Captain vs. Master

Captain vs. Master Captain vs. Master Captain vs. Master By Mark Nichol What’s the difference between a ship’s captain and a ship’s master? In contemporary usage, not much, but historically, the titles represented quite distinct roles. Captain is more common in modern usage, but master is more historically accurate. Captain derives ultimately from the Latin term caput, meaning â€Å"head† and related to other words beginning with cap- such as capital; capitaneus, meaning â€Å"chief,† and the French word capitaine, meaning â€Å"leader,† are the intermediate forms. Master, originating in the Latin word magis, meaning â€Å"more,† stems from magister, which also means â€Å"chief† as well as â€Å"director† or teacher.† In the Middle Ages, the man in charge of a ship, often but not always the owner, was called the master; this usage stems from imperial Rome. On the high seas, where delay or dissension could lead to destruction and death, the master had absolute authority, hence the title. However, before the advent of standing navies, civilian ships were often offered or impressed for use in transporting soldiers and their supplies from one place to another. When the captain of a company of soldiers brought the troops aboard for transport, he assumed military command of the ship, determining its destination and, if the ship engaged in hostilities at sea, directing the battle. In matters of sailing and maneuvering, though, the captain deferred to the master, who of course remained on board. (Before captain became a specific military rank, it designated a leader of roughly up to several hundred soldiers assembled for a specific battle or campaign. Much later, it became an official designation for a standing military unit of a circumscribed similar size.) As civilian ships were given long-term military roles, this division of responsibilities remained in effect: A captain had overall authority, but the master was responsibility for sailing operations. When permanent navies were established, roughly coincident with the establishment of standing armies, captain became a precise military rank in both settings. Master was also codified as the label for a specific posting; the master (sometimes called the sailing master) oversaw navigation and provisioning of the ship under direction of the captain, who by this time was a skilled mariner as well as a military leader. Naval captains and those commanding land-based units were and are not equivalent in rank: The largest ships in the Age of Sail eventually carried a thousand or more crew members, and ships often operated independently, requiring the captain to exercise great responsibility (and life-or-death authority), whereas an army captain commanded no more than a couple hundred men and was part of a more restrictive chain of command. Therefore, to this day, a navy captain holds a fairly high status in the naval hierarchy, whereas an army captain (or an officer with the equivalent rank in an air force or in the marines) has a comparatively minor role, though he or she must still demonstrate leadership skills. Even in the Middle Ages, a captain designated one or more lieutenants to assist him with command, to lead the company if he was absent or incapacitated, or to temporarily take responsibility for part of the unit. (The word lieutenant comes from the French phrase lieu tenant, meaning â€Å"deputy,† from words meaning â€Å"place† and â€Å"holder.†) Later, a ship was assigned one or more lieutenants depending on the size of the vessel. Meanwhile, master also briefly became a naval military rank below the rank of lieutenant, rather than a position, but it was phased out as naval vessels were increasingly powered by steam rather than sail. Other words that apply to naval command include commander, from an Old French word meaning â€Å"one who commands.† (The rank was originally styled â€Å"master and commander† to denote the commanding officer of a small vessel who doubled as the master, hence the Patrick O’Brian novel of that title and the related film starring Russell Crowe.) Commodore, the Dutch word derived from this term, came to apply to a captain given temporary command of a group of vessels and later became a specific rank above that of captain. (The similar term commandant is not a rank; it applies to an officer of any rank who commands a training facility or a prison.) Admiral, meanwhile, referring to a high-ranking naval officer in command of an entire navy or a fleet or major unit within one or the other, is from the Arabic word amir, meaning â€Å"military commander† (the source of emir, a modern word for an Arab leader) and, like captain, originally pertained to a land-based leader before it was applied to one who leads naval operations. On many modern civilian ships, the person in charge is officially referred to as the captain, whether or not there is a command hierarchy more or less based on naval tradition, though master is also common. In popular usage, however, captain came to prevail over master, so that, even now, the owner of a small pleasure craft will be referred to as â€Å"Captain† or â€Å"Skipper†; the latter word is derived from the Dutch word scipper, meaning â€Å"operator of a ship.† Skipper is also used formally to refer to the master of a small vessel such as a tugboat. Captain is used in other civilian command hierarchies, as in police and fire departments and the like, as well as to refer to the acknowledged leading athlete on a sports team, but master has not been adopted in such contexts from nautical usage. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?"Latter," not "Ladder"The Difference Between "Phonics" and "Phonetics"

