The Mental Condition Of Bipolar Disorder - 1728 Words

When interviewing the client, JD, he explained how important it is to have the â€Å"right† attitude about yourself and life if you are a person who is living with a chronic condition. JD happens to have a treatable condition that affects his mind. Bipolar I Disorder, as the DSM-5, specifies, is a mental condition in which doctors do not fully understand. Through the more recent years doctors have gained understanding therefore able to treat the disorder more effectively. What they do understand is that it is a genetic disorder, it affects the moods and can impact an individual to be at a very high mania to a low depression. This spectrum can greatly affect a person’s life and the relationships they have with others. According to the DSM 5,†¦show more content†¦JD describes this experience in the interview as a very religious experience. â€Å"I believed I was hearing from God and he had given me meanings to things others could not see.† JD explains that others around him noticed his odd behavior even though he did not think him as acting odd because he had an explanation for why he was doing everything he was doing. He describes this time as very frustrating and lonely. â€Å"I felt like no could understand me.† After JD left the hospital, two weeks later, he was still have manic thoughts and experiencing depressive moods. He was self admitted to an inpatient care facility where he stayed for another 3 months out of concern for his safety and safety of others. JD says he hated that part. The facility was full of people that were a lot â€Å"crazier† then him, he says â€Å"it was not a good environment for me to be in in tht state of mind, if it did anything it tau ght me how to fake being happy so I could get out of there, because being locked up with those people made me feel worse then when I went in.† After he came out of the hospital things didn’t become normal for him until about three months after that. For the next almost nine years he was fine having normal moods accourding to the situation and living life. He found a career , got married to his wife and lived with her in a apartment not far from where he was attending college at the time the second episode

Should Junk Food Be Banned in Schools - 1647 Words

ZHANG 1 HAO ZHANG Documented Essay -Draft #3 Professor Warmbold English 120, Section 06 4 May 2013 Should Junk Food Be Banned in schools? My aunt, who has been in New York City for more than 20 years, told me that in the past, she always made her two sons’ lunches to take to school during school years which was more nutritive and less expensive. Her sons at that time were energetic and played outside a lot. But soon after, they did not bring their own lunches anymore. They asked for money from my aunt to purchase food in school canteens. Possibly my aunt thought that she worked too much to prepare her sons’ lunches, so she allowed them to purchase food in canteens at lunch time. Gradually, a number of problems†¦show more content†¦The problem is that buying snacks very frequently can cost students a lot of money. Second, I often see some students eating junk food in class. The problem in this situation is when students eat in class, they often don’t pay much attention to what the professor says. More, students around the eaters can be affec ted by the sound of chewing and the smell of the food, leading to distraction. Also, eating too much junk food can cause obesity and other health problems. In the article â€Å"Effects of Junk Food on Health†, Gary Pearson points out that â€Å"the effect of junk food on health settles as bad as it could be especially when you eat too much of some†. He believes that junk food can affect the normal work of the heart, because too much cholesterol is absorbed in the body. And if there is too much plaque that results from cholesterol in vessels, the heart has to provide more energy to pump blood, which can cause people feel tired. Pearson explains that too much cholesterol can damage the liver, and then cause obesity. In another article â€Å"Reasons Eating Junk Food Is Not Good†, Tracey Roizman, D.C. points out that junk food can result in diabetes by elevating insulin levels. Also, junk food may lead to depression in teenagers. She gives data that consuming trans fats, saturated fats and processed food is associated with up to 58 percent increase in risk of depression. AsShow MoreRelatedShould Junk Food Be Banned at School1699 Words   |  7 PagesShould junk food be allowed at school? Junk food is generally defined as â€Å"a diet high in processed foods and soft drinks† (Wiles et al., 2009, p.1). By definition, junk food contains artificial food colorings and preservatives, including fast food, oily foods, snacks and high sugary beverage. Students usually eat snacks between meals. According to McPhail et al. (2011), the snacking habit among students has increased in the past twenty years. This means students are taking more junk food in a higherRead MoreJunk Food Should Be Banned In Schools774 Words   |  4 Pagesor not junk food should be banned in schools. One