Billy Bishop - World War I Ace

Billy Bishop - World War I Ace Billy Bishop - Early Life Career: Born February 8, 1894 at Owen Sound, Ontario, William Billy Bishop was the second (of three) child of William A. and Margaret Bishop.   Attending Owen Sound Collegiate and Vocational Institute as a youth, Bishop proved a marginal student though excelled in individual sports such as riding, shooting, and swimming.   Possessing an interest in aviation, he unsuccessfully attempted to build his first aircraft at age fifteen.   Following in his older brothers footsteps, Bishop entered the Royal Military College of Canada in 1911.   Continuing to struggle with his studies, he failed his first year when he was caught cheating. Pressing on at RMC, Bishop elected to leave school in late 1914 following the beginning of World War I.   Joining the Mississauga Horse regiment, he received a commission as an officer but soon fell ill with pneumonia.   As a result, Bishop missed the units departure for Europe.   Transferred to the 7th Canadian Mounted Rifles, he proved an excellent marksman.   Embarking for Britain on June 6, 1915, Bishop and his comrades arrived at Plymouth seventeen days later.   Sent to the Western Front, he soon became unhappy in the mud and tedium of the trenches.   After seeing a Royal Flying Corps aircraft pass over, Bishop began seeking an opportunity to attend flight school.   Though he was able to secure a transfer to the RFC, no flight training positions were open and he instead learned to be an aerial observer. Billy Bishop - Beginning with the RFC: Assigned to No. 21 (Training) Squadron at Netheravon, Bishop first flew aboard an Avro 504.   Learning to take aerial photos, he soon proved skilled at this form of photography and began teaching other aspiring airmen.   Sent to the front in January 1916, Bishop operated from a field near St. Omer and flew Royal Aircraft Factory R.E.7s.   Four months later, he injured his knee when his aircrafts engine failed at takeoff.   Placed on leave, Bishop traveled to London where his knees condition worsened.   Hospitalized, he met socialite Lady St. Helier while recuperating.   Learning that his father had suffered a stroke, Bishop, with St. Heliers aid, obtained leave to briefly travel to Canada.   Due to this trip, he missed the Battle of the Somme which started that July.   Returning to Britain that September, Bishop, again with St. Heliers assistance, finally secured admission to flight training.   Arriving at the Central Flying School at Upavon, he spent the next two months receiving aviation instruction.   Ordered to No. 37 Squadron in Essex, Bishops initial assignment called for him to patrol over London to intercept night raids by German airships.   Quickly boring of this duty, he requested a transfer and was ordered to Major Alan Scotts No. 60 Squadron near Arras.   Flying older Nieuport 17s, Bishop struggled and received orders to return to Upavon for further training.   Retained by Scott until a replacement could arrive, he achieved his first kill, an Albatros D.III, on March 25, 1917, though he crashed in no mans land when his engine failed.   Escaping back to Allied lines, Bishops orders for Upavon were rescinded.    Billy Bishop - Flying Ace: Quickly earning Scotts trust, Bishop was appointed a flight commander on March 30 and achieved his second victory the following day.   Permitted to conduct solo patrols, he continued to score and on April 8 downed his fifth German aircraft to become an ace.   These early victories were obtained via a hard-charging style of flying and fighting.   Realizing that this was a dangerous approach, Bishop shifted to more surprise-oriented tactics in April.   This proved effective as he downed twelve enemy aircraft that month.   The month also saw him earn a promotion to captain and win the Military Cross for his performance during the Battle of Arras.   After surviving an encounter with German ace Manfred von Richthofen (The Red Baron) on April 30, Bishop continued his stellar performance in May adding to his tally and winning the Distinguished Service Order. On June 2, Bishop conducted a solo patrol against a German airfield.   