USS Texas (BB-35) Battleship in World War II

USS Texas (BB-35) Battleship in World War II USS Texas (BB-35) was an New York-class battleship that was commissioned into the U.S. Navy in 1914. After taking part in the American occupation of Veracruz later that year, Texas saw service in British waters during World War I. Modernized in the 1920s, the battleship was still in the fleet when the United States entered World War II following the Japanese attack on Pearl Harbor. After performing convoy duty in the Atlantic, Texas took part in the invasion of Normandy in June 1944 and the landings in  southern France later that summer. The battleship was transferred to the Pacific in November 1944 and aided in the final campaigns against the Japanese, including the invasion of Okinawa. Retired after the war, it is presently a museum ship outside Houston, TX. Design Construction Tracing its origins to the 1908 Newport Conference, the  New York-class of battleships was the U.S. Navys fifth type of dreadnought after the South Carolina- (BB-26/27), Delaware- (BB-28/29), Florida- (BB-30/31), and Wyoming-classes (BB-32/33). Central among the conferences findings was the requirement for ever larger calibers of main guns as foreign navies had begun using 13.5 guns. Though discussions commenced regarding the armament of the Florida- and  Wyoming-class ships, their construction advanced using the standard 12 guns. Complicating the debate was the fact that no U.S. dreadnought had entered service and designs were based on theory, war games, and experience with pre-dreadnought ships. In 1909, the General Board pushed forward designs for a battleship mounting 14 guns. A year later, the Bureau of Ordnance successfully tested a new gun of this size and Congress authorized the building of two ships. Shortly before construction began, the U.S. Senate Naval Affairs Committee attempted to have the size of the ships reduced as part of an attempt to cut the budget. These efforts were thwarted by Secretary of the Navy George von Lengerke Meyer and both battleships moved forward as originally designed. Named USS  New York  (BB-34) and USS  Texas  (BB-35), the new ships mounted ten 14 guns in five twin turrets. These were situated with two forward and two aft in superfiring arrangements while the fifth turret was placed amidships. The secondary battery consisted of twenty-one 5 guns and four 21 torpedo tubes. The tubes were situated with two in the bow and two in the stern. No anti-aircraft guns were included in the initial design, but the rise of naval aviation saw the addition two 3 guns in 1916. USS Texas (BB-35) during sea trials, 1913.   U.S. Navy Propulsion for the  New York-class ships came from fourteen Babcock Wilcox coal-fired boilers powering dual-acting, vertical triple expansion steam engines. These turned two propellers and gave the vessels a speed of 21 knots.  The New York-class was the last class of battleships designed for the US Navy to utilize coal for fuel. Protection for the ships came from a 12 main armor belt with 6.5 covering the vessels casemates.   Construction of Texas was assigned to the Newport News Shipbuilding Company after the yard submitted a bid of $5,830,000 (exclusive of armament and armor). Work began on April 17, 1911, five months before New York was laid down in Brooklyn. Moving forward over the next thirteen months, the battleship entered the water on May 18, 1912, with Claudia Lyon, daughter of Colonel Cecil Lyon of Texas, serving as sponsor. Twenty-two months later, Texas entered service on March 12, 1914,  with Captain Albert W. Grant in command.  Commissioned a month earlier than New York, some initial confusion arose regarding the name of the class. USS Texas (BB-35) Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 17, 1911Launched:  May 18, 1912Commissioned:  March 12, 1914Fate:  Museum ship  Specifications (as built)Displacement:  27,000  tonsLength:  573  ft.Beam:  95.3  ft.Draft:  27  ft., 10.5 in.Propulsion:  14  Babcock and Wilcox  coal-fired boilers  with oil spray, triple expansion steam engines turning two propellersSpeed:  21  knotsComplement:  1,042  menArmament (as built)10  Ãƒâ€"  14-inch/45  caliber guns21 Ãâ€"  5/51 caliber guns4 Ãâ€" 21  torpedo tubes Early Service Departing Norfolk, Texas steamed for New York where its fire control equipment was installed. In May, the new battleship moved south to support operations during the American occupation of Veracruz. This occurred despite the fact that the battleship had not conducted a shakedown cruise and post-shakedown repair cycle. Remaining in Mexican waters for two months as part of Rear Admiral Frank F. Fletchers squadron, Texas briefly returned to New York in August before commencing routine operations with the Atlantic Fleet. In October, the battleship again arrived off the Mexican coast and briefly served as station ship at Tuxpan before proceeding to Galveston, TX where it received a set of silver from Texas Governor Oscar Colquitt. After a period in the yard at New York around the turn of the year, Texas rejoined the Atlantic Fleet. On May 25, the battleship, along with USS Louisiana (BB-19) and USS Michigan (BB-27), rendered aid to the stricken Holland-America liner Ryndam which had been rammed by another vessel. Through 1916, Texas moved through a routine training cycle before receiving two 3 anti-aircraft guns as well as directors and rangefinders for its main battery. World War I In the York River when the United States entered World War I in April 1917, Texas remained in the Chesapeake until August conducting exercises and working to train Naval Armed Guard gun crews for service about merchant vessels. After an overhaul at New York, the battleship moved up Long Island Sound and on the night of September 27 ran hard aground on Block Island. The accident was the result of Captain Victor Blue and his navigator turning too soon due to confusion regarding shore lights and the location of the channel through the mine field at the east end of Long Island Sound. USS Texas (BB-35) at Hampton Roads, VA, 1917.   U.S. Navy Pulled free three days later, Texas returned to New York for repairs. As a result, it was unable to sail in November with Rear Admiral Hugh Rodmans Battleship Division 9 which departed to reinforce Admiral Sir David Beattys British Grand Fleet at Scapa Flow. Despite the accident, Blue retained command of Texas and, due to connections to Secretary of the Navy Josephus Daniels, avoided a court-martial over the incident. Finally crossing the Atlantic in January 1918, Texas reinforced Rodmans force which was operating as the 6th Battle Squadron. While abroad, the battleship largely aided in protecting convoys in the North Sea.  