The History of WWI Hospital Ship, the HMHS Britannic

In the early 20th century an intense competition existed between British and German shipping companies which saw them battle to build larger and faster ocean liners for use in the Atlantic. The key players including Cunard and White Star from Britain and HAPAG and Norddeutscher Lloyd from Germany. By 1907, White Star had given up the pursuit of the speed title, known as the Blue Riband, to Cunard and began focusing on constructing larger and more luxurious ships. Led by J. Bruce Ismay, White Star approached William J. Pirrie, head of Harland Wolff, and ordered three massive liners which were dubbed the Olympic-class. These were designed by Thomas Andrews and Alexander Carlisle and incorporated the latest technologies. The first two ships of the class, RMS Olympic and RMS Titanic, were laid down in 1908 and 1909 respectively and were built in neighboring shipways in Belfast, Ireland. Following the completion of Olympic and launching of Titanic in 1911, work began on the third vessel, Britannic. This ship was laid down on November 30, 1911. As work moved forward in Belfast, the first two ships proved star-crossed. While Olympic was involved in a collision with the destroyer HMS Hawke in 1911, Titanic, foolishly dubbed unsinkable, sank with a loss of 1,517 on April 15, 1912. Titanics sinking led to dramatic changes in Britannics design and to Olympic returning to the yard for alterations. Design Powered by twenty-nine coal-fired boilers driving three propellers, Britannic possessed a similar profile to its earlier sisters and mounted four large funnels. Three of these were functional, while the fourth was a dummy which served to provide extra ventilation to the ship. Britannic was intended to carry around 3,200 crew and passengers in three different classes. For first class, luxurious accommodations were available along with lavish public spaces. While the second class spaces were quite good, Britannics third class was considered more comfortable than its two predecessors. Assessing the Titanic disaster, it was decided to give Britannic a double hull along with its engine and boiler spaces. This widened the ship by two feet and necessitated the installation of a larger 18,000-horsepower turbine engine in order to maintain its service speed of twenty-one knots. In addition, six of Britannics fifteen watertight bulkheads were raised to B deck to aid in containing flooding if the hull was breached. As a lack of lifeboats had famously contributed to the high loss of life aboard Titanic, Britannic was fitted with additional lifeboats and massive sets of davits. These special davits were capable of reaching lifeboats on both sides of the ship to ensure that all could be launched even if it developed a severe list. Though an effective design, some were blocked from reaching the opposite side of the ship due to the funnels. War Arrives Launched on February 26, 1914, Britannic began fitting out for service in the Atlantic. In August 1914, with work progressing, World War I began in Europe. Due to the need to produce ships for the war effort, materials were diverted from civilian projects. As a result, work on Britannic slowed. By May 1915, the same month as the loss of Lusitania, the new liner began testing its engines. With the war stagnating on the Western Front, the Allied leadership began looking to expand the conflict to the Mediterranean. Efforts to this end began in April 1915, when British troops opened the Gallipoli Campaign at the Dardanelles. To support the campaign, the Royal Navy began requisitioning liners, such as RMS Mauritania and RMS Aquitania, for use as troopships in June. Hospital Ship As casualties at Gallipoli began to mount, the Royal Navy recognized the need to convert several liners to hospital ships. These could act as medical facilities near the battlefield and could transport the more severely wounded back to Britain. In August 1915, Aquitania was converted with its troop transport duties passing to Olympic. On November 15, Britannic was requisitioned to serve as a hospital ship. As suitable facilities were constructed on board, the ship was repainted white with a green stripe and large red crosses. Commissioned at Liverpool on December 12, command of the vessel was given to Captain Charles A. Bartlett. As a hospital ship, Britannic possessed 2,034 berths and 1,035 cots for casualties. To aid the wounded, a medical staff of 52 officers, 101 nurses, and 336 orderlies was embarked. This was supported by a ships crew of 675. Departing Liverpool on December 23, Britannic coaled at Naples, Italy before reaching its new base at Mudros, Lemnos. There around 3,300 casualties were brought on board. Departing, Britannic made port at Southampton on January 9, 1916. After conducting two more voyages to the Mediterranean, Britannic returned to Belfast and was released from war service on June 6. Shortly thereafter, Harland Wolff began converting the ship back into a passenger liner. This was