During the mission, he claimed three enemy aircraft shot down as well as several destroyed on the ground.   Though he may have embellished the results of this mission, it won him the Victoria Cross.   A month later, the squadron transitioned into the more powerful Royal Aircraft Factory SE.5.   Continuing his success, Bishop soon ran his total to over forty achieving the status of highest-scoring ace in the RFC.   Among the most famous of the Allied aces, he was withdrawn from the front that fall.   Returning to Canada, Bishop married Margaret Burden on October 17 and made appearances to bolster morale.   Following this, he received orders to join the British War Mission in Washington, DC to assist in advising the US Army on building an air force. Billy Bishop - Top British Scorer: In April 1918, Bishop received a promotion to major and returned to Britain.   Eager to resume operations at the front, he had been passed as British top scorer by Captain James McCudden.   Given command of the newly-formed No. 85 Squadron, Bishop took his unit to  Petite-Synthe, France on May 22.   Familiarizing himself with the area, he downed a German plan five days later.   This began a run that saw him raise his tally to 59 by June 1 and reclaim the scoring lead from McCudden.   Though he continued to score over the next two weeks, the Canadian government and his superiors became increasingly concerned about the blow to morale if he were to be killed.   As a result, Bishop received orders on June 18 to depart the front the following day and travel to England to aid in organizing the new Canadian Flying Corps.   Angered by these orders, Bishop conducted a final mission on the morning of June 19 which saw him down five more German aircraft and raise his score to 72.   Bishops total made him the top-scoring British pilot of the war and second-highest Allied pilot behind Rene Fonck.   As many of Bishops kills were unwitnessed, historians in recent years have begun to question his total.   Promoted to lieutenant colonel on August 5, he received the post of Officer Commanding-designate of the Canadian Air Force Section of the General Staff, Headquarters Overseas Military Forces of Canada.   Bishop remained in the job until the end of the war that November. Billy Bishop - Later Career: Discharged from the Canadian Expeditionary Force on December 31, Bishop began lecturing on aerial warfare.   This was followed by a short-lived passenger air service that he started with fellow Canadian ace Lieutenant Colonel William George Barker.   Moving to Britain in 1921, Bishop remained engaged in aviation concerns and eight years later became chairman of British Air Lines.   Financially devastated by the stock market crash in 1929, Bishop returned to Canada and ultimately obtained a position as vice president of the McColl-Frontenac Oil Company.   Resuming military service in 1936, he received a commission as the Royal Canadian Air Forces first air vice-marshal.   With the beginning of World War II in 1939, Bishop was elevated to air marshal and tasked with overseeing recruitment. Highly effective in this role, Bishop soon found himself compelled to turn away applicants.   Also overseeing pilot training, he aided in authoring the British Commonwealth Air Training Plan which guided the instruction of nearly half those who served in the Commonwealths air forces.   Under extreme stress, Bishops health began to fail and in 1944 he retired from active service.   Returning to the private sector, he accurately predicted the postwar boom in the commercial aviation industry.   With the beginning of the Korean War in 1950, Bishop offered to return to his recruitment role but his poor health led to the RCAF politely declining.   He later died on September 11, 1956, while wintering in Palm Beach, FL.   Returned to Canada, Bishop received full honors before his ashes were interred at  Greenwood Cemetery in Owen Sound. Selected Sources Bishop HouseAce Pilots: Billy BishopHistoryNet: Billy Bishop