side believes that students have the freedom to choose whatever they what to eat. While the other side argues that junk food needs to be replaced by a healthier alternative. There are plenty of different arguments that these sides believes in. For the concern of the health and wellness of the students, schools must completely ban all junk food in school. It has been implied by a number of news sources and other people that school junk food bans areRead MoreArgumentative Essay - Junk Food1617 Words   |  7 PagesShould the sale of junk food in school cafeterias be banned? In more traditional years, parents had to prepare packed lunch for their kids when going to school. However, in present times, most parents are already incapable of doing such things. This is because they lack the luxury of time with the hectic schedules that they have. Parents tend to just give money to their children to purchase what they need. Given this kind of situation, students are exposed to a variety of options and they areRead MoreJunk Food872 Words   |  4 PagesJunk food has been getting a bad rap recently in society. It is believed that junk food is a leading factor in childhood obesity and should not be allowed in public schools. Due to this many school systems have enacted bans, or strict regulations that limit or completely exclude junk food in schools. Junk food should not be banned in schools because schools profit and are able to fund education and extracurricular activities through selling it, junk food isn’t as harmful as one would think, and evenRead Mo reJunk Food in Schools1480 Words   |  6 Pages TAL 201 May 6, 2013 Current Issues Paper Junk Food In Schools Introduction Although not easy to admit, it is a fact that a big percentage of the world’s population today likes junk food. Many people have become accustomed to eating foods with high levels of refined sugars, processed grains, and a number of other unhealthy ingredients (Trice, 2010). Essentially, companies have replaced nature’s own ingredients with highly processed products and chemicals to reduce costs, extend shelf lifeRead MoreEssay On Junk Food935 Words   |  4 Pages Ban of Junk Foods Candy, chips, juice, and fries! Our favorite foods being snatched from our eyes. The topic of whether junk food should be banned or not in schools is becoming more controversial throughout the country. The government has enforced healthy nutritious meals for kids worldwide due to the rapid spread of child obesity. Junk food should not be banned in schools because junk food is not considered the number one cause of obesity, it can help build the school financially and studentsRead MoreFood Stamps and Junk Food822 Words   |  3 PagesWhat do you mostly spend your money on? Thesis: Mostly everyone spends their money on junk food and clothes. Most teenagers that are attending high school have jobs. Like I said most teens! They are either working because they believe that having their own money will prevent them from asking their parents for any type of financial help for anything. Most teens start work at fast-foods places, shoe stores and retail jobs. Once they get that bi-weekly check my question to you is what do you spendRead MoreEssay On Junk Food In Schools1222 Words   |  5 Pages90 percent of school lunches refrain from serving fresh foods (â€Å"The Real Problem with Lunch†). School lunches are no longer prepared from scratch easily now entrusted to highly processed foods. Clearly, one-third of American children’s diet consists of fast food (â€Å"The Real Problem with Lunch†). Junk foods in schools have become a profound issue in many states of the US. Laws have been formulated to forbid unwholesome meals by expelling or reducing the accessibility of related foods held by the institutesRe ad MorePros And Cons Of Junk Food801 Words   |  4 PagesRelease the ban! There should not be a reason why junk food is practically banned in the school systems today. The Government makes a huge amount of profit from people buying junk food for themselves and for their kids. Some people know how to control how much they eat and exercise to stay away from obesity. It is in the people’s control of what they can and cannot eat not the governments. The Government should release the junk food ban on school districts because, schools aren’t making money anymoreRead MoreJunk Food Should Be Banned835 Words   |  4 PagesJunk food is currently banned from school to help decrease obesity, but it may turn out that it is doing more harm than good. Junk food is a favorite amongst students and the ban on it has affected students as well as the schools themselves. The ban on junk food should be repealed, mainly because students will get junk food on their own, but the schoo ls are also suffering from this ban, and finally, studies show that junk food is not the only cause of obesity. The first reason why we need to take

Effects of Autism Free Essays

