Online Essay Writing Services - Get Hired

Online Essay Writing Services - Get HiredThe easiest way to begin your work on your interview essay is to make use of the job interview essay sample. You can use these essays in combination with the conventional essay. This will enable you to develop your ability and knowledge about the real world. You will be able to make full use of your expertise for the said work.There are some rules that must be followed while preparing for your interview essay. The first one is the structure of the essay. The job interviewer will read your essay after you make sure that you know what should be included. The writer should put the needed information in the first few lines. Thereafter, he will be allowed to expand or modify the information which he has prepared.The next rule is that you should do thorough research on the company you are applying for. You should conduct a thorough research to understand the position of the company. This will help you know how they are going to develop and how they will train you. After you have done a thorough research, you will be able to write a balanced and logical essay which you are sure to impress the interviewers.The first website that offers numerous interview essay samples is the Online Essay Writing Services. You can also use the resources available in the Internet and you can get hold of the best essay writers. However, you will not find so many choices as the resource pages. With these, you will be able to browse through the categories and select the appropriate essay paper samples. You will find the essay sample categories available on many of the websites.Another option that you have is the online essay writing services offered by some online schools. In most of the cases, the students of these schools do not require writing the essay. However, if you want to save time and money, this is the best option for you.There are also other essay writers that offer essay writing services to those who have different essay writing programs . They offer their service on their own and the main reason behind this is that they enjoy writing and will not have to waste their time on looking for others to write the essay for them. However, this can also prove to be expensive as it is only the customer who pays for it.There are also many websites that provide essays online. However, these are not free essay writing samples and you need to buy the essay for which you are searching. The essay writers are not required to give their services for free and so, these essay writing services are also available for free.

German Battleship Bismarck in World War II

Bismarck was the first of two Bismarck-class battleships that were ordered for the Kriegsmarine in the years prior to World War II. Built by Blohm and Voss, the battleship mounted a main battery of eight 15 guns and was capable of a top speed of over 30 knots. Quickly identified as a threat by the Royal Navy, efforts to track Bismarck were underway after its commissioning in August 1940. Ordered on its first mission into the Atlantic the following year, Bismarck won a victory over HMS Hood at the Battle of the Denmark Strait, but soon came under a combined attack by British ships and aircraft. Damaged by an aerial torpedo, Bismarck was sunk by British surface ships on May 27, 1941. Design In 1932, German naval leaders requested a series of battleship designs intended to fit within the 35,000 ton limit imposed on leading maritime nations by the Washington Naval Treaty.  Initial work began on what became the Bismarck-class the following year and initially centered around an armament of eight 13 guns and a top speed of 30 knots. In 1935, the signing of the Anglo-German Naval Agreement accelerated German efforts as it allowed the Kriegsmarine to build up to 35% of the total tonnage of the Royal Navy. Additionally, it bound the Kriegsmarine to the Washington Naval Treaty tonnage restrictions. Increasingly concerned about Frances naval expansion, German designers sought to create a new type of battleship that would out-class the newer French vessels. Design work moved forward with debates ensuing over the caliber of the main battery, type of propulsion system, and thickness of the armor.  These were further complicated in 1937 with the departure of Japan from the treaty system and implementation of an escalator clause that increased the tonnage limit to 45,000 tons. When German designers learned that the new French Richelieu-class would mount 15 guns, the decision was made use similar weapons in four two-gun turrets. This battery was supplemented by a secondary battery of twelve 5.9 (150 mm) guns. Several means of propulsion were considered including turbo-electric, diesel geared, and steam drives. After assessing each, turbo-electric drive was initially favored as it had proven effective aboard the American Lexington-class aircraft carriers. Construction As construction moved forward, the new class propulsion came to be  geared turbine engines turning three propellers. For