Game Theory Research Paper Example | Topics and Well Written Essays - 3000 words

Game Theory - Research Paper Example Game theory is useful for many purposes. First, one must ask, what is game theory? â€Å"Game theory uses mathematical tools to study situations, called games, involving both conflict and cooperation. Its study was greatly stimulated by the publication in 1944 of the monumental Theory of Games and Economic Behavior by John von Neumann and Oskar Morgenstern†¦Ã¢â‚¬  Before we get into the details of game theory, it is first important to make clear a few definitions. A â€Å"game† consists of a competition between two or more parties, although in decision theory, it is possible to have a one-person game. A â€Å"player† is a party competing in said game. The state is the information known by a player at a certain point during the game. A strategy is a rule which defines how the player will play the game. The payoff is the value assigned to the result of play, i.e., the outcome—the results of which might be distinct for every player. The main concept behind game theory is that, in a game, each player is trying to maximize their resultant payoff. â€Å"The game theoretician is concerned with the mathematical model and with conclusions he can draw from assumptions (in particular about utilities represented by payoffs) that stay put, not with assumptions that capture the entire spectrum of human conflict behavior.† ... with assumptions that capture the entire spectrum of human conflict behavior.†2 At each stage of a game, a wide array of moves is presented to each player. Then, they each decide the move that would be the best choice, to the best of their knowledge, in order to achieve the highest payoff. There are always rules for selecting the proper moves at any point in a game which can be figured out before a game is played—which is called a strategy. Subsequently, it also follows that a game which is very complex, involving many decisions at varying stages can be represented by the strategy of each player. But, the result of any particular strategy really depends on the other players’ moves. Someone on the defensive might be able to calculate the lowest payoff or end result for each strategy (presuming that the particular strategy is somewhat of a secret), selecting the strategy that would result in the best (or highest) payoff. Basically, it is worth noting that one should account for the fact that many players will try to act as rationally as possible, hopefully making corollary decisions which would be deemed ration. To such an end, the main goal is to find a certain set of strategies (one per player) that maximizes each player’s payoff. However, such a selection of strategies should probably be rejected if it is not equilibrium. Equilibrium is basically reached when none of the players can attain a higher payoff by way of utilizing a different strategy, given the decisive actions of the other players. The model which has thus far been described is pretty abstract, although, technically speaking, this theory can be applied to a quite huge range of scenarios—and could be thusly applied to warfare, business, sports, or even politics. Truly, the possible uses of game

Enterprise social networks Essay Example | Topics and Well Written Essays - 2500 words

Enterprise social networks - Essay Example Social media acts as a great equalizer. The educational institutions can utilize the social media and promote themselves without spending money and small colleges can also become popular instantly. There are many small colleges and educational institutes who have posted videos of their courses and online classes to create small advertisement with the resources available within the institute and uploaded them on YouTube or Facebook. Those videos received huge number of likes and the institutions became popular instantly. This study is based on utilizing social media networking for higher education and students in the universities and colleges. The cost for promotion through social networking sites is negligible and it is very easy to understand and handle. This will surely reduce the internal cost of the universities and colleges. Introduction The concept of enterprise social networking involves the usage of social networks or various social relations on the internet for various busin ess or personal purposes. Enterprise social networking basically works on the Web 2.0 platform. It is since 1990s the inception of social networking sites were seen in the world market. The first website motivating this concept was Theglobe.com in the year 1995. This website was only accessible by the registered users, but the website became available for general public usage from 1998. Since then many networking sites have come up for providing a common platform to share information (Uhomoibhi, 2006, pp. 4-14). However, the challenge was that internet, computers and related technology were not so much in use. People could neither easily afford them, nor were they considered important in daily lives of grown-up or any student. Eventually after the penetration of technology, World Wide Web and lightening fast speed of information, social networking mediums surfaced once again (Ernst & Young, 2012). The development of social networking and its rising popularity has been observed in th e 2000s. Nowadays social sites like MySpace, Twitter, LinkedIn, Facebook, and many more have become synonyms for social media industry. The popularity associated with social media is growing with the passing days and it is connecting more and more people on the basis of their preferences, similar purchase habits, likes and dislikes. Whether it is some news ticker that is promoting the view or news of some anchors or journalist on Twitter, social media is utilised everywhere and in every way. The latest insights revealed by a famous research firm Nielsen on social media networking and marketing states these above mentioned facts. USA claims to have 80 percent of the blog and social media users among the American countries (Nielsen, 2011). The time consumption of the students, youngsters, and also elders on the social media is increasing every day. For example about 60 percent of the customers who use more than two to three digital means definitely use social media as a means of resea rch when they go out to buy products or avail services (Nielsen, 2011). The brief introduction above clearly explains the scenario of the global market and also the penetration level of social media in our daily lives. Social media has penetrated in every field and industry. However, to narrow down the analysis, the discussion in this study would specifically include the usage of social media by students in schools, institutions, colleges, etc. A literary analysis of social media strategies and its four pillars would support the discussion further. Apart from this the probable role that social media can play in educational sector specifically in schools, university would also be evaluated.