On April 24, 1918, Texas sortied when the German High Seas Fleet was spotted moving towards Norway. Though the enemy was sighted, they could not be brought to battle. With the end of the conflict in November, Texas joined the fleet in escorting the High Seas Fleet into internment at Scapa Flow. The following month, the American battleship steamed south to escort President Woodrow Wilson, aboard the liner SS George Washington, into Brest, France as he traveled to the peace conference at Versailles. Interwar Years  Ã‚  Ã‚   Returning to home waters, Texas resumed peacetime operations with the Atlantic Fleet. On March 10, 1919, Lieutenant Edward McDonnell became the first man to fly an aircraft off an American battleship when he launched his Sopwith Camel from one of Texas turrets. Later that year, the battleships commander, Captain Nathan C. Twining, employed aircraft to spot for the vessels main battery.  Findings from these efforts supported the theory that air spotting was far superior to shipboard spotting and led to floatplanes being placed aboard American battleships and cruisers. In May, Texas acted a plane guard for a group of US Navy Curtiss NC aircraft that were attempting a trans-Atlantic flight. That July, Texas transferred to the Pacific to begin a five-year assignment with the Pacific Fleet.  Returning to the Atlantic in 1924, the battleship entered Norfolk Navy Yard the following year for a major modernization. This saw the replacement of the ships cage masts with tripod masts, installation of new oil-fired Bureau Express boilers, additions to the anti-aircraft armament, and placing of new fire control equipment. USS Texas (BB-35) undergoing modernization at Norfolk Navy Yard, 1926. National Archives and Records Administration Completed in November 1926, Texas was named flagship of the U.S. Fleet and commenced operations along the East Coast. In 1928, the battleship transported President Calvin Coolidge to Panama for the Pan-American Conference and then proceeded into the Pacific for maneuvers off Hawaii.  Following an overhaul at New York in 1929, Texas spent the next seven years moving through routine deployments in the Atlantic and Pacific.   Made flagship of the Training Detachment in 1937, it held this role for a year until becoming flagship of the Atlantic Squadron. During this period, much Texas operations centered on training activities including serving as a platform for midshipmen cruises for the U.S. Naval Academy. In December 1938, the battleship entered the yard for installation of the experimental RCA CXZ radar system. With the beginning of World War II in Europe, Texas received an assignment to the Neutrality Patrol to aid in safeguarding the western sea lanes from German submarines.  It then began escorting convoys of Lend-Lease material to the Allied nations. Made flagship of Admiral Ernest J. Kings Atlantic Fleet in February 1941, Texas saw its radar systems upgraded to the new RCA CXAM-1 system later that year.  Ã‚   World War II At Casco Bay, ME on December 7 when the Japanese attacked Pearl Harbor,  Texas  remained in the North Atlantic until March when it entered the yard. While there, its secondary armament was reduced while additional anti-aircraft guns were installed.  Returning to active duty, the battleship resumed convoy escort duty until the fall of 1942. On November 8, Texas  arrived off Port Lyautey, Morocco where it provided fire support for Allied forces during the Operation Torch landings. It remained in action until November 11 and then returned to the United States.  Reassigned to convoy duty,  Texas  continued in this role until April 1944.   Remaining in British waters, Texas  commenced training to support the planned invasion of Normandy.  Sailing on June 3, the battleship pummeled targets around Omaha Beach and Pointe du Hoc three days later.  Providing intense naval gunfire support to Allied troops hitting the beaches,  Texas fired on enemy positions throughout the day. The battleship remained off the Norman coast until June 18 with its only departure a short run to Plymouth to rearm. USS Texas (BB-35) at sea, December 1942. National Archives and Records Administration Later that month, on June 25,  Texas, USS  Arkansas  (BB-33), and USS  Nevada  (BB-36) attacked German positions around Cherbourg. In exchanging fire with enemy batteries,  Texas sustained a shell hit which caused eleven casualties. Following repairs, at Plymouth the battleship began training for the invasion of southern France. After shifting to the Mediterranean in July,  Texas  approached the French coast on August 15. Providing fire support for the Operation Dragoon landings, the battleship struck targets until Allied troops advanced beyond range of its guns. Withdrawing on August 17,  Texas  sailed for Palermo before later departing for New York. Arriving in mid-September, the battleship entered the yard for a brief overhaul.  Ordered to the Pacific,  Texas sailed in November and touched in California before reaching Pearl Harbor the following month.  Pressing on to Ulithi, the battleship joined Allied forces and took part in the Battle of Iwo Jima in February 1945. Leaving Iwo Jima on March 7,  Texas  returned to Ulithi to prepare for the invasion of Okinawa. Attacking Okinawa on March 26, the battleship pounded targets for six days before the landings on April 1.  Once the troops were ashore,  Texas stayed in the area until mid-May providing fire support. Final Actions Retiring to the Philippines,  Texas  was there when the war ended  on August 15.  Returning to Okinawa, it remained there into September before embarking American troops for home as part of Operation Magic Carpet. Continuing in this mission through December,  Texas then sailed for Norfolk to prepare for deactivation. Taken to Baltimore, the battleship entered reserve status on June 18, 1946. The following year, the Texas Legislature created the Battleship Texas  Commission with the goal of preserving the ship as a museum. Raising the necessary funds, the Commission had  Texas  towed to the Houston Ship Channel near the San Jacinto Monument. Made flagship of the Texas Navy, the battleship remains open as a museum ship.  Texas was formally decommissioned on April 21, 1948.