halted in August when the Admiralty recalled Britannic and dispatched it back to Mudros. Carrying members of the Voluntary Aid Detachment, it arrived on October 3. The Loss of the Britannic Returning to Southampton on October 11, Britannic soon departed for another run to Mudros. This fifth voyage saw it return to Britain with around 3,000 wounded. Sailing on November 12 with no passengers, Britannic reached Naples after a five-day run. Briefly detained in Naples due to bad weather, Bartlett took Britannic to sea on the 19th. Entering the Kea Channel on November 21, Britannic was rocked by a large explosion at 8:12 AM which struck the starboard side. It is believed that this was caused by a mine laid by U-73. As the ship began to sink by the bow, Bartlett initiated damage control procedures. Though Britannic had been designed to survive taking heavy damage, the failure of some watertight doors to close due to damage and malfunction ultimately doomed the vessel. This was aided by the fact that many of the lower deck portholes were open in an effort to ventilate the hospital wards. In an effort to save the ship, Bartlett turned to starboard in the hope of beaching Britannic on Kea, approximately three miles away. Seeing that the ship would not make it, he ordered abandon ship at 8:35 AM. As the crew and medical staff took to the lifeboats, they were aided by local fishermen and, later, the arrival of several British warships. Rolling on its starboard side, Britannic slipped beneath the waves. Due to the shallowness of the water, its bow hit the bottom while the stern was still exposed. Bending with the weight of the ship, the bow crumpled and the ship vanished at 9:07 AM. Despite taking similar damage as Titanic, Britannic only managed to remain afloat for fifty-five minutes, approximately one-third the time of its older sister. Conversely, losses from the sinking of Britannic numbered only thirty while 1,036 were rescued. One of those rescued was nurse Violet Jessop. A stewardess before the war, she survived the Olympic-Hawke collision as well as the sinking of Titanic. HMHS Britannic at a Glance Nation:  Great BritainType:  Hospital ShipShipyard:  Harland Wolff (Belfast, Northern Ireland)Laid Down:  November 30, 1911Launched:  February 26, 1914Fate:  Sunk by mine on November 21, 1916 HMHS Britannic  Specifications Displacement:  53,000 tonsLength:  882 ft., 9 in.Beam:  94 ft.Draft:  34 ft. 7 in.Speed:  23 knotsComplement:  675 men Sources WebTitanic: HMHS BritannicHMHS BritannicLost Liners: HMHS Britannic

Cleanliness in Good Health - 1426 Words

The Importance Of Cleanliness In Good Health The subject of cleanliness has been discussed from all angles for many years. Arguments against, as well as for, have been presented with various degrees of effectiveness. It was not so long ago that washing the whole body was considered a sin and a shame, and bath-tubs were originally introduced in spite of protests from the sanitarians. The pendulum has now swung too far in the other direction. Cleanliness is sometimes claimed to be the means of prevention and cure of almost all kinds of diseases. Health Departments are often required to spend a great deal of time and money on municipal housekeeping such as street cleaning and collection of refuse. Expense of this kind should not be charged†¦show more content†¦Importance Of Cleaning Eating Utensils: Stop The Spread Of Disease! One of the easiest ways for germs to be transferred from one person to another is via eating utensils. - It does not take a great deal of imagination to realize what can happen at a restaurant or soda fountain where many people use the same dishes, glasses, forks, and spoons in the course of a day. What is done to these articles between customers determines to a great extent whether or not one eats there in safety. Occasional checks are made on eating utensils by taking cultures from them to show whether bacteria are, present in small or large numbers. The results are easily demonstrated and are effective in securing improvements where needed. We are sometimes criticized for burdening the merchant, struggling hard to earn an honest dollar, with expense that he claims to he prohihitive. The cost of tuberculosis, syphilis, influenza, pneumonia, and all the other catching diseases is also prohibitive and the public is entitled to protection. Health, rather than profits, should come first. Stricter rules for cleanliness call for complete sterilization of eating utensils in public places with the result that equipment for soaking in boiling water or contact with live steam is being installed. Paper cups and dishes are aids to safety Patrons can protect themselves—to some extent at least—by asking for them whenever possible. Greater insistence on cleanliness by theShow MoreRelatedNotes On Nursing Environmental Cleanliness. One Of The1215 Words   |  5 PagesNotes On Nursing Environmental Cleanliness One of the many qualities a nurse develops over time is ensuring the environment is a safe place for the patient. The environment is a vital role to the well-being of a patient and the recuperation process. The environment consists of the surroundings the patient interacts with; in a hospital, for example, the patient’s bed, nightstand, call-bell, bathroom, and any object that interferes with an open system (Black, 2014). 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Maslow Theory Of Motivation