protection, the new class mounted an armor belt ranging in thickness from 8.7 to 12.6. This area of the ship was further protected by 8.7 armored, transverse bulkheads. Elsewhere, armor for the conning tower was 14 on the sides and 7.9 on the roof. The armor scheme reflected the German approach of maximizing protection while maintaining stability. Ordered under the name  Ersatz Hannover, the lead ship of the new class, Bismarck, was laid down at Blohm Voss in Hamburg on July 1, 1936. The first name served as an indication that the new vessel was replacing the old pre-dreadnought Hannover. Sliding down the ways on February 14, 1939, the new battleship was sponsored by  Dorothee von Là ¶wenfeld, granddaughter of Chancellor Otto von Bismarck. Bismarck would be followed a second battleship of its class, Tirpitz, in 1941. Fast Facts: Battleship Bismarck General Nation: Nazi GermanyType: BattleshipShipyard: Blohm Voss, HamburgLaid Down: July 1, 1936Launched: February 14, 1939Commissioned: August 24, 1940Fate: Sunk in action, May 27, 1941 Specifications Displacement: 45,451 tonnesLength: 450.5mBeam (Width): 36mDraft:: 9.3-10.2mPropulsion: 12 High-pressure Wagner boilers powering 3 Blohm Voss geared turbines at 150,170 horsepowerSpeed: 30.8 knotsRange: 8,525 nautical miles at 19 knots, 4,500 nautical miles at 28 knotsComplement: 2,092: 103 officers, 1,989 enlisted Armament Guns 8Ãâ€"380 mm/L48.5 SK-C/34 (4 turrets with 2 guns each)12Ãâ€"150 mm/L55 SK-C/2816Ãâ€"105 mm/L65 SK-C/37 / SK-C/3316Ãâ€"37 mm/L83 SK-C/3012Ãâ€"20 mm/L65 MG C/30 (Single)8Ãâ€"20 mm/L65 MG C/38 (Quadruple) Aircraft 4Ãâ€" Arado Ar 196 A-3 seaplanes, using 1 double-ended catapult Early Career Commissioned in August 1940, with Captain  Ernst Lindemann in command, Bismarck departed Hamburg to conduct sea trials in Kiel Bay.  Testing of the ships armament, power plant, and seakeeping abilities continued through the fall in the relative safety of the Baltic Sea. Arriving at Hamburg in December, the battleship entered the yard for repairs and alterations. Though scheduled to return to Kiel in January, a wreck in the Kiel Canal prevented this from occurring until March. Finally reaching the Baltic, Bismarck resumed training operations. With World War II underway, the German Kriegsmarine envisioned using Bismarck as a raider to attack British convoys in the North Atlantic. With its 15 guns, the battleship would be able to strike from a distance, inflicting maximum damage while placing itself at minimal risk. Bismarck, photographed from Prinz Eugen, in the Baltic at the outset of Operation Rheinà ¼bung, May 1941. Bundesarchiv, Bild 146-1989-012-03 / Lagemann / CC-BY-SA 3.0 The battleships first mission in this role was dubbed Operation Rheinà ¼bung (Exercise Rhine) and proceeded under the command of  Vice Admiral Gà ¼nter Là ¼tjens. Sailing in tandem with the cruiser Prinz Eugen, Bismarck departed Norway on May 22, 1941, and headed towards the shipping lanes. Aware of Bismarcks departure, the Royal Navy had begun moving ships to intercept. Steering north and west, Bismarck headed for the Denmark Strait between Greenland and Iceland. Battle of the Denmark Straight Entering the strait, Bismarck was detected by the cruisers HMS Norfolk and HMS Suffolk which called for reinforcements. Responding were the battleship HMS Prince of Wales and the battlecruiser HMS Hood. The two intercepted the Germans at the south end of the strait on the morning of May 24. Less than 10 minutes after the ships opened fire, Hood was struck in one of its magazines causing an explosion that blew the ship in half. Unable to take on both German ships alone, Prince of Wales broke off the fight. During the battle, Bismarck was hit in a fuel tank, causing a leak and forcing a reduction in speed (Map). Bismarck fires on HMS Prince of Wales during the Battle of the Denmark Strait. Bundesarchiv Bild 146-1984-055-13 Sink the Bismarck! Unable to continue with his mission, Là ¼tjens ordered Prinz Eugen to continue on while he turned the leaking Bismarck toward France. On the night of May 24, aircraft from the carrier HMS Victorious attacked with little effect. Two days later aircraft from HMS Ark Royal scored a hit, jamming Bismarcks rudder. Unable to maneuver, the ship was forced to steam in a slow circle while awaiting the arrival of the British battleships HMS King George V and HMS Rodney. They were sighted the following morning and Bismarcks final battle commenced. Bismarck burning in the distance as HMS Rodney (right) fires, May 27, 1941. Public Domain Assisted by the heavy cruisers HMS Dorsetshire and Norfolk, the two British battleships pummeled the stricken Bismarck, knocking its guns out of action and killing most of the senior officers on board. After 30 minutes, the cruisers attacked with torpedoes. Unable to resist further, Bismarcks crew scuttled the ship to prevent its capture. British ships raced in to pick up the survivors and rescued 110 before a U-boat alarm forced them to leave the area. Close to 2,000 German sailors were lost.