Interview a veteran using these questions (be descriptive) Assignment

Interview a veteran using these questions (be descriptive) - Assignment Example ved during a period of time when our Country was heavily involved in the Vietnam conflict, where he says that though death was a common occurrence, it was one that you never get used to; Ron did three tours in Vietnam, despite this. During times of peace Ron acted as a weapons instructor, training men on the firing range. â€Å"The hardest part of the military, initially, was basic training,† stated Ron, â€Å"later on it became the loss of human lives.† Basic training serves as a trial by fire proving ground for Marines, pushing them to their limits both physically and mentally. Ron’s time in the military allowed him the opportunity to travel and he spent time in North Carolina, Kentucky, and Germany. The whole experience was one of learning and Ron says he most enjoyed that fact, along with the travel. After the military Ron became a successful Deputy Sheriff on the Special Reaction Team where he recently retired with a full pension. Ron says his military experience taught him to view issues from all sides, though he does believe that the Government keeps soldiers to long in combat situations. He now takes the time to actually focus on what others are trying to communicate and also helps those Veterans who may not have been as fortunate as he. He says he has finally gotten more acclimated to a society that is anti-war and he see’s people in a different light, understanding that our differences are the very thing which unites each of

Human Services Questions Coursework Example | Topics and Well Written Essays - 500 words