Questions: 1.Does each person need to be Motivated and Communicated with differently? Can this be done in a small team? How about a large team?2.If you were a member of this group, what type of Communication or Motivational approach by Carol would be most likely to result in your working at your highest level?3.What should she do? Answers: 1.In accordance with Maslow theory of motivation, the employees may be at different levels of motivation and hence their need and desires can potentially vary. For instance, for certain employees salary may be the prime motivator while for others recognition at job may be more significant. Further, in relation to communication also, there are several factors at play particularly cultural which are especially significant in the multicultural corporate world. While in a small team, personalisation should be given more preference but in a large team commonly accepted approached to motivate employees coupled with communication methods should be preferred (Shriberg and Shriberg, 2011). 2.As a leader, it is imperative that the team members should be kept in open communication so that they are aware of the exact situation especially in case of any calamity. Besides, with regards to motivation, I would suggest Carol to focus on the motivators that are highlighted in the Herzbergs hygiene theory of motivation (Miner, 2011). 3.For Carol, it is imperative to motivate the team as a whole by emphasising the underlying importance of the underlying task at hand. Besides, Carol must communicate with team members on a regular and individual basis and seek to iron out the various issues which may act as inhibitors and in the process could also indulge in motivation at an individual level without compromising group cohesiveness (Miner, 2011). References: Miner, J.B. (2011), Organizational Behaviour 6, New York: ME Sharpe Shriberg, D., Shriberg, A. (2011).Practicing Leadership (Principles and applications),New Jersey: John Wiley Sons Inc.

Stanley Kubrick and A Clockwork Orange Essay Example For Students

Stanley Kubrick and A Clockwork Orange Essay What was once a dystopian novel by Anthony Burgess, A Clockwork Orange, has become much more than just that. It all started when screenplay writer Terry Southern gave Stanley Kubrick a copy of the novel, but, busy with another incumbency, Kubrick put it aside. Although out of sight and out of mind for Kubrick, his wife decided to give the novel a read and insisted Kubrick do the same. It had an immediate impact on him. Of his enthusiasm for it, Kubrick said, I was excited by everything about it: The plot, the ideas, the characters, and, of course, the language. The story functions, of course, on several levels: Political, sociological, philosophical, and, whats most important, on a dreamlike psychological-symbolic level. Kubrick wrote a screenplay faithful to the novel, saying, I think whatever Burgess had to say about the story was said in the book, but I did invent a few useful narrative ideas and reshape some of the scenes. (The Clockwork Controversy) Set in a near future English society that has a subculture of extreme youth violence, the novel’s protagonist and main character, Alex DeLarge, narrates his violent exploits and experiences as he rapes and pillages innocence throughout the city with the help of his â€Å"droogs† Georgie and Dim. However these escapades would soon come to an end after Alex’s droogs betray him and leave him to the authorities. After being detain ed, Alex is convicted of murder and sentenced to 14 years in prison. We will write a custom essay on Stanley Kubrick and A Clockwork Orange specifically for you for only $16.38 $13.9/page Order now A couple years later he is chosen by the prison chaplain to undergo an experimental behaviour-modification treatment called the Ludovico Technique in exchange for having the remainder of his sentence commuted. The technique is a form of aversion therapy in which Alex was to receive an injection that made him feel sick while watching graphically violent films, eventually conditioning him to suffer from nausea at the mere thought of violence. And this is where one of the major themes of this story comes into play; free will. Very hard ethical questions are involved, he went on. You are to be made into a good boy, 6655321. Never again will you have the desire to commit acts of violence or to offend in any way whatsoever against the States Peace. I hope you take all that in. I hope you are absolutely clear in your own mind about that. (A Clockwork Orange) The prison chaplain cautions Alex about how his fundamental nature will be