An Ethical Dilemma in Counseling Deciding Between Two Rights

An Ethical Dilemma in Counseling: Deciding between two rights Ethics, considered the study of moral philosophy, is a broad way of defining human duty, right and wrong; essentially, it is more expansive than simply applying a principle. Dilemmas are situations that require a choice between options appearing uniformly favorable, unfavorable or mutually exclusive. Naturally, an ethical dilemma can place a professional counselor in a precarious position, thereby compromising the effectiveness of the therapy, the trust in the client-practitioner relationship, and the counselors professional standing. Trying to determine the most right choice for a particular problem is of the utmost importance. Consider the following hypothetically†¦show more content†¦How does the counselor protect the confidentiality of the married man (even within the church), how does this revelation flavor the counselors private sessions with the wife? How can he, as a Christian (i.e. of Baptist Faith), not proselytize against divorce and homosexuality? What are the issues posed by a dual/multiple relationship with both clients and the counselor being members of the same community of faith? Are there any laws that govern such disclosures to the wife and to the senior members of the congregation? Essentially, what comes first, the counselors identity as a conservative Christian or his role as a professional counselor? After identifying the dilemma, and thinking through the problematic questions, the counselor must decide the level of morality at stake in this case. How much, if any, can these moral conflicts color his direction as a counselor? If the gentlemen is reassured that he wants to adopt an alternative lifestyle, I recommend the counselor seek the advisement of a senior professional in his concentration, and perhaps consult a counselor in the LGBT community. He must consider possible courses of action, focusing on his ability to effectively counsel, realizing that even in subtle non-verbal communication, he might suggest solutions or judge the emotionally sensitive client. Judgment would create more anxiety and possibly worsen the secrecy of the condition. He should clearly outline the possible consequencesShow MoreRelatedAn Ethical Dilemma Exists When An Individual Is Deciding1307 Words   |  6 PagesAn ethical dilemma exists when an individual is deciding between two right choices . No dilemma exists if one choice is wrong. What framework guides these decisions? Is the moral value common to all those involved in the decision making process? The commonly accepted virtues of Plato, Socrates, St. Augustine and many other philosophers are honesty, responsibility, respect, fairness and compassion. The expression of these virtues in beliefs guides one’s behavior. In the counseling professionRead Moreethical-decision making paper2860 Words   |  12 Pages The Dilemmas of Starting a Relationship Skills Group Liberty University Abstract When providing counseling services to individuals or a group of individuals, one needs to be cautious on his or her approach to everyone’s specific needs. Even though there are a variety of methods to solving a problem, some methods encounter ethical dilemmas. The ethical dilemma is about Jane, a counselor at a community college, who starts a relationship skills group for nine individuals betweenRead MoreThe Questions On Workplace Ethics1254 Words   |  6 Pagescalled an ethical dilemma whereby individuals are forced to weigh the right and wrong of their actions (Westerholm, Nilstun, Øvretveit, 2004). In my research the following senior about workplace ethics. The information from the class discussion about the eight steps in resolving a dilemma. I use the eight steps and insert the information. 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Parents May Not Be Licensed Essay - 1635 Words

In the essay Licensing Parents, LaFollette argues that the state should require all parents to be licensed (182). Though LaFollette considers some theoretical and practical objections to his claim, he gives no particular attention to how an activity could be precisely defined as potentially harmful to others, what specific competence would be required for an activity to be done safely, and how reliably such competence could be determined. In this paper, I will argue that the difficulty of clearly defining the three criteria for an activity to be licensed undermines LaFollette’s assertion that parenting ought to be licensed. After describing LaFollette’s basic rationale for licensing parents, I will indicate that parenting may not meet the†¦show more content†¦Consequently, because â€Å"parenting is an activity potentially very harmful to children† (184) and â€Å"a parent must be competent if he is to avoid harming his children† (185), LaFollette concludes that the general criteria for regulatory licensing can be applied to parents. However, there are several theoretical and practical objections to LaFollette’s