Measles / Mumps / Rubella ( Mmr ), Inactivated Poliovirus,...

Measles/Mumps/Rubella (MMR), Inactivated Poliovirus, and Rotavirus are just a few examples of vaccines recommended for children by the Center for Disease Control. These vaccines are recommended for children in order to prevent the contraction and spread of diseases that have been controlled in recent years, eradicated from our country, or that we are hoping to prevent from being introduced. According to an article published by TIME Magazine, 1 in 10 parents choose to â€Å"opt out† of vaccinating their children according to the recommended CDC schedule. (TIME, 2011). While parents are responsible for choosing medical treatment and prevention methods for their child, many are forgetting that their choices affect not only their family unit, but the entire community they are surrounded by. The trend to refuse vaccinations is believed to have stemmed from a fake study completed by Andrew Wakefield in 1993 saying the MMR vaccine caused autism and bowel disease. In Wakefield’ s study he tested 12 children who had grown up with normal development who presented a loss of acquired skills after receiving the Measles/Mumps/Rubella vaccine. According to the study, â€Å"Behavioural disorders included autism (nine), disintegrative psychosis (one), and possible postviral or vaccinal encephalitis (two)† (Wakefield, 1998). It was later found that these diagnoses were false and Wakefield had been paid off by parents of children with autism to make these claims and that there was no evidence to supportShow MoreRelatedEssay about The Importance of Immunizations1448 Words   |  6 Pagesspread of blood or body fluids. This vaccine is given intramuscular. The Hepatitis B vaccine is also given at the 6 months, 12 months, 15 months, and again at 18 months of age. Than we have the Rotavirus vaccine which is given to protect against rotavirus gastroenteritis, which is spread through the mouth. Rotavirus is given orally; three doses at age 6-12 weeks; subsequent dos es at 4-10 weeks intervals. The next vaccine given is Diphtheria, tetanus, pertussis as known as DTaP and the whooping cough. ItRead MoreThe Ethical Dilemma Behind Vaccine Refusal1261 Words   |  6 PagesThe Ethical Dilemma Behind Vaccine Refusal Measles/Mumps/Rubella (MMR), Inactivated Poliovirus, and Rotavirus are just a few examples of vaccines recommended for children by the Center for Disease Control. These vaccines are recommended for children in order to prevent the contraction and spread of diseases that have been controlled in recent years, eradicated from our country, or that we are hoping to prevent from being introduced. According to an article published by TIME Magazine, 1 in 10 parentsRead MoreEssay on The Importance of Immunizations1150 Words   |  5 PagesInfluenzae type b vaccine, the IPV or inactivated poliovirus vaccine, PCV or pneumococcal conjugate vaccine, and the Rotavirus vaccine are given at 2, 4 and 6 months. However at 6 months the IPV can be delivered between 6 months and 18 months because there is no set standard time. At 6 months the flu vaccine is recommended to begin being given annually, between 12 to 15 months is when the Hib, PCV, Varicella, and MMR which stands for measles, mumps, and ru bella are given. At 12 – 23 months HepatitisRead MorePros And Cons Of Vaccines1880 Words   |  8 Pagesprotect against polio† (vaccines.gov). There is the â€Å"inactivated polio vaccine (IPV) and Oral Polio Vaccine (OPV). IPV, used in the United States since year 2000, is given as an injection in the leg or arm, depending on age. OPV is taken by mouth. The polio vaccine may be given at the same time as any other vaccines. In order for the polio vaccination to ratify the disease, the injection produces antibodies in the blood to all three types of poliovirus. In the event of the injection these antibodies preventRead MoreThe Vaccination Of Children And Their Children s Immune System4822 Words   |  20 Pagesvaccinated. Another reason to have their children vaccinated would be fear of them contracting an infectious disease. There have been cases of widespread outbreaks of diseases like measles, meningitis, mumps and pertussis (whooping cough) to just name a few. In the state of Ohio there were over 341 cases of measles reported due to the lack of vaccinations in an Amish community (The Debate over Vaccinations in Schools, 2014). This outbreak spread through their community and since then the AmishRead MoreDo We Give Our Children Too Many Vaccines?1094 Words   |  5 Pageschemicals, the introduction of this many chemicals in so short a time span is asking for trouble. The government recommends many vaccinations. The required vaccinations include: hepatitis A and B; inactivated poliovirus (IPV); rotavirus; haemophilus influenzae Type B (Hib); measles, mumps, rubella (MMR); pneumococcal conjugate (PCV); varicella (chickenpox); influenza; and diphtheria, tetanus and acellular pertussis (DTaP). In addition, there is Tdap - tetanus diphtheria and acellular pertussis vaccineRead MoreVaccine and Vaccinations Nicole Tuttle1721 Words   |  7 Pagesdisease effecting the liver and can be life threatening. By