Opportunity to participate in SkillsUSA Essay Example for Free

Opportunity to participate in SkillsUSA Essay One of the benefits of attending a vocational high school is the opportunity to participate in SkillsUSA. Preparing for SkillsUSA was one of the most challenging and nerve racking experiences in my life. SkillsUSA is an organization of students and teachers working together to help its members become responsible, hard working, and dedicated young adults. At the beginning of my junior year in high school, my shop instructor approached me and told me about SkillsUSA, and also the events that pertained to information technology. It took me a few moments to realize that he was encouraging me to participate. I read through the information packet my teacher gave me and noticed that SkillsUSA was a lot bigger than I realized. SkillsUSA is not only about being skilled in the trade you are studying, it is about being an outstanding citizen, and giving back to your community in any way you can. The first thoughts that popped into my head were â€Å"Am I ready for this?† I chose to compete in the robotics and automation technology contest. I have always been interested in robots and how they work. Until then, I had no experience working with robots so I was really nervous, I did not have much confidence in myself. Not only did I have a few months to learn everything I can about robotics while keeping up with my schoolwork, and balancing my part-time job, but I also had to evaluate myself as a person. I was on the Internet and at the library every spare minute I had learning everything I could. I ordered kits off the Internet to practice working with robots so there were no surprises during the competition. It was hard work, but it paid off. Although I did not place at the competition, I did really well considering I started learning about robotics five months prior to the competition and I was competing against students who had years of experience on the robotics team at their high school. Becoming a SkillsUSA member means you must make a pledge to be prepared, to be diligent, to practice, work hard, to respect your trade, and have a good reputation with your peers, coworkers, parents, employers, and teachers. Making a pledge this important demonstrates how committed I am to become a better citizen. I made the pledge to myself, even though I did not become an official SkillsUSA member. I found I have more confidence and take pride in everything I do whether it is taking a test, completing homework, or even dealing with difficult customers at my job. Setting these standards for myself is important to me. When I look back on my accomplishments I realize that I did not have to set my mind to put forth my best effort because what I use to think of as my â€Å"best effort† is now second nature. In those five months I feel like I have grown as person more than any other period in my life.

Childhood Memories in My Papas Waltz by Theodore Roethke and Piano by

Childhood Memories in "My Papa's Waltz" by Theodore Roethke and "Piano" by D.H. Lawrence "My Papa's Waltz" by Theodore Roethke and "Piano" by D.H. Lawrence are two poems in which grown men recall memories of their childhood. "My Papa's Waltz" has a quietly sad, almost resigned tone as Roethke relives his nightly dances with his father as a young boy. Lawrence's "Piano" is somewhat dreamy as a man is taken back by a song to his childhood. While both are presented to us through similar personas, striking differences are apparent throughout the two poems. "My Papa's Waltz" is the pensive recollection of a boy's nightly waltz around the house in the arms of his father. Roethke's poem gives a voice to the often silent internal conflict that the children of addicts struggle with. The sad resignation of the young boy is solidified early on in the poem. In the first stanza Roethke sets a tone of both pain and loyalty with the line, "But I hung on like death: Such waltzing was not easy" (479). "My Papa's Waltz" provides readers with the opportunity to see life through the eyes of...