proposal, but he argues that they all fail to undermine the proposal. In the beginning of his argument, LaFollette claims that parenting is an activity potentially very harmful to children (184). However, LaFollette does not explicitly justify how parenting could be precisely defined as potentially harmful to children. In other words, LaFollette does not explicitly establish what comprises exactly the minimum amount of harm that makes the activity potentially harmful or very harmful. Instead, LaFollette only offers two scenarios in which children are harmed—abused or neglected—by their parents (184). In this paragraph, I shall argue that, without a preciseShow MoreRelatedBecoming a Mandated Reporter1229 Words   |  5 PagesWhat are the different types of child abuse? B) Physical Abuse, Sexual Abuse Maltreatment and child neglect 3) What are the steps in reporting child abuse A) Keeping it confidential B) State regulation on how to report C) How to deal with parents on notification D) Who can help? 4) Personal dealings with child abuse A) Opinions on how to deal with children and discipline B) Conclusion There are many challenges that are faced daily when becoming or being a mandated reporterRead MoreThe Career Of Licensed Professional Counselor Essay958 Words   |  4 Pagesdecisions. 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A Deadly Mistake Uncovered on Shakespeare Essay Topics and How to Avoid It

A Deadly Mistake Uncovered on Shakespeare Essay Topics and How to Avoid It There's numerous essays completed by them. Know your prompt It is essential to comprehend the essay prompt to craft an exceptional college application essay. The essay is designed to surprise the reader, that is the reason why, according to numerous researchers, it requires quality. Even writing a brief biography essay may get quite an intimidating task without being mindful of you must write about. Even should you need to purchase research paper done in 6 hours, you can trust us. How you can get English 101 essay for a very affordable price You might think that such personal writing help will cost a true fortune. It begins with a brief overview of the book. There have been numerous papers written about every one of the plays, which you are certain to locate enough source material to compose a research paper about one definite play and its themes. The Nuiances of Shakespeare Essay Topics After that, select a disputable statement that you'll be in a position to prove with text references and valid proof. Ensure it is specific Do not opt for a wide context for discussion. Citing sources shows your reader that you're not just producing your argument up as you cooperate. For the beginning writer of research papers, knowing when to use sources is among the most troublesome facets of the procedure and it needs a lot of practice. Use an anecdote It is crucial to engage the admission board from the very start. There's always a location for rhetorical questions that can be asked at the conclusion of an essay. Its primary attempt is to persuade a reader to adopt a particular point of view or maybe to take a specific action on the problem. Often college students get into plenty of stress to get the appropriate topic for the essay. Shakespeare essay topics have to be chosen carefully. You have to be at first really clear about what you would like to write, than you need to craft a topic based on the subject of your essay on Shakespeare. The subject of Shakespeare has ever provoked a certain sort of emotional reaction. If you're still confused in the variety of your William Shakespeare essay topic than you may also consult the following list for additional aid. The Tempest by William Shakespeare is among the most noteworthy plays produced by the author. Mr. Shakespeare is considered by many people to be the best playwright of all time. William Shakespeare is the most well-known playwright of Great Britain and is thought of as the an actual genius. William Shakespeare writing can likewise be presented as part of above-mentioned researches. Top Choices of Shakespeare Essay Topics Moreover, our English-speaking writers make sure every order has original content and a suitable structure. Everytime you compose a paper, you're employing a theoretical strategy. What's more, we guarantee your upcoming paper is going to be completed in compliance with the greatest academic standards, so be certain that applying for our help, you make the ideal option. A research paper is a significant project which permits you to do several things. What You Should Do About Shakespeare Essay Topics Starting in the Next Ten Minutes Our service provides sever al discounts which make ordering for your essay very inexpensive. Free of charge amendments As the ideal essay writing service, we would like you to feel absolutely happy about your purchase. Order Now Use the purchase calculator below and begin! When you place your order on our site, we'll ensure your satisfaction and solve a number of your difficulties simultaneously.