two months of age physicians recommend the second dose of Hep B along with the first dose of the rotavirus, diphtheria, tetanus toxoids and pertussis (TDaP), hemophilus influenza type B (Hib), pneumococcal conjugate vaccine and the inactivated poliovirus vaccine (IPV). Rotavirus causes inflammation of the stomach and intestines; it effects infants and young children often causing severe watery diarrhea, vomiting, fever, abdominal painRead MoreThe Controversy Of Vaccines : Controversy Regarding The Risks Of Vaccinations1824 Words   |  8 Pagesdecisions of whether or not to vaccinate their children is the social perception of vaccination. The result of a now retracted paper by an individual who falsified data to assert an association between autism spectrum disorders and the MMR vaccine (measles-mumps-rubella) has resulted in a large social movement against vaccinations5. While these claims were meritless, and the physician who published the paper has since lost his license, the existence of the allegation and the heated controversy thatRead MoreHealth Promotion With Childhood Immunization Essay1728 Words   |  7 Pagesresurgence of communicable diseases. The percentage of children under the age of 3 years in the US that received all doses of co mbined vaccinations for Hepatitis B, Rotavirus, Diptheria, Tetanus acellular Pertussis (DTaP), Haemophilus influenzae type b4 (Hib), Pneumococcal conjugate, Inactivated poliovirus, Influenza, Measles, mumps, rubella (MMR), Varicella and Hepatitis A is 71.6% (CDC, 2016). The same rate for the state of NC in 2014 was 80.8% overall with individual county rates as low at 70% (N.CRead MoreProportional Changes4637 Words   |  19 Pages| 12 to 23 months | Hepatitis A, (Given in two doses at least 6 months apart) | 15 to 18 months | DTaP | 12 to 36 months | TIV, (LAIV) by nasal spray (at 2 years of age) | 4 to 6 years | (DTaP), MMR, Varicella, IPV | 3 to 6 years | TIV, OR LAIV by nasal spray | 6 years | DTaP, MMR Varicella, IPV (If not given between 4 and 5 years of age) | 11 to 12 years | Tdap, HPV2 or HPV4in three doses for females, HPV4 for males, and MCV4 | 13 to 18 years | catch-up doses of any recommended

Phantasies Lilith Femininity And Freedom -Myassignmenthelp.Com

Question: Discuss About The Phantasies Lilith Femininity And Freedom? Answer: Introducation Reading and thought are interlinked concepts and these two terms are two sides of one single coin. A reading anticipates a thought (Westbrook, Robert). The literary reading requires an effort which was not possible for every common man. There is a difference between the reading of a common man and a learned man. This prompts the mention of Dwight Macdonald who can be referred as the part of New York Intellectuals. He attacked the middlebrow culture and he was found to carry out his debate in the famous management. Partially he was right that there was a difference between the reading of the intellectuals and the readings of those who are not intellectuals. However this concept was not the same always in the previous times as well as the contemporary times. The essay majorly focuses on the concept of the thought and reading and produces different thoughts that are related to the literary readings. In order to establish the above mentioned thesis statement the piece of writing of Dwigh t MacDonald named` Reading and Thought` proved to be of great help in order to analyze the above mentioned concept. Apart from this the magazines like the `Times` was of great help that in order to compose the essay. According to MacDonald, Margaret there is a difference between the readings of a learned man and the readings of an uneducated man. Macdonald opined for the fact that there was a decline in the reading of literature especially among the young. The readings in literature are not acceptable to much audience. The literature is accepted only if it serves entertainment (MacDonald, marketing, Magdalena Rudkowski and Janine Hostettler Schrer). There are some instances where it has been observed that Dickens was successful in providing mass entertainment which inspired the readers to read the literature and it increased the audiences as well. The works of Dickens grabbed the attention of the people of Britain. The reading had a different meaning among the people of Britain and America. The individuals are not satisfied by the reading of the texts. The intellectual texts could not satisfy the curiosity of the audiences (LoBiondo-Wood, Geri, Judith Haber and Cherylyn Cameron). As argued by Lamb and Danielle et al, The Times and the New York Times educated people and they declared that the reading would make a person more interesting. Macdonald came up with the thought that in the sixteenth century there was little things to be read and therefore if any circumstance would arise where any individual had to go through the copy of Time or the New York Times would take an entire day to understand the matters inside it. It is because he would take time to get accustomed to the language of the matter and he would take time to think and analyze what he read. He would also take time to get use to with the language and the