AUTISM ESSAY Name:Cloleisha Ottey Group:M1 Date:April 11, 2013 Lecturer:Miss. M. East Assignment:Three Autism and its Effects Autism is a syndrome characterized by issues in communication and social interaction and is diagnosed at the latest three years in a child’s life. We will write a custom essay sample on Effects of Autism or any similar topic only for you Order Now Autism is also called Autism Spectrum Disorder (ASD) and includes a broad range of disabilities such as Asperger Syndrome, Rett’s Syndrome (almost exclusively affects females) and Pervasive Development Disorder. There are varying degrees of the disorder from low-functioning (no communication) to high-functioning (some communication and inappropriate but existent social skills). The characteristics also vary and present themselves socially (resistance to being held or touched), linguistically (makes verbal sounds while listening-echolalia), behaviorally (obsessions with objects, ideas or desires. ), emotionally (resists change in the environment (people, places, objects). ) and physically (unusual gait. ) in the child’s life. With an individual dealing with so much, how does it affect the family structure? I will be exploring the implications of the effects of Autism for the individual, parents and siblings. The life of an Autistic child is overwhelming. Carly a fourteen year old, when she was finally able to communicate in a way the world could understand expressed what it feels like being Autistic. After eleven years of silence she ran up to a computer and entered her first word â€Å"hurt†, her second word was â€Å"help†. She expressed how much she would love to be like other children but she can’t help but be herself. She explained the reason for her constant rocking, not wanting to be touched and banging her head. She said it felt like a thousand ants were crawling over her body, her feet felt like they were on fire and if she didn’t bang her head she felt like she would explode. For years she understood what was being said around/about her but had no way of expressing herself. Autistic children, who are not able to communicate like Carly, go through this overload of sensory input that drives them nuts. Not being able to communicate to their parents that the sound is too loud, or the light is too bright becomes frustrating. They are treated as if they are dumb and do not understand what is being said when that is far from the truth. Many children who have been diagnosed as being Autistic have been found to be dual exceptional, which means having a disability but are also being a gifted child. One of the most difficult things a parent can experience is not being able to understand what their child needs. Raising a child who does not speak or express themselves in a way you can understand is heart wrenching, especially when they are experiencing pain and you do not know where it hurts or what the symptoms are-helplessness is painful. Not knowing why they hurt themselves, scream, pull away when you touch them or say the things they say. However, parents must remember that, despite the diagnosis their child is the same person that they have always  been. The only difference is that they know now what condition they have and can begin to help them to maximize their potential and to live life to the fullest. Parents often feel like failures and blame themselves for the diagnosis. It is reported that 80% of marriages end in divorce when a child is diagnosed with Autism, leaving the mothers to deal with the day to day stresses of raising a child with a disability. They constantly ask â€Å"Was it that one drink? or â€Å"Was it that fall I didn’t tell anyone about? † Another implication for parents of Autistic children is the cost of care which does not come cheap. In a country like Jamaica where health care for disability cases is not predominant – it costs an arm and a leg, approximately US$40,000-$70,000 per year (as per the Autism Center of Montego Bay). Parents have to ensure that their Autis tic child gets physical, occupational and speech therapies as early intervention and lifelong therapies to improve the skills they already possess and to not lose what they have gained. Parents may feel that their child with autism takes a lot of their time and attention – siblings feel this way too. Parents often think that because their other child/children are not suffering from this diagnosis or any other major ailment and are for want of a better word â€Å"normal†- they do not need time with them. Siblings will go out of their way to be noticed by their parents by getting in trouble at school, rebelling and some are left to raise themselves. Siblings like for parents to make time for them when possible to listen to the things that are important to them. It may help to do some activities separately in the family, if you can. Parents need to find out what the child would like them to do together, make a date and keep it. While they are out let it be about the child, do not bring up the Autistic sibling. However, siblings may benefit from having time to themselves, for example occasional breaks like  sleepovers at friends’ homes. They also need to be able to bring their own friends home and enjoy themselves without interruption, where possible. Try to listen to siblings’ worries and concerns – but also their ideas. Older children may have good ideas about how best to manage certain situations. If they have a good relationship with their brother or sister, they may be able to ask them to do things that the parent can’t. The future is a concern for siblings. At some point,  it may help to talk  with them about who is expected to care for their brother or sister when they are older. There has been an increase in Autism cases, according to the Director of the Montego Bay Autism Center on April 2, 2013. To combat the rise each supporting entity (parents and siblings) must have an air of patience. The Autistic child cannot help but be who they are, so parents and siblings have to rise to the occasion and be advocates. Understanding, supporting and educating are a few of the ways to show that Autistic life – is still a life. Autism has a wide effect and often has negative implications, however, the positive implications outweigh them. Reference 1. Stanley, G. I and Tippy G. November 2, 2011. Respecting Autism: The Rebecca School DIR Casebook for Parents and Professionals. Vantage Press. 2. http://readingroom. mindspec. org/? page_id=6203;gclid=CPjI2ub0wrYCFRMKnAodylsABQ. Autism Profile. March 15, 2013. Autism Reading Room. How to cite Effects of Autism, Papers

The Different Kinds of Academic Papers

As a student or researcher working on an academic paper, you must have realized that there are various types of academic papers ranging from short essays to more comprehensive and elaborate academic pieces such as dissertations and thesis.Each one of these academic papers has its own particular attributes and characteristics that must be considered when creating content to ensure conspicuousness.Although the kinds of academic papers depends on​ various educational institutions,however there are certain typical paper types that include dissertations,thesis,research paper,case study based papers and essays. Essays These are the most common type of academic papers that are significant as they cater to almost all levels of academia especially high school and undergraduate levels. This type of paper provides an illustration of a certain topic through the amalgamation of key facts and opinions organized to create a coherent structure that provides a logical explanation of the topic. Most high school students often have to write essays on topics ranging from marketing and economics to business management, biological sciences, and technology. Such essays might be argumentative, descriptive or expository depending on the topic and paper requirements. Research Paper A research paper is an academic paper that is longer than a typical essay and usually entails more detailed research relative to the topic or subject matter that the paper encompasses. To highlight aspects regarding a specific issue, the research paper usually includes a literature review section that provides details of the researched facts to support the topic. Often, the paper may include a critical review of the researched material to provide a lucid understanding of the topic and research paper content. Thesis A thesis is a more comprehensive academic paper that provides more details with regards to a particular topic contrary to the dissertation. Such an academic paper usually​ has a higher word count and includes sections such as literature review, methodology, findings, and analysis among others. Such a paper may include both primary and secondary research methods to provide arguments to support the topic with an intent to define a solid conclusion. The thesis is usually applicable at the Masters and Doctoral levels as these illustrate the highest standards of academia. Dissertation A dissertation is an academic paper ranging from 7000 to 16000 words that include sections such as literature review, research methodology, analytical findings, and conclusions. Such a paper is used to provide a detailed analysis of the topic through the use of different forms of research techniques to provide qualitative and quantitative data to arrive at a conclusion. The paper may include a theoretical approach to justify the topic or hypothesis or an empirical approach to provide statistical analysis to derive critical inferences relevant to the topic. Dissertation writing is usually applicable at the undergraduate and doctoral levels. Case study A case study is based on the aspects regarding a certain entity such as an organization and its working. Case study writing involves the research related to a case study that describes a particular aspect of the entity relevant to the paper. The paper includes sections such as case study analysis, description, and conclusion including recommendation. For example, a case study regarding the marketing procedures of an organization may be analyzed in the paper and recommendations suggested based on the analysis. bags experienced and subject specialist writers who deliver best for the academic excellence. Customized and reliable writing services lead us to hold the prominent position in the industry where customers’ need and quality are given first priority.

