed. Carla Kaplan. New York: W. W. Norton, 2007. Rabin, Jessica. Surviving the Crossing: (Im)migration, Ethnicity, and Gender in Willa Cather, Gertrude Stein, and Nella Larsen. New York: Routledge, 2004. Wald, Gayle. Crossing the Line: Racial Passing in Twentieth-Century Literature and Culture. Durham, NC: Duke University Press, 2000.

Air Chief Marshal Sir Keith Park Battle of Britain

Born June 15, 1892 in Thames, New Zealand, Keith Rodney Park was the son of Professor James Livingstone Park and his wife Frances. Of Scottish extraction, Parks father worked as the geologist for a mining company. Initially educated at Kings College in Auckland, the younger Park showed an interest in outdoor pursuits such as shooting and riding. Moving to Otago Boys School, he served in the institutions cadet corps but did not possess a great desire to pursue a military career. Despite this, Park enlisted in the New Zealand Army Territorial Force after graduation and served in a field artillery unit.   In 1911, shortly after his nineteenth birthday, he accepted employment with the Union Steam Ship Company as a cadet purser.  While in this role, he earned the family nickname Skipper. With the beginning of World War I, Parks field artillery unit was activated and received orders to sail for Egypt.   Departing in early 1915, it was landed at ANZAC Cove on April 25 for participation in the Gallipoli Campaign. In July, Park received a promotion to second lieutenant and took part in the fighting around Sulva Bay the following month. Transferring to the British Army, he served in the Royal Horse and Field Artillery until being withdrawn to Egypt in January 1916. Taking Flight Shifted to the Western Front, Parks unit saw extensive action during the Battle of the Somme. During the fighting, he came to appreciate the value of aerial reconnaissance and artillery spotting, as well as flew for the first time.  On October 21, Park was wounded when a shell threw him from his horse. Sent to England to recover, he was informed that he was unfit for army service as he could no longer ride a horse. Unwilling to leave the service, Park applied to the Royal Flying Corps and was accepted in December. Dispatched to Netheravon on the Salisbury Plain, he learned to fly in early 1917 and later served as an instructor. In June, Park received orders to join No. 48 Squadron in France. Piloting the two-seat Bristol F.2 Fighter, Park quickly had success and earned the Military Cross for his actions on August 17.  Promoted to captain the following month, he later earned advancement to major and command of the squadron in April 1918. During the final months of the war, Park won a second Military Cross as well as a Distinguished Flying Cross. Credited with around 20 kills, he was selected to remain in the Royal Air Force after the conflict with the rank of captain. This was altered in 1919 when, with the introduction of a new officer rank system, Park was appointed a flight lieutenant.   Interwar Years After spending two years as a flight commander for No. 25 Squadron, Park became squadron commander at the School of Technical Training.  In 1922, he was selected to attend the newly-created RAF Staff College at Andover. Following his graduation, Park moved through a variety of peacetime posts including commanding fighter stations and serving as air attachà © in Buenos Aires. Following service as air aide-de-camp to King George VI in 1937, he received a promotion to air commodore and an assignment as Senior Air Staff Officer at Fighter Command under Air Chief Marshal Sir Hugh Dowding. In this new role, Park worked closely with his superior to develop a comprehensive air defense for Britain which relied on an integrated system of radio and radar as well as new aircraft such as the Hawker Hurricane and Supermarine Spitfire. Battle of Britain With the beginning of World War II in September 1939, Park remained at Fighter Command aiding Dowding.  On April 20, 1940, Park received a promotion to air vice marshal and was given command of No. 11 Group which was responsible for defending southeastern England and London. First called into action the following month, his aircraft attempted to provide cover for the Dunkirk evacuation, but were hampered by limited numbers and range. That summer, No. 11 Group bore the brunt of the fighting as the Germans opened the Battle of Britain. Commanding from RAF Uxbridge, Park quickly earned a reputation as a cunning tactician and a hands-on leader. During the course of the fighting, he often moved between No. 11 Group airfields in a personalized Hurricane to encourage his pilots. As the battle progressed, Park, with Dowdings support, often contributed one or two squadrons at a time to the fighting which allowed for continuous attacks on German aircraft. This method was loudly criticized by No. 12 Groups Air Vice Marshal Trafford Leigh-Mallory who advocated using Big Wings of three or more squadrons. Dowding proved unable to resolve the differences between his commanders, as he preferred Parks methods while the Air Ministry favored the Big Wing approach. An adept politician, Leigh-Mallory and his allies succeeded in having Dowding removed from command following the battle despite the success of his and Parks methods. With Dowdings departure in November, Park was replaced at No. 11 Group by Leigh-Mallory in December. Moved to Training Command, he remained indignant over his and Dowdings treatment for the remainder of his career. Later War In January 1942, Park received orders to assume the post of Air Officer Commanding in Egypt. Traveling to the Mediterranean, he commenced enhancing the areas air defenses as General Sir Claude Auchinlecks ground forces tangled with Axis troops led by General Erwin Rommel.  Remaining in this post through the Allied defeat at Gazala, Park was transferred to oversee the aerial defense of the embattled island of Malta. A critical Allied base, the island had sustained heavy attacks from Italian and German aircraft since the early days of the war. Implementing a system of forward interception, Park employed multiple squadrons to break up and destroy inbound bombing raids. This approach quickly proved successful and aided in the relief of island. As pressure on Malta eased, Parks aircraft mounted highly damaging attacks against Axis shipping in the Mediterranean as well as supported Allied efforts during the Operation Torch landings in North Africa. With the end of the North African Campaign in mid-1943, Parks men shifted to aid the invasion of Sicily in July and August. Knighted for his performance in the defense of Malta, he moved to serve as commander-in-chief of RAF forces for Middle East Command in January 1944. Later that year, Park was considered for the post of commander-in-chief for the Royal Australian Air Force, but this move was blocked by General Douglas MacArthur who did not wish to make a change.  In February 1945, he became Allied Air Commander, Southeast Asia and held the post for the remainder of the war. Final Years Promoted to air chief marshal, Park retired from the Royal Air Force on December 20, 1946.  Returning to New Zealand, he was later elected to the Auckland City Council. Park spent the majority of his later career working in the civil aviation industry. Leaving the field in 1960, he also aided in the construction of Aucklands international airport. Park died in New Zealand on February 6, 1975. His remains were cremated and scattered in Waitemata Harbor. In recognition of his achievements, a statue of Park was unveiled in Waterloo Place, London in 2010.