Human Services Questions - Coursework Example with the reskilling of professionals of traditional servings, to have a larger gratitude of the individual as an entire person and to be responsible to the societies they work for. In the ancient time, service delivery was brutal where individuals were not treated well. In addition, the services were incomprehensive and not easily accessible (Packard, 2009). In present time delivery is humane, integrated, accessible and comprehensive. Human service professions have also developed to be more responsible unlike in the past where irresponsibility was common among them. In the present time, laws regulating how human services are delivered have been put in place, unlike in the historical era when there were no laws governing it. According to OLooney, (1996), in his article tries to capture the spirit of service integration movements and explain why it is such an enduring challenge and problem to the public organization. In addition, Weaver, (1997), discusses issues that workers delivering human services should be aware of so as to deliver services to the people effectively. Also, Monette et al., (2014), also talks how different researches done on human services and how it is a tool for enhancing service delivery. In the New York Times, The Guardian and The British Broadcasting Co-operation discuss on human services pertaining to health are d iscussed and how they vary from one hospital to another. This articles Scholarly articles have been reviewed well and make sense than the non-scholarly ones are just ones individual opinion and cannot be relied on since they have not be reviewed. Some stressors that I have experienced in life do not have enough time to complete tasks and getting more than I can manage. The emergence of this stressors was due to some psychological effects that triggered me to do impress others by subjecting myself to more work and tasks that I could not handle. In managing the lack of time, I rank my priorities and did tasks according to their

Gantt Chart for Execution of House Construction Essay Example for Free

Gantt Chart for Execution of House Construction Essay The activity of house construction involves many stages which are spread over many months. The case study example taken for the preparation of Gantt chart is selected as it involves various stages and there are many people involved in different activities. These activities are interdependent on the performance of various work groups and can get delayed if not planned and executed timely. Thus I present a Gantt Chart that will assist and ensure effective working in order to obtain the end result as planned. Explanation of Gantt Chart (refer appendix) The overall activity has been planned for a time span of 9 months. The activities have been classified as follows Excavation (A) : This is the first stage where excavation for the house columns needs to be carried out. The lead time for this activity is one month. This is a process which is labor intensive and needs to be completed as per the architectural drawing. Other activities cannot be started before ensuring accuracy of the excavation work as the structure cannot be modified if desired at a later stage. Hence activity B , RCC cannot start before 100 % completion of activity A. In case during this phase it is realized that any delays could be caused in reaching the first milestone then additional workforce or earth moving equipment needs to be outsourced. RCC (B) (Reinforced Cement Concrete) : The lead time for this activity is three months. Once excavation is complete the next stage is of RCC which involves making columns and beams of the house. Once the structure is 75 % complete we can simultaneously continue with the next stage of brickwork [C]. The achievement of this milestone will not hamper activity C but due caution has to be exercised that the activity gets completed by the fourth month form the project starting date as it is the start of activity D and E. Brickwork (C) Along with brickwork the other activities Electrical (D) and Plumbing (E) also need to be commenced upon the completion of stage B and 50 % of stage C as the electrical pipes and fittings need to be covered inside the walls. Similarly toilets and kitchen requires plumbing to be done simultaneously. If the activity deviates from its planned lead time of two months then activity D, E and F will need to be carried out at an increased pace than its actual to cover up for the lag time. Electrical (D)and Plumbing (E) These stages can be executed simultaneously as they are not interdependent on each other . Once these are complete we can move on to the next stage. Plastering (F) After completion of electrical and plumbing work we can start with the internal plastering activity. However external plastering can be carried out when 50 % of stage D and E are complete. This is the third milestone. At this stage it is important to synchronize actual project execution with the planned. Tiling (G) Once plastering is 100 % complete then we can move on to Tiling Flooring work Painting (H) This is the final milestone to be executed after 100 % completion of activity G . Conclusion: Gantt chart gives a clear picture of the stages and helps in noticing any deviations and corrective steps can be implemented which in turn will not disrupt other schedules and help in achieving desired results in a cost effective and efficient manner. The case for buy Vs make is indeed a matter of individual capacities and judgment in the said example. By choosing to make as in the above case the maker gets freedom of choice and taste to suit his own needs. If activities are carried out with due diligence the project would be cost effective. Reference : Gantt Chart- Wikipedia, 19 October 2008, http://en. wikipedia. org/wiki/Gantt_chart