Literacy & Numeracy Difficulties

As stated by Robinson (Foreman, P. 2008), Difficulties with Literacy and Numeracy affect and influence all aspects of school achievement. It is the largest disability in the community. Literacy and Numeracy problems are not always visible. Intervention is needed earlier to ensure the learning gap is not enhanced. Children with learning difficulties need to be identified in the foundation years to enable early intervention. Learning difficulties in Literacy and Numeracy leads to a downward learning cycle; as a lack of achievement causes a lack of motivation and confidence, which causes a further lack of achievement (Hunter-Carsch 2001). Teachers need to recognise and respond by tailoring instruction to the student’s interests, put in the time to motivate students to read, by developing the student’s confidence and commitment. Teachers need to understand how students feel and how to support them. The interactive model approach is becoming increasingly accepted, as it uses both the whole word/stories and letter-sound association in learning to read. This enables all students to learn reading strategies in the learning environment, with the effective intervention using phonological, semantic and syntactic cues. Literacy difficulties affect numeracy learning. Students need to learn basic mathematics for sufficient skills to survive in daily living. This is an essential component of the NCLB Act. Students must understand the language and concepts of mathematics, along with the processes of basic problem solving. Mathematics requires a detailed word-by-word approach, (Henderson 2001;Jitendra et al. 1998), to ensure a student builds an understanding of basic mathematical language and concepts. To achieve the understanding of basic mathematics language and concepts emphasis needs to be placed on doing things that relate to the students life and everyday activities, using concrete materials that reflect this. Students with learning difficulties have memory deficits which impair their ability to memorise information, therefore instruction should focus on the ‘figuring out the number facts’ (Ginsburge 1997). Early intervention can also come from parental input using resources such as ‘Tool kits for Parents’. Students need to see that tasks are meaningful and be able to be confident to complete tasks. To do this activities and resources used are to be specific to the students’ needs and interests and be clearly demonstrated to them. Identifying materials and resources to their local community would enable this. This is backed by McMillan (2011) and Rief, S. F & Heimburge, J. A. (2006) Ch. 3 Understanding and Reaching Special Populations of Students. Reference list Carnellor, Y (2004) Teaching Mathematics to Children with Learning Disabilities, Encouraging Mathematical Success to Children with Learning Difficulties, 2004. Ch. 1 pp. 1-10. Social Science Press, Australia. McMillan, J (2011) Classroom Assessment – Principles and Practice for Effective Standards-Based Instruction, 5th Ed, Boston, M. A: Pearson. Rief, S. F & Heimburghe, J. A, (2006). How to reach and teach all children in the inclusive classroom (2nd Ed. ). San Francisco: Wiley. Pp. 36-40. Robinson ‘Understanding Literacy and Numeracy’ Ch. 7, pp. 247-254; 285-289. Foreman, P. (2008) Inclusion in action. Cengage Learning. Robinson ‘Developing Literacy and Numeracy Skills’ Ch. 8, pp. 303-308. Foreman, P. (2008) Inclusion in action. Cengage Learning.

What Did The Stolen 3 Generation Affected The Australian...

Background: During the 1890’s and 1970’s, Indigenous Australians did not have equal rights as the ‘white’ Australians and were treated callously, anguished and tortured due to their race. The Stolen Generation was the event where children, who were of an Australian Aboriginal or Torres Strait Islander descent, were removed from their families. Many Indigenous children were forcefully removed from their families, never being able to see them again. The treatment towards the Indigenous Australian’s was horrific, as these children were taken away from their community, placed into an institution to be changed into the ‘white’ ways of doing things whilst being treated with brutality in the procedure. To demonstrate to what extent did the Stolen 3 Generation affected the Australian population several key areas of the will be examined. This includes; what was the Stolen Generation, when did the Stolen Generation start and when did it end, what was the caus e of the Stolen Generation. how did the Stolen Generation affect the Indigenous Australians and the non – Indigenous Australians and how significant was the event to Australian History. Once these aspects have been observed, it will become clear that the affect of the Stolen Generation to the Australian population was a significant part of the Rights and Freedoms movement which change the way the Indigenous population were recognised in our society. What was the Stolen Generation? The Stolen Generation was the event whereShow MoreRelatedWork Effectively with Aboriginal and / or Torres Strait Islander People1300 Words   |  6 PagesIslander people 1. How many years ago, is it estimated, that the shape of Australia’s coastline was defined? †¢ 6000 years ago 2. In what year did the Dutch first explore Australia’s coastline? †¢ 1606 3. 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