Major General Abner Doubleday in the Civil War

Major General Abner Doubleday in the Civil War Born at Ballston Spa, NY on June 26, 1819, Abner Doubleday was the son of Representative Ulysses F. Doubleday and his wife, Hester Donnelly Doubleday. Raised in Auburn, NY, Doubleday came from a strong military tradition as his father had fought in the War of 1812 and his grandfathers had served during the American Revolution. Educated locally in his early years, he was later sent to live with an uncle in Cooperstown, NY so that he could attend a private preparatory school (Cooperstown Classical and Military Academy). While there, Doubleday received training as a surveyor and civil engineer. Throughout his youth, he expressed interests in reading, poetry, art, and mathematics. After two years of private practice, Doubleday received an appointment to the US Military Academy at West Point. Arriving in 1838, his classmates included John Newton, William Rosecrans, John Pope, Daniel H. Hill, George Sykes, James Longstreet, and Lafayette McLaws. Though regarded as a â€Å"diligent and thoughtful student, Doubleday proved an average scholar and he graduated in 1842 ranked 24th in a class of 56. Assigned to the 3rd US Artillery, Doubleday initially served at Fort Johnson (North Carolina) before moving through several assignments in coastal fortifications. Mexican-American War With the outbreak of the Mexican-American War in 1846, Doubleday received a transfer west to the 1st US Artillery. Part of Major General Zachary Taylors army in Texas, his unit commenced preparing for the invasion of northeastern Mexico. Doubleday soon marched south and saw action at the hard-fought Battle of Monterrey. Remaining with Taylor the following year, he served at Rinconada Pass during the Battle of Buena Vista. On March 3, 1847, shortly after the battle, Doubleday was promoted to first lieutenant. Returning home, Doubleday married Mary Hewitt of Baltimore in 1852. Two years later, he was ordered to the frontier for service against the Apaches. He completed this assignment in 1855 and received a promotion to captain. Dispatched south, Doubleday served in Florida during the Third Seminole War from 1856-1858 and also helped to map the Everglades as well as modern Miami and Fort Lauderdale. Charleston Fort Sumter In 1858, Doubleday was posted to Fort Moultrie in Charleston, SC. There he endured the growing sectional strife that marked the years immediately before the Civil War and commented, â€Å"Almost every public assemblage was tinctured with treasonable sentiments and toasts against the flag were always warmly applauded.† Doubleday remained at Fort Moultrie until Major Robert Anderson withdrew the garrison to Fort Sumter after South Carolina seceded from the Union in December 1860. On the morning of April 12, 1861, Confederate forces in Charleston opened fire on Fort Sumter. Within the fort, Anderson selected Doubleday to fire the first shot of the Union response. Following the forts surrender, Doubleday returned north and was quickly promoted to major on May 14, 1861. With this came an assignment to the 17th Infantry in Major General Robert Pattersons command in the Shenandoah Valley. In August, he was transferred to Washington where he commanded batteries along the Potomac. On February 3, 1862, he was promoted to brigadier general and placed in command of the Washington defenses. Second Manassas With the formation of Major General John Popes Army of Virginia in the summer of 1862, Doubleday received his first combat command. Leading the 2nd Brigade, 1st Division, III Corps, Doubleday played a key role at Brawners Farm during the opening actions of the Second Battle of Bull Run. Though his men were routed the next day, they rallied to cover the retreat of the Union army on August 30, 1862. Transferred to the I Corps, Army of the Potomac with the rest of Brigadier General John P. Hatchs division, Doubleday next saw action at the Battle