Going to a Movie Archetypes in the Star Wars Movie Essay Example For Students

Going to a Movie: Archetypes in the Star Wars Movie Essay These same paradigms also complement an underlying theme of the trilogy. Within Star Wars: A New Hope and Return of the Jed, archetypes exist that exemplify the theme that good can triumph over evil through perseverance. Primarily, symbolic archetypes flourish within George Lucas masterpiece. As an example, the contrast Of colors in Luke clothing represents a loss of innocence in the main character. As a teenager in Star Wars: A New Hope, he wears clothes Of all White, representing his pureness as a young adult. Swept away by adventure, Sneaker can no longer cling to his security blanket of virtue after learning about the force and the evil Of the Empire. This change in him is noticeable when, in Return of the Jed, Luke discards his former white and chooses a more somber black. His attire complements his morose, yet determined heart. Also, this contrast of white and black is evident in the setting of the tuft movies. The Rebel base consists of mostly light backgrounds, while the Death Star and the home of Jab the Hut appear dark and mysterious with evil forces. This perceptible difference shows that the place with good forces, the Rebel base, seems flourished with light colors, and that the evil settings contain the symbolic color of black. Another symbolic archetype presents itself as the force, a power that can be employed for good or ill and upholds the universe. The force can be compared to a supernatural intervention: while this frequently refers to a more godlike figure, the Jed Knights consider their path a religion, a force with a will of its own. It can work for or against Luke, as it aids both Dart Evader and his son in their struggles for the galaxy, a common characteristic of paranormal intervention. In addition, Hoods swamp could indicate the symbolic archetype, water _ As Luke Jaywalker trains with this Jed master, he matures, ultimate by the symbolic avatar of Hoods home. On his last visit to Wood, Luke also learns his fate, accepting his duty as a Jed knight and the hope that rests in his sister, Leila. Certainly, the symbolic avatar archetype lies in Hoods home and final resting place. Clearly, the two movies Of Star Wars contain numerous symbolic archetypes. Also. Star Wars: A New Hope and Return of the Jed include many situational archetypes. One such archetype evident in these movies is the journey. The hero of the story, Luke Sparkler, goes on numerous journeys throughout the movies. One of such archetypes is the quest of finding his true identity, which concludes with the realization that Dart Evader is his father and that Leila appears to be his twin sister. Another is the quest to find knowledge; in this case, he is seeking the force. With the guidance from Obi-Wan Kenton, he acknowledges the force, letting his body become in tune with its being. Moreover, he is also on the quest to rid the land Of the danger from the threat Of the Empire. Evident in both movies, Luke, Han Solo and Leila, along with their companions, combine forces to destroy the evil forces and save the people Of the universe from danger. These quests are evident when they try to destroy the Death Star and its rebuilding, and Luke attempts to face Dart Evader. Additionally, the two movies also contain examples of tasks. First, RD gives Luke and his companions a message from Princess Leila, who wants them to save her from the Empire. Therefore, they go on this task of saving her from the evil. Another task can he seen when Luke attempts to save both Han Solo and Princess Leila from the grasp of the outlaw, Jab the Hut. In all of these tasks, the hero is faced with numerous difficulties trot the dark side, which he must overcome and save his captured friends. The battle between the good and evil is obviously the fight between the Rebel alliance and the Empire, which is evident throughout the Star Wars series. .u012f12a6b21e9cfbb08f16f403b9196c , .u012f12a6b21e9cfbb08f16f403b9196c .postImageUrl , .u012f12a6b21e9cfbb08f16f403b9196c .centered-text-area { min-height: 80px; position: relative; } .u012f12a6b21e9cfbb08f16f403b9196c , .u012f12a6b21e9cfbb08f16f403b9196c:hover , .u012f12a6b21e9cfbb08f16f403b9196c:visited , .u012f12a6b21e9cfbb08f16f403b9196c:active { border:0!important; } .u012f12a6b21e9cfbb08f16f403b9196c .clearfix:after { content: ""; display: table; clear: both; } .u012f12a6b21e9cfbb08f16f403b9196c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u012f12a6b21e9cfbb08f16f403b9196c:active , .u012f12a6b21e9cfbb08f16f403b9196c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u012f12a6b21e9cfbb08f16f403b9196c .centered-text-area { width: 100%; position: relative ; } .u012f12a6b21e9cfbb08f16f403b9196c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u012f12a6b21e9cfbb08f16f403b9196c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u012f12a6b21e9cfbb08f16f403b9196c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u012f12a6b21e9cfbb08f16f403b9196c:hover .ctaButton { background-color: #34495E!important; } .u012f12a6b21e9cfbb08f16f403b9196c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u012f12a6b21e9cfbb08f16f403b9196c .u012f12a6b21e9cfbb08f16f403b9196c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u012f12a6b21e9cfbb08f16f403b9196c:after { content: ""; display: block; clear: both; } READ: The Big Lebowski EssayAs expected, the good triumphs over the evil forces after the end of these battles, destroying the dark powers with the help of the hero and his companions. Also, the magical weapon that aids the hero, Luke, in the movies is the light saber. It clearly exemplifies the extraordinary quality of the hero, because no one else, including Dart Evader, can utilize the weapon and use its powers to a full potential. It further fits the archetype because the mentor figure, Obi-Wan Cannon gives Luke the weapon and teaches him how to fight with its forces. Furthermore, unalienable wounds are also evident in the two movies of Star Wars. The most evident one is Dart Evaders mask and his breathing condition. As many audiences can hear, Dart Evader breathes simultaneously through a black mask. This wound seems unalienable and cannot be healed fully. Obviously, situational archetypes thrive throughout the trilogy of Star Wars. Another collection of archetypes employed by George Lucas is setting, which allows the audience to better empathic his works. The flap. right blue prints SST of his settings through the trilogy by employing common archetypes that can be found in a myriad of places, including simple fairy tales. One frequent archetype is the underworld, which can be linked with the Death Star, It is the home base tooth Emperor, Dart Evader, and their followers, which is also the setting in which the hero, Luke, encounters his worst fear of turning to the dark side. Another archetype apparent in Star Wars can be taunt in the vast abyss of space, a prime example of the wilderness. Space seems the only region where rules do not apply and that people, creatures and rumors run wild. In the movies, the outer space is a vast unknown area that no one can control, similar to the untamed wilds. In addition, the garden is defined as a place of harmony, nature and innocence; yet, it may be ruined or poisoned, and the hero is forced to leave this paradise. The garden can be compared to the Awoke woods on the moon Ender_ These woods contain tiny teddy bear like creatures that represent simplicity and utterly radiate innocence. These lovable characters put the hero at a sense of ease, but within these woods a storm trooper base is poisoning the Kooks ways and childlike style of life. Luke is forced to leave for fear of endangering his companions and newfound friends, when Dart Evader and his storm troopers discover him. Undoubtedly, the movies of Star Wars contain numerous setting archetypes. As a final point, the movies also contain an abundance Of character archetypes. Primarily, the archetype that strikes most audiences first is the hero. Luke Jaywalker fits this archetype because of his qualities of a hero. His aunt and uncle are his foster parents; the movie does not portra y his childhood, which the audience knows little about. Moreover, he lives in an ordinary world in the ginning of Star Wars: A New Hope: a farm with no adventures, He is expected to help with uncle with chorus around the farm, like a regular teenager would do. However, he gets a call to adventure by the message of Princess Leila and meets his allies, C-POP, RD and Han Solo, whom are his loyal companions willing to face any type of danger. Obi-Wan Kenton as Lakes mentor through teaching him the force and the light saber. Additionally, Master Wood, Obi-Wan Kenos mentor, also serves as Lakes mentor and teaches him about the force. The hero also confronts his enemy, the people in the Empire. Numerous other character archetypes are also present in the Star Wars trilogy, including Chewable, who reflects the qualities of the friendly beast. .u2ffd7ca8a7658cf4b1e7e3d2886c170b , .u2ffd7ca8a7658cf4b1e7e3d2886c170b .postImageUrl , .u2ffd7ca8a7658cf4b1e7e3d2886c170b .centered-text-area { min-height: 80px; position: relative; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b , .u2ffd7ca8a7658cf4b1e7e3d2886c170b:hover , .u2ffd7ca8a7658cf4b1e7e3d2886c170b:visited , .u2ffd7ca8a7658cf4b1e7e3d2886c170b:active { border:0!important; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .clearfix:after { content: ""; display: table; clear: both; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b:active , .u2ffd7ca8a7658cf4b1e7e3d2886c170b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .centered-text-area { width: 100%; position: relative ; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b:hover .ctaButton { background-color: #34495E!important; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b .u2ffd7ca8a7658cf4b1e7e3d2886c170b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2ffd7ca8a7658cf4b1e7e3d2886c170b:after { content: ""; display: block; clear: both; } READ: Sample Letter Regarding the Israeli Cinema EssayThe animal represents the side of nature that aids the hero and his allies. The shadow figure seems to fit Dart Evader; he is an opponent with whom Luke must struggle until the end and defeat The emperor of the Empire is the devil figure, who tries to lure Luke to the dark side. Princess Leila appears to be the damsel in distress; the hero, Luke, must rescue her when the Empire on the Death Star captures her. Also, in the Return of the Jed, Jubbah the Hut uses her as a trap to lure Luke and is companions. Visibly, the movies Of Star Wars contain numerous character archetypes. With the ending credits, people arise stiffly from their theater seats. Finishing off their popcorn, they stride into the startlingly bright light of everyday life. The impact of such a phenomenal movie is not easily brushed off, however. The well- known battle between light and darkness that surrounds the movie also stirs the hearts of every viewer. In conclusion, the archetypes of Star Wars reinforce the subtle theme that through perseverance, good can eventually triumph over evil. In the quest to save the universe from the danger of the empire, the hero, Luke, uses his magic weapon, the light saber, to tight the shadow, Dart Evader, whom must be destroyed by the hero at the end, Through this battle between the good and the evil, Luke eventually wins the battle with the help of his allies and guidance from Obi-Wan Kenton and Mater Wood, his mentors. Thus, he achieves the task of destroying the Death Star. Evidently, these archetypes in Star Wars: A New Hope and Return of the Jed portray the theme that the good can eventually triumph over evil through perseverance.

Western Civilization Reformation Essays - Anti-Catholicism

Western Civilization Reformation Chris Walters 1April99 HIS121 Western Civilization REFORMATION During the Sixteenth century, a widespread Religious reformation took place in Western Europe. It was between the Catholics and the Protestants. A reformation is a 16th century religious movement marked ultimately by rejection or modification of some Roman Catholic doctrine and practice and establishment of the Protestant churches. This particular Reformation separated the Christians of Western Europe into Protestants and Catholics. Some of the major Reformations of the Sixteenth century were the Catholic Reformation, the Genevan Reformation, German Reformation, English Reformation, and the Swiss Reformation, also known as the Zwinglian Reformation. They all shared some similar characteristics, while also having some different characteristics. During the Sixteenth century corruption was widespread throughout all of Western Europe. Clergy men, popes, and priests were all sinning alike. Greed, sex, abuse of power were just some of these abuses. The Reformations sought to eliminate these abuses. In each of these reformations, Royalty played a part in it. In the Catholic Reformation, taking place in Spain and Italy, Queen Isabel of Spain brought the church further under the crowns control than ever before. Her reason for Reformation was to raise the intellectual and moral standards of the church. In the German Reformation, Martin Luther was the leader, and he split the church into two groups the Catholic and Protestant. He had protested that some of the clergy were selling indulgences (temporal pardons of sins) without making clear that people must also be sincerely repentant for those sins. Hes most famous for his list of 95 indulgences that he nailed to the door of the catholic church. In Switzerland Zwinglian lead the Swiss Reformation. He broke Traditional standards. He said A church without the magistrate is mutilated and incomplete.Relics and images were abolished; all paintings and decorations were removed form the churches and replaced by white washed walls. He also had music removed