depth of the same (Lamb, Danielle et al). The reason behind this is the little read that was there in the golden age. However with the increasing literacy rate the increase in the reading of the contents has increased. In the article Dwight Macdonald strongly disagrees with the idea of Henry Luce of functional curiosity. According to him functiona l curiosity implies the search of the things that was going all around the world. MacDonald opines for the fact that the functional curiosity is that which only strengthens the practice of reading rather than providing information that are valuable. He commented that the literature today is inadequate and overwhelming. The reading that is done in the present world is shallow and does not involve much depth. He believes through the skimming through the text. The readers appear to be more courses, unoriginal, passive and shallow while reading the texts (Iyer-O'Sullivan and Radhika). It can be however argued that the education in today`s world is more challenging. The it is true that the advancements in the technological world is more advanced and he must consider and must give a second thought about the lifestyles of today`s education and the lifestyle of the students. There are few anecdotes that are there in the essay. The outspokenness and volubility of Macdonald`s was garnered by many detractors. He was found to be fascinated with the popular culture (McGillis and Roderick). While analyzing the film criticism of Macdonald it was observed that he had a lifelong admiration for movies and his unwillingness to overlook or overlook the mediocre standard. He made a comment where he mentioned that he would not watch a movie where the director had to learn to make movies after reading the reviews of him (Hicks, Sylvia, Shane MacDonald and Ela Martin). The writing of MacDonald is proved to be sophisticated, learned, and conversational. They are sometimes witty and they are constantly seeking the perfect judgment of situations and things. He had the capability to spear the bystander with a single phrase or a single sentence. He tried to merge the popular culture with a taste of high culture and with passionate interest. His major concern was a perceived breakdown of the traditional values of the culture. They were at the hands of the mass cultural consumption (Tinning, Richard). This was not liked by MacDonald and he was more concerned auditing the up gradation of the culture of writing. He believed in preserving the value more than the money. He was too some extent a radical and an erratic radical. It is the unresolved contradiction that made his essays a complicated and a complex one. The culture made him a better person and it became the major area of his writing and debate. He was no doubt an intellectual one and he fostered man y intellectuals. He acted as a cultural critic. He criticized the rise of the rise of the mass-media and the middle-brow (Gear, Adrienne). Therefore while analyzing the entire essay it can be mentioned that MacDonald was a radical and he criticized the present literature. He was to some extent correct but all his arguments were not correct. The present literature was not completely inadequate as argued by Dwight. It had some relevance to the present readings. It does not justify all the aspects of MacDonald. He was too orthodox and his thoughts were too primitive regarding the present reading. While concluding this can be mentioned that the printing matters leaves a great impact on the reading habit and the thoughts of the readers. The world should move ahead and it should go with the technological advancement. Reference Gear, Adrienne. Reading Power, Revised Expanded Edition: Teaching students to think while they read. Pembroke Publishers Limited, 2015. Hicks, Sylvia, Shane MacDonald, and Ela Martin. "Enhancing scientific literacy by targeting specific scientific skills." Teaching Science: The Journal of the Australian Science Teachers Association 63.3 (2017). Iyer-O'Sullivan, Radhika. "" I can't say it any better": Critical reading as a threshold concept in helping postgraduate Arab students become critical and original writers." International Journal for economics Integrity 9.2 (2013). Lamb, Danielle, et al. Doing Philosophy: a practical guide for students. AC Black, 2013. LoBiondo-Wood, Geri, Judith Haber, and Cherylyn Cameron. "Critical reading strategies: Overview of the research process." Nursing Research in Canada-E-Book: Methods, Critical Appraisal, and Utilization (2014): 48. MacDonald, Margaret, Magdalena Rudkowski, and Janine Hostettler Schrer. "Lingering Discourses: Jean Jacque Rousseaus 18th-Century Images of Mothers, Fathers, and Children." Journal of Childhood Studies 38.1 (2013): 21. McGillis, Roderick. "Phantastes and Lilith: Femininity and Freedom." The Gold Thread: Essays on George MacDonald (2015): 31-55. Tinning, Richard. "Reading self-study in/for physical education: Revisiting the zeitgeist of reflection." Self-study in psychology education teacher education. Springer International Publishing, 2014. 153-167. Westbrook, Robert. "Dwight Macdonald: Democracy and Discrimination." Raritan 35.1 (2015): 57.