of South Mountain on September 14. Army of the Potomac When Hatch was wounded, Doubleday took command of the division. Retaining command of the division, he led them at the Battle of Antietam three days later. Fighting in the West Woods and Cornfield, Doubledays men held the right flank of the Union army. Recognized for his superior performance at Antietam, Doubleday was brevetted to lieutenant colonel in the Regular Army. On November 29, 1862, he was promoted to major general. At the Battle of Fredericksburg on December 13, Doubledays division was held in reserve and avoided taking part in the Union defeat. In the winter of 1863, I Corps was reorganized and Doubleday was shifted to command the 3rd Division. He served in this role at the Battle of Chancellorsville that May, but his men saw little action. As Lees army moved north in June, Major General John Reynolds’ I Corps led the pursuit. Arriving in Gettysburg on July 1, Reynolds moved to deploy his men in support of Brigadier General John Bufords cavalry. While directing his men, Reynolds was shot and killed. Command of the corps devolved on Doubleday. Racing forward, he completed the deployment and guided the corps through the opening stages of the battle. Gettysburg Positioned northwest of the town, Doubledays men were badly outnumbered by the approaching Confederate army. Fighting valiantly, I Corps held their position for five hours and was only forced to retreat after XI Corps collapsed on their right. Outnumbered 16,000 to 9,500, Doubledays men inflicted 35-60% casualties on seven of the ten Confederate brigades that attacked them. Falling back to Cemetery Hill, the remains of I Corps held their position for the remainder of the battle. On July 2, the commander of the Army of the Potomac, Major General George Meade, replaced Doubleday as commander of I Corps with the more junior Newton. This was largely the result of a false report submitted by the XI Corps commander, Major General Oliver O. Howard, stating that I Corps broke first. It was fostered by a long-running dislike of Doubleday, whom he believed indecisive, which went back to South Mountain. Returning to his division, Doubleday was wounded in the neck later in the day. After the battle, Doubleday officially requested that he be given command of I Corps. When Meade refused, Doubleday departed the army and rode to Washington. Assigned to administrative duties in the city, Doubleday served on courts martial and commanded part of the defenses when Lieutenant General Jubal Early threatened to attack in 1864. While in Washington, Doubleday testified before Joint Committee on the Conduct of the War and criticized Meades conduct at Gettysburg. With the end of hostilities in 1865, Doubleday remained in the army and reverted to his regular rank of lieutenant colonel on August 24, 1865. Promoted to colonel in September 1867, he was given command of the 35th Infantry. Later Life Posted to San Francisco in 1869, to head the recruiting service, he obtained a patent for a cable car railway system and opened the citys first cable car company. In 1871, Doubleday was given command of the African-American 24th Infantry in Texas. After commanding the regiment for two years, he retired from the service. Settling in Mendham, NJ, he became involved with Helena Blavatsky and Henry Steel Olcott. The founders of the Theosophical Society, they converted Doubleday to the tenets of Theosophy and Spiritualism. When the pair moved to India to continue their studies, Doubleday was named the president of the American chapter. He continued to live in Mendham until his death on January 26, 1893. Doubledays name is most commonly known due to its association with the origins of baseball. While the 1907 Mills Commission Report states that the game was invented by Doubleday at Cooperstown, NY in 1839, subsequent scholarship has proven this unlikely. Despite this, Doubledays name remains deeply linked to the games history.