from the sermon because he felt it was a distraction from the word of god. (Spielvogel 471) The English Reformation came about because of Henry VIIIs desire to divorce his wife, in search of one that could bear him a son. The Genevan reformation, (I dont get this part because its in Switzerland so isnt it the same thing then as the Swiss Reformation?)It was lead by John Calvin. Calvin enforced the ideals of purity, simplicity, and devout religious faith. All of these Reformations took power away form the churches and placed it under the crown. No ones power will be higher than that of the crown. All of these Reformations sought to eliminate corruption, sin, and any other wrong doings from the churches. The Catholic Reformation and the English Reformation fought to keep Catholicism, while the Swiss Reformation, the German reformation, and the Genevan reformation all fought for Protestantism. Each of these Reformations divided up their countries people. The Holy Roman Empire was the main fighting force against Protestantism. All these Reformations broke traditional standards around Western Europe. The true reform was not directed against an enemy; it was undertaken for God, Jesus Christ, as a protestation of unwavering loyalty.( Daniel-Rops 3) The idea was to change Mankind not Religion, but this proved to be impossible. Each Reformation was different because there were different driving forces behind them. The Genevan Reformation, led by Calvin, was ultimately driven by the government of Geneva, which wasnt a King or a Queen, but instead by a series of councils. The Catholic Reformation had Queen Isabel behind it in her hopes to strengthen the morals of her people. The Swiss Reformation was started by Zwinglian, in his hopes to remove all that which distracted from the pure word of God. The German Reformation was driven by Luther and later carried on by Charles V, who tried to unite his kingdom through religion but through a series of wars lost all hopes of religious unity. And the English Reformation was started because of King Henry VIIIs quest for a heir to his throne. Each of these Reformations had their differences and similarities, but ultimately shared one major concept; to eliminate all sin, the abuse of power and the selling of indulgences from the church and the pure word of God. History Essays

HMS Dreadnought - The 1906 Battleship that Changed Everything

HMS Dreadnought - The 1906 Battleship that Changed Everything In the early years of the 20th century, naval visionaries such as Admiral Sir John Jackie Fisher of the Royal Navy and Vittorio Cuniberti of the Regia Marnia began advocating for the design of all-big-gun battleships. Such a vessel would only feature the largest guns, at this point in time 12, and would largely dispense with the ships secondary armament. Writing for Janes Fighting Ships in 1903, Cuniberti argued that the ideal battleship would possess twelve 12-inch guns in six turrets, armor 12 thick, displace 17,000 tons, and be capable of 24 knots. He foresaw this colossus of the seas as being capable of destroying any existing foe though recognized that the construction of such vessels could only be afforded by the worlds leading navies. A New Approach A year after Cunibertis article, Fisher convened an informal group to begin assessing these types of designs. The all-big gun approach was validated during Admiral Heihachiro Togos victory at the Battle of Tsushima (1905) in which the main guns of Japanese battleships inflicted the bulk of the damage on the Russian Baltic Fleet. British observers aboard Japanese ships reported this to Fisher, now First Sea Lord, with the further observation that the Imperial Japanese Navys 12 guns were particularly effective. Receiving this data, Fisher immediately pressed ahead with an all-big-gun design. The lessons learned at Tsushima were also embraced by the United States which began work on an all-big-gun class (the South Carolina-class) and the Japanese who commenced building the battleship Satsuma. While planning and construction for the South Carolina-class and Satsuma began prior to British efforts, they soon fell behind for a variety of reason. In addition to the increased firepower of an all-big-gun ship, the elimination of the secondary battery made adjusting fire during battle easier as it allowed spotters to know which type of gun was making the splashes near an enemy vessel. The removal of the secondary battery also made the new type more efficient to operate as fewer types of shells were needed. Moving Forward This reduction in cost greatly aided Fisher in securing Parliamentary approval for his new ship. Working with his Committee on Designs, Fisher developed his all-big-gun ship which was dubbed HMS Dreadnought. Centered on a main armament of 12 guns and a minimum top speed of 21 knots, the committee evaluated a variety of different designs and layouts. The group also served to deflect criticism away from Fisher and the Admiralty.    