The Debate Regarding the Use of Native American Mascots Essay -- Nativ

Teams in every sport, at every level of competition, have a mascot. It is the mascot that represents the competitive spirit and team identity, motivating players and fans alike. Does the symbol chosen as a mascot have any impact on whether a team wins or loses? Unlikely. But the choice of a Native American mascot continues to ignite debate and controversy among athletes, fans and alumni, as well as those people who might otherwise be disinterested in sports. Why all the controversy? The dispute over whether Native American mascots should be used as a team symbol dates back to the 1970’s (Price 2). There are those who are passionately against Native American mascots. These advocators insist that Native American mascots are degrading to the native population and the mascots do not represent the true identity of Native Americans. What they fail to realize is that this argument focuses entirely on the perception and predetermined judgment that any Native American mascot is discriminatory and dehumanizing. This is simply not the case. The proponents of Native American mascot use believe tribal mascots display honor and respect towards the Native American people. They cheer that the inclusion of Native American iconography in the athletic arena serves to pay admiration and ongoing tribute to the identity of the Native American culture. In a majority of cases, this view is even sanctioned by the tribes themselves (Morrison). Rather than extinguish Native American mascots as a symbolic reference for schools and sports teams, the choice to sensitively use such imagery should be without sanction. Doesn’t the restriction and ultimate elimination of the Native American mascot also abolish the nation’s historic view of Native ... ... Library, Wausau, WI. 16 Nov. 2014. . Morrison, Rich. â€Å"Special Interview: Rich Morrison Speaks Out in Favor of Native American Sports Mascots.† Issues and Controversies on File. 29 Mar. 2002. Issues and Controversies. Facts on File. Wausau East Library. Wausau, WI. 10 Nov. 2014. . â€Å"Native American Sports Mascots.† Issues and Controversies On File. 12 April. 2002. Issues and Controversies. Facts On File. Wausau East Library. Wausau, WI. 10 Nov. 2014. . Price, S.L. â€Å"The Indian Wars.† Sports Illustrated 4 Mar. 2002: 1-5. SI.com. 16 Nov. 2014. . Wieberg, Steve. â€Å"NCAA Ponders Future of Indian Nicknames.† USA Today 15 May. 2005. SIRS Researcher. SIRS Knowledge Source. Wausau East Library, Wausau, WI. 16 Nov. 2014. .