F-105 Thunderchief in the Vietnam War

F-105 Thunderchief in the Vietnam War Design of the F-105 Thunderchief began in the early 1950s as an internal project at Republic Aviation. Intended to be a replacement for the F-84F Thunderstreak, the F-105 was created as a supersonic, low-altitude penetrator capable of delivering a nuclear weapon to a target deep within the Soviet Union. Led by Alexander Kartveli, the design team produced an aircraft centered on a large engine and able to achieve high speeds. As the F-105 was meant to be a penetrator, maneuverability was sacrificed for speed and low-altitude performance. F-105D Specifications General Length: 64 ft. 4.75 in.Wingspan: 34 ft. 11.25 in.Height: 19 ft. 8 in.Wing Area: 385 sq. ft.Empty Weight: 27,500 lbs.Loaded Weight: 35,637 lbs.Crew: 1-2 Performance Power Plant: 1 Ãâ€" Pratt Whitney J75-P-19W afterburning turbojet, 26,500 lbf with afterburning water injectionCombat Radius: 780 milesMax Speed: Mach 2.08 (1,372 mph)Ceiling: 48,500 ft. Armament Guns: 1 Ãâ€" 20 mm M61 Vulcan cannon, 1,028 roundsBombs/Rockets: Up to 14,000 lbs. of ordnance including nuclear weapons, AIM-9 Sidewinder, and AGM-12 Bullpup missiles. Weapons carried in the bomb bay and on five external hardpoints. Design and Development Intrigued by Republics design, the US Air Force placed an initial order for 199 F-105s in September 1952, but with the Korean War winding down reduced it to 37 fighter-bombers and nine tactical reconnaissance aircraft six months later. As development progressed, it was found that the design had grown too large to be powered by the Allison J71 turbojet intended for the aircraft. As a result, they elected to utilize the Pratt Whitney J75. While the preferred power plant for the new design, the J75 was not immediately available and as a result on October 22, 1955, the first YF-105A prototype flew powered by a Pratt Whitney J57-P-25 engine. Though equipped with the less powerful J57, the YF-105A achieved a top speed of Mach 1.2 on its first flight. Further test flights with the YF-105A soon revealed that the aircraft was underpowered and suffered from problems with transonic drag. To counter these issues, Republic was finally able to obtain the more powerful Pratt Whitney J75 and altered the arrangement of the air intakes which were located at the wing roots. Additionally, it worked to redesign the aircraft fuselage which initially employed a slab-sided look. Drawing on experiences from other aircraft producers, Republic employed the Whitcomb area rule by smoothing the fuselage and slightly pinching it in the center.     Ã‚   Refining the Aircraft The redesigned aircraft, dubbed the F-105B, proved able to achieve speeds of Mach 2.15. Also included were improvements to its electronics including the MA-8 fire control system, a K19 gun sight, and an AN/APG-31 ranging radar. These enhancements were required to allow the aircraft to conduct its intended nuclear strike mission. With the alterations complete, the YF-105B first took to the sky on May 26, 1956. The following month a trainer variant (F-105C) of the aircraft was created while the reconnaissance version (RF-105) was canceled in July. The largest single-engine fighter built for the US Air Force, the production model of F-105B possessed an internal bomb bay and five external weapons pylons. To continue a company tradition of employing Thunder in its aircraft names, which dated back to World War IIs P-47 Thunderbolt, Republic requested that the new aircraft be designated Thunderchief. Early Alterations On May 27, 1958, the F-105B entered service with the 335th Tactical Fighter Squadron. As with many new aircraft, the Thunderchief was initially plagued by problems with its avionics systems. After these were dealt with as part of Project Optimize, the F-105B became a reliable aircraft. In 1960, the F-105D was introduced and the B model transitioned to the Air National Guard. This was completed by 1964. The last production variant of the Thunderchief, the F-105D included an R-14A radar, an AN/APN-131 navigation system, and an AN/ASG-19 Thunderstick fire-control system which gave the aircraft all-weather capability and the ability to deliver the B43 nuclear bomb. Efforts were also made to restart the RF-105 reconnaissance program based on the F-105D design. The US Air Force planned to purchase 1,500 F-105Ds, however, this order was reduced to 833 by Secretary of Defense Robert McNamara. Issues Deployed to Cold War bases in Western Europe and Japan, F-105D squadrons trained for their intended deep penetration role. As with its predecessor, the F-105D suffered from early technological issues. These issues may have helped earn the aircraft the nickname Thud from the sound the F-105D made when it hit the ground though the true origins of the term are unclear. As a result of these problems, the