Propulsion Including the latest technology, Dreadnoughts power plant utilized steam turbines, recently developed by Charles A. Parsons, in lieu of the standard triple-expansion steam engines. Mounting two paired sets of Parsons direct-drive turbines powered by eighteen Babcock Wilcox water-tube boilers, Dreadnought was driven by four three-bladed propellers. The use of the Parsons turbines greatly increased the speed of the vessel and allowed it to outrun any existing battleship. The vessel was also fitted with a series of longitudinal bulkheads to protect the magazines and shell rooms from underwater explosions. Armor To protect Dreadnought the designers elected to use Krupp cemented armor which was produced at William Beardmores mill in Dalmuir, Scotland. The main armor belt measured 11 thick at the waterline and tapered to 7 at its lower edge. This was supported by an 8 belt that ran from the waterline up to the main deck. Protection for the turrets included 11 of Krupp cemented armor on the faces and sides while the roofs were covered with 3 of Krupp non-cemented armor.   The conning tower utilized a similar arrangement to the turrets. Armament For its main armament, Dreadnought mounted ten 12 guns in five twin turrets. Three of these were mounted along the centerline, one forward and two aft, with the other two in wing positions on either side of the bridge. As a result, Dreadnought could only bring eight of its ten guns to bear on a single target. In laying out the turrets, the committee rejected superfiring (one turret firing over another) arrangements due to concerns that the muzzle blast of the upper turret would cause issues with the open sighting hoods of the one below. Dreadnoughts ten 45-calibre BL 12-inch Mark X guns were capable of firing two rounds per minute at a maximum range of around 20,435 yards. The vessels shell rooms possessed space to store 80 rounds per gun. Supplementing the 12 guns were 27 12-pdr guns intended for close defense against torpedo boats and destroyers. For fire control, the ship incorporated some of the first instruments for electronically transmitting range, deflection, and order directly to the turrets. HMS Dreadnought - Overview Nation: Great BritainType: BattleshipShipyard: HM Dockyard, PortsmouthLaid Down: October 2, 1905Launched: February 10, 1906Commissioned: December 2, 1906Fate: Broken up in 1923 Specifications: Displacement: 18,410  tonsLength: 527 ft.Beam: 82 ft.Draft: 26 ft.Propulsion: 18 Babcock Wilcox 3-drum water-tube boilers w/ Parsons single-reduction geared steam turbinesSpeed: 21 knotsComplement: 695-773 men Armament: Guns 10 x BL 12 in. L/45 Mk.X guns mounted in 5 twin B Mk.VIII turrets27 Ãâ€" 12-pdr 18 cwt L/50 Mk.I guns, single mountings P Mk.IV5 Ãâ€" 18 in. submerged torpedo tubes Construction Anticipating approval of the design, Fisher began stockpiling steel for Dreadnought at the Royal Dockyard in Portsmouth and ordered that many parts be prefabricated. Laid down on October 2, 1905, work on Dreadnought proceeded at a frenetic pace with the vessel being launched by King Edward VII on February 10, 1906, after only four months on the ways. Deemed complete on October 3, 1906, Fisher claimed that the ship had been built in a year and a day. In actuality, it took an additional two months to finish the ship and Dreadnought was not commissioned until December 2. Regardless, the speed of the ships construction startled the world as much as its military capabilities. Early Service Sailing for the Mediterranean and Caribbean in January 1907, with Captain Sir Reginald Bacon in command, Dreadnought performed admirably during its trials and testing. Closely watched by the worlds navies, Dreadnought inspired a revolution in battleship design and future all-big-gun ships were henceforth referred to as dreadnoughts. Designated flagship of the Home Fleet, minor problems with Dreadnought were detected such as the location of the fire control platforms and the arrangement of the armor. These were corrected in the follow-on classes of dreadnoughts. World War I Dreadnought was soon eclipsed by the Orion-class battleships which featured 13.5 guns and began entering service in 1912. Due to their greater firepower, these new ships were dubbed super-dreadnoughts. With the outbreak of World War I in 1914, Dreadnought was serving as flagship of the