changed by enrolling in the program. Specifically, his desire to be violent will be abolished altogether, and he will not have the free will to choose actions that spring from a violent nature. A Clockwork Orange is the story of what happens when a person has his or her free will taken away. Alex is a dangerous and wicked criminal, and the idea of treating him so that he is no longer able to commit crime seems pretty reasonable. At the time of Burgess’s writing, operant conditioning was an exciting new idea, presented as a â€Å"technology of behavior† that could be used to solve many societal problems, including warfare, crime, and overpopulation. Skinner- Operant Conditioning) A Clockwork Orange warns against the use of such technology. Not only does it depict Alex’s loss of free will through his inability to enjoy violence, sex, and unfortunately, Beethoven, but it is also made clear by the prison chaplain who accuses the state of stripping Alex of his free will. (A Clockwork Orange) Burgess believed that a person who has been conditioned to behave a certain way loses the God-given right to free will and becomes something like a machine, something as unnatural as a clockwork orange. .u8b36f5af39951dd50bc9b7e3228ca994 , .u8b36f5af39951dd50bc9b7e3228ca994 .postImageUrl , .u8b36f5af39951dd50bc9b7e3228ca994 .centered-text-area { min-height: 80px; position: relative; } .u8b36f5af39951dd50bc9b7e3228ca994 , .u8b36f5af39951dd50bc9b7e3228ca994:hover , .u8b36f5af39951dd50bc9b7e3228ca994:visited , .u8b36f5af39951dd50bc9b7e3228ca994:active { border:0!important; } .u8b36f5af39951dd50bc9b7e3228ca994 .clearfix:after { content: ""; display: table; clear: both; } .u8b36f5af39951dd50bc9b7e3228ca994 { 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; } .u8b36f5af39951dd50bc9b7e3228ca994:active , .u8b36f5af39951dd50bc9b7e3228ca994:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8b36f5af39951dd50bc9b7e3228ca994 .centered-text-area { width: 100%; position: relative ; } .u8b36f5af39951dd50bc9b7e3228ca994 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8b36f5af39951dd50bc9b7e3228ca994 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8b36f5af39951dd50bc9b7e3228ca994 .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; } .u8b36f5af39951dd50bc9b7e3228ca994:hover .ctaButton { background-color: #34495E!important; } .u8b36f5af39951dd50bc9b7e3228ca994 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8b36f5af39951dd50bc9b7e3228ca994 .u8b36f5af39951dd50bc9b7e3228ca994-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8b36f5af39951dd50bc9b7e3228ca994:after { content: ""; display: block; clear: both; } READ: Star Wars Extended EssayIt is true that after his treatment, the once violent Alex appears â€Å"good† to the outward eye. However, since he is not capable of moral choice, his â€Å"goodness† is hollow and insincere. He is like a robot or wind-up toy who functions as his superiors’ desire. Now powerless to defend himself, the tables turn for Alex as he is served the same violence and exploitation he once dished out. Another theme that Kubrick makes very apparent through his characters is the necessity of evil. Kubrick suggests that dark impulses are fundamental in human nature and that human destructiveness and lust don’t go away with proper conditioning, except when that conditioning is so extreme that it makes us inhuman. Alex is despicable because he gives free rein to his violent impulses, but that sense of freedom is also what makes him human. When the Ludovico Technique eliminates the evil aspects of his personality, he becomes less of a threat to society, but also, less human. He is not truly good because he didn’t choose to be good, and having the choice to be good or bad is part of being a human being. In my opinion Stanley Kubrick did an outstanding job at portraying one very important message: No matter how wicked a criminal may be, even more sinister is a government that can take away the free will of its citizens. Thought or behavior control, even when used seemingly for a good purpose (i. e. lowering crime) is fundamentally wrong and could have terrible side effects for all parties involved. Bibliography: A Clockwork Orange. Dir. Stanely Kubrick. Warner Brothers, 1971. DVD. A Clockwork Orange. IMDb. IMDb.com, n.d. Web. 12 Dec. 2014. Bugge, Christian. The Kubrick Site: The ACO Controversy in the UK. The Kubrick Site: The ACO Controversy in the UK. N.p., n.d. Web. 15 Dec. 2014. Burgess, Anthony. A Clockwork Orange. New York: Norton, 1986. Print. Holden, Stephen. Stanley Kubrick, Film Director With a Bleak Vision, Dies at 70. The New York Times. The New York Times, 07 Mar. 1999. Web. 16 Dec. 2014. The Kubrick Site. The Kubrick Site. N.p., n.d. Web. 11 Dec. 2014. Kubrick, Stanley, Alison Castle, Jan Harlan, and Christiane Kubrick. The Stanley Kubrick Archives. Ko?ln: Taschen, 2005. Print. McLeod, Saul. B.F. Skinner | Operant Conditioning | Simply Psychology. B.F. Skinner | Operant Conditioning | Simply Psychology. N.p., 2007. Web. 14 Dec. 2014.