entire F-105D fleet was grounded in December 1961, and again in June 1962, while the issues were dealt with at the factory. In 1964, the issues in existing F-105Ds were resolved as part of Project Look Alike though some engine and fuel system problems persisted for another three years. Vietnam War Through the early- and mid-1960s, the Thunderchief began to be developed as a conventional strike bomber rather than a nuclear delivery system. This was further emphasized during the Look Alike upgrades which saw the F-105D receive additional ordnance hard points. It was in this role that it was sent to Southeast Asia during the escalation of the Vietnam War. With its high-speed and superior low-altitude performance, the F-105D was ideal for hitting targets in North Vietnam and far superior to the F-100 Super Sabre then in use. First deployed to bases in Thailand, F-105Ds began flying strike missions as early as late 1964. With the commencement of Operation Rolling Thunder in March 1965, F-105D squadrons began bearing the brunt of the air war over North Vietnam. A typical F-105D mission to North Vietnam included mid-air refueling and a high-speed, low altitude entry and exit from the target area. Though an extremely durable aircraft, F-105D pilots usually only had a 75 percent chance of completing a 100-mission tour due to the danger involved in their missions. By 1969, the US Air Force began withdrawing the F-105D from strike missions replacing it with F-4 Phantom IIs. While the Thunderchief ceased to fulfill a strike role in Southeast Asia, it continued to serve as a wild weasel. Developed in 1965, the first F-105F Wild Weasel variant flew in January 1966. Possessing a second seat for an electronic warfare officer, the F-105F was intended for a suppression of enemy air defenses (SEAD) mission. Nicknamed Wild Weasels, these aircraft served to identify and destroy North Vietnamese surface-to-air missile sites. A dangerous mission, the F-105 proved highly capable as its heavy payload and expanded SEAD electronics allowed the aircraft to deliver devastating blows to enemy targets. In late 1967, an enhanced wild weasel variant, the F-105G entered service. Due to the nature of the wild weasel role, F-105Fs and F-105Gs were typically the first to arrive over a target and the last to leave. While the F-105D had been completely removed from strike duties by 1970, the wild weasel aircraft flew until the wars end. In the course of the conflict 382 F-105s were lost to all causes, representing 46 percent of the US Air Forces Thunderchief fleet. Due to these losses, the F-105 was ruled to no longer be combat effective as a frontline aircraft. Sent to the reserves, the Thunderchief remained in service until officially being retired on February 25, 1984.

Employment Law Essay Example | Topics and Well Written Essays - 1250 words - 2

Employment Law - Essay Example These laws ensure that parties in a union discharge their duties fairly in order to evade legal accusation. The employment disagreement in Sinclair Refining Co. V. Atkinson, 30 was caused by the courts failure to forbid the labour union from enforcing a workers boycott as a solution to the disagreement between workers and the employer. The matters concerning the employers and the employees require little intervention by the court and the parties involved should resolve their differences in affable environment if possible. This is due to the fact that these issues require a solution which does not disadvantage either of the parties and create a friendly atmosphere. The workers boycott in the case of Sinclair was against the agreement which prohibited any strike and support for mediation in the case of any dispute. Therefore, for the court to intervene in the issues involving employers and workers they rely on the agreement between the parties and the matter must be one which requires arbitration (Mark, 15). The federal court however did not enforce the employer-workers agreement, but inste ad they allowed the boycott to continue. There was a feeling that the decision taken by the federal court was insufficient and against the employment agreement which advocated the mediation and prohibited the strike as a solution to the disagreement between the parties. According to Mark (22) the federal district courts have inadequate authority to implement contractual obligations between the employers and their employees, or to alter rulings by another court. The matter presented before the Supreme Court regards the ruling of the federal court regarding employers and employees agreement. Their conditions of employment prohibit the workers from taking part in boycott and advocate mediation in case of disagreement. However, the federal court failed to enforce this covenant although after the workers boycott. This matter was presented to the Supreme Court