Fourth Battle Squadron based at Scapa Flow. In this capacity, it saw its only action of the conflict when it rammed and sank U-29 on March 18, 1915. Refitted in early 1916, Dreadnought shifted south and became part of the Third Battle Squadron at Sheerness. Ironically, due to this transfer, it did not participate in the 1916 Battle of Jutland, which saw the largest confrontation of battleships whose design had been inspired by Dreadnought. Returning to the Fourth Battle Squadron in March 1918, Dreadnought was paid off in July and placed in reserve at Rosyth the following February. Remaining in reserve, Dreadnought was later sold and scrapped at Inverkeithing in 1923. Impact While Dreadnoughts career was largely uneventful, the ship initiated one of the largest arms races in history which ultimately culminated with World War I. Though Fisher had intended to use Dreadnought to demonstrate British naval power, the revolutionary nature of its design immediately reduced Britains 25-ship superiority in battleships to 1. Following the design parameters set forth by Dreadnought, both Britain and Germany embarked on battleship building programs of unprecedented size and scope, with each seeking to build larger, more powerfully armed ships. As a result, Dreadnought and its early sisters were soon out-classed as the Royal Navy and Kaiserliche Marine quickly expanded their ranks with increasingly modern warships. The battleships inspired by Dreadnought served as the backbone of the worlds navies until the rise of the aircraft carrier during World War II.

Bentonite Processing Assignment Example | Topics and Well Written Essays - 2250 words

Bentonite Processing - Assignment Example Drying operation reduces the moisture content in bentonite rock to the required percentage. Different driers can be used in the moisture reduction. Drying effectively vaporizes the liquid level contain in the rocks. The vaporization is achieved through heat supply to the wet bentonite rock feedstock. The heat from the burner is supplied either through convention, radiation or conduction. The convection method is applied when direct driers are used while conduction method is applied when contact or indirect dryers are used. Most of the driers use hot air as the drying medium. This moisture removal process is an energy-intensive operation since the amount of latent heat of vaporization required is depended on the intensity of the heating (Gillson & Bances,   87).Drying curve  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A representation curve is required so as to describe the various drying properties for different product at different specific temperature, pressure and velocit y conditions. The drying curve for bentonite rock has three different phases. These phases are useful in the energy saving process and are independent. The products are passed through these phases in shifts. After passing from one phase, the product is moved to the next phase.First phase  Ã‚  This phase is also called initial period. In this phase, there is transfer of heat from the dryer to the products and the contained moisture. Inlet condition from the dryer heats up the products and this condition further enable subsequent processes to occur. This phase can be substituted by pre-processing. Pre-processing is achieved through preheating the bentonite rock with energy from the waste material. The amount of energy from the waste material would be able to cause dislodgement of moisture contents from the bentonite surface. Second phase This phase is also called constant rate period. In this phase, free moisture attaches themselves on the surfaces. Alteration of the rate of evaporation reduces the moisture content. In this period, high drying rates are achieved through increase in the temperature of the inlet air. This phase accords the product with very little temperature increase. However, this little temperature increase is enough to cause some kinetic energy rise within the rock particles. Third phase This phase is also known as the falling rate period. Intrinsically attached moisture evaporates from the product. The product drying rate is limited by the outer surface. The outer surface provides a barrier that prevents successive evaporation rate. The evaporated moisture would be accumulated within the dryer. Moisture content The drying process employed is control by the moisture content of the bentonite rock. The dryer in this case is required to reduce the moisture content from 11% to 4%. The exact moisture content required is measured by the electrical resistance meter. However, this meter is limited to moisture content in grains, woods, food and