An Analysis of Three Short Stories and Their Central Theme Essay

Throughout time, one of the most interesting social structures that is worth studying or analyzing would be the family. Needless to say, family plays a very important role in society-building since this is where all of us are able to find our respective identities. The three extraordinary works presented in this analysis will focus on the issue of family disharmony as well as the role of women in society during the earlier days of modern civilization. This particular analysis will look at three literary masterpieces crafted into perfection by three of the most distinguished women writers of our time:   Ã¢â‚¬Å"Women Hollering Creek† by Sandra Cisnerno, â€Å"Everyday Use† by Alice Walker, and â€Å"Revolt of a Mother† by Mary E. Wilkins Freeman. â€Å"Woman Hollering Creek† was first published in Sandra Cisneros’s 1991 collection of short stories, Woman Hollering Creek and Other Stories. The short story basically describes the lives of Mexicans who have crossed the border to live on †el otro lado† (376) — the other side—in the American Southwest. The main character in the story is Cleofilas, who is trapped in a constricting, culturally assigned gender role due to her linguistic isolation, violent marriage, and poverty. The author successfully weaves allusion to women in Mexican history and folklore –representing the same alienation and struggle being experienced by many women across the borders. As noted by one of the characters in the short story, Felice, there is clearly an existing domination of man over women in the culture they are in, and she goes about by noting â€Å"Did you ever notice how nothing around here is named after a woman? Really.   Unless she’s the virgin.   I guess you’re only famous if you’re a virgin†. (385) From this statement by Felice, we can see how lowly women are treated in the family structure.   Furthermore, it would appear from this statement that women are only valued that time based on certain physical qualifications (i.e. virginity) and not by their intrinsic value to the family. In this particular story, one striking point is the strong depiction of the author of a woman struggling to free herself from normal romantic expectations regarding domestic stability by choosing to leave her husband and finding herself in the process. The fact that the main character finds the strength to leave her family is a clear indication that family disharmony was very much existent in their home. The unequal treatment of women and the rigid gender structures at that time were clearly too much for the main character that she opted to break free from all these.   In fact, in one scene, Cleofilas laments the situation of women and the limited choices they have during her time saying â€Å"Tu o nadie. Somehow one ought to live one’s life like that, don’t you think?   You or no one.   Because to suffer for love is good.   The pain all sweet somehow.   In the end.† (377) In the short story â€Å"Everyday Use† by Alice Walker, the author basically tells the story of a mother’s conflicted relationship with her two daughters – a common scenario for any family, past or present. The issue of generation gap is clearly indicated in this story where the mother tries to explain to her two daughters the significance and representation of a particular quilt. What is an important piece of cloth to her is clearly nothing much to her two daughters, thus, creating family disharmony. As with many other stories by Walker, â€Å"Everyday Use† is narrated by the unrefined voice of a rural black woman, in the author’s attempt to give a voice to a traditionally disenfranchised segment of the population. Mama describes herself as a large, big-boned woman with rough, man-working hands.   â€Å"In the winter I wear flannel nightgowns to bed and overalls during the day.   I can kill and clean a hog as mercilessly as a man† (35). This description, along with her reference to a second grade education makes the reader understand that the main character takes pride in the practical aspects of her nature and that she has not spent a great deal of time contemplating abstract concepts such as heritage. However, her lack of education and refinement does not prevent her from having an inherent understanding of heritage based on her love and respect for those who came before her.   This is clear from her ability to associate pieces of fabric in two quilts with the people whose clothes they had been cut from: â€Å"In both of them were scraps of dresses Grandma Dee had worn fifty and more years ago.   Bits and pieces of Grandpa Jarrell’s Paisley shirts.   And one teeny faded blue piece, about the size of a penny matchbox, that was from Great Grandpa Ezra’s uniform that he wore in the Civil War.† (40) The quilts have a special meaning to Mama.   When she moves up to touch the quilts, she is reaching out to touch the people whom the quilts represent. One of the most important themes in ‘‘The Revolt of ‘Mother’’’ is the distinction and reversal of traditional gender roles. Sarah’s initial acceptance of Adoniram’s building of the barn, despite his 40-year-old promise of building her a house on that spot, shows the prevalent belief that her duty is to follow her husband. Though Sarah does express her feelings to her husband, when he refuses to speak about the matter, she lets the subject drop, and the barn goes up. Adoniram’s refusal to truly listen to Sarah’s concerns throughout the story are clearly shown in his last words: ‘‘Why, mother, I hadn’t no idea you was so set on’t as all this comes to.’’(12) Throughout the story, Sarah has tried to explain her feelings but, Adoniram is not accustomed to listening to his wife – as per the custom during those times. Just like the two earlier short stories, â€Å"Revolt of a Mother† by Mary E. Freeman also touches on the role of women in small New England towns during the late 19th century. In this particular story, Freeman’s emphasis lies more with the oppression and rebellion of women. She portrays the main character as insistent on receiving equal treatment from her husband –clearly conveying women’s lack of power during those times. In fine, this particular story focuses on the struggle of women everywhere to reach out and make her presence felt to the society she is living in, especially in the family where she is part of. I believe every woman would feel frustrated with the treatment being given to the protagonist in this particular story since she is practically ignored by her husband. These three short stories enable us to see how the family structure works during the periods covered in each. Unlike the structure that we have right now, it would appear that the role that each one plays in the family is dependent on two important factors: gender and seniority. Obviously, discord was evident in each of the relationships presented because of the rigidity of the family structure during this period. Women were not given much room to assert their rights and children were often expected to carry out the wishes of their parents regardless of their own beliefs or opinion. The three stories are also very noteworthy because they focus on the role of women in society. Women have always been viewed as the weaker sex, but as the three short stories prove, women are far more resilient than many male chauvinists would give credit for. In fact, the role of women has evolved over the past few centuries and gender roles have evolved quite dramatically over the past few years. Whereas the female characters in the three short stories are confined by the limitations of their gender, the modern woman now faces a myriad of opportunities waiting for her. I believe that reading stories such as the three classics mentioned above are very poignant in the sense that they allow us to see how far we have come in terms of accepting women and the very important role they play in the development of the society. As they always say, behind every successful man, is an even more successful woman.

Mathematics and Theology Blossoming Together - 628 Words

Mathematics and theology have blossomed together throughout history with many great mathematicians also being great theologians. However, in the modern scientific era, mathematics has become by and large secularized in mainstream academia. Although the secularization of mathematics seems to ignore mathematics’ metaphysical value, in truth, this secularization allows for mathematics to act as a universal tool and allows the individual to attach his or her own personal truths without marginalizing the beliefs of others, especially in education. In addition, attaching one’s personal beliefs to systems of math and logic may lead to contradicting interpretations of the material when taken into the larger context of society, such as with the concept of infinity, the meaning of truth and proof, or even the source of mathematics itself. In essence, the secularization of mathematics is a necessity in our modern dynamic world and in order for mathematics to maintain its effectiv eness as a universal tool our personal beliefs must not be attached to mathematics as a whole. To begin with, a proper definition of secularization is necessary in order to establish the correct connotation for the term. As denoted by the world renowned scholar in the study of the sociology of religion, Jose Casanova, secularization is spoken of in three senses: a.) Secularization as the decline of religious beliefs and practices in modern societies, often postulated as a universal, human, developmental