The Strengths Needed in the Position You Seek Essay

The Strengths Needed in the Position You Seek - Essay Example In order to become a successful and well-known manager in a corporate organization, four strengths are extremely essential. These are, motivating the employees, high-level of communication skills, proper delegation of responsibilities, good organizing skills to deal effectively with the challenging situations. Only then, a manager might effectively control and manage the employees thereby amplifying the prospects of the organization in the market among others. Due to the enhancement of the profit margin and reputation, the wage package of the manager might also get enhanced thereby boosting the prospects of the career in the future age. However, among all the above-mentioned strengths, high-level of motivational and communication skills are present within me that might prove effective in amplifying my underlining leadership skills to a certain extent. As a result of which, my rate of dominance and supremacy within the organization might get enhanced that may prove extremely beneficial for me. But at the same time, proper delegation of the responsibilities as well as effective negotiation power is also equally essential in order to become a successful manager. However, as these skills are not present within me, these are essential to be developed so as to manage the organizational goals and objectives efficiently among others. Only then, an organization might operate successfully in the market. In spite of these, my teachers or my friends always encourage me to organize or control any show or activity as I am extremely good at tackling any situation.

The Voting of Many But Not All Essay Example | Topics and Well Written Essays - 750 words

The Voting of Many But Not All - Essay Example After 9/11, the United States found itself at that point more than ever needing the elected officials in Washington to come together and work towards protecting the needs of the citizens at a time of the greatest uncertainty. With that being said, when it comes down for election time, the levels at which people come out and vote are not still at maximum capacity. As this is an election year, the statistics for this year will not be available until later on, but with all things considered, 2008 is appearing to be a year of stronger voting numbers. The question is how come voting numbers in recent elections have not been as strong as they may be now According to the US Census report from March 2006 in regards to the voting numbers for the 2004 general election, "In the Presidential election of November 2004, the sixty-four percent of voting-age citizens who voted was higher than the sixty percent who turned out in 2000. This was the highest turnout in a presidential election year since 1992, when sixty-eight percent of voting age citizens voted. The overall number of people who voted in the November 2004 election was 126 million, a record high for a presidential election year," Adding that, "Voter turnout increased by 15 million voters from the election in 2000. During this same 4-year period, the voting-age citizen population increased by eleven million people," ("Registration" p.1). In the same report, the Census shows that based on the 2004 reported totals, it appears that both males and females had roughly the same percentage of registration to vote. That would serve to put a hole in the idea that one gender votes more than the other, but not quite in that registering to vote, while it does show intent, cannot guarantee follow-through. The '06 report also details the statistics that native citizens are more inclined to vote than those who are foreigners, as well as that the older population does tend to vote at a higher rate than the younger population does. As it gets closer to election time, there are countless pushes made to get out the vote, especially the vote of the ever desirable 18-24 demographic. With organizations like Rock the Vote, young people are given countless opportunities to reach out and flex their civic muscle for the greater good. Their website states that, "Rock the Vote mobilizes young people to create positive social and political change in their lives and communities. The goal of Rock the Vote's media campaigns and street team activities is to increase youth voter turnout," ("Rock p.1). Assessing the information, the question could be asked that when it comes time to vote, do people even have all of the information which they need to make a responsible voting decision when they reach the polls The online website Wikipedia says that, "Modern political science has questioned whether average citizens have sufficient political information to cast meaningful votes," ("Voting" p.1). This is a question that in itself is the root of the final voting levels which are seen on Election Day. Many reasons can be given as to why this occurs. Voter apathy, lack of education, or even in the worst case scenario, voter intimidation which unfortunately has been accused of happening in recent years. A good example provided of how this can be true is the article by the website CommonDreams.org. In their article

A Letter Format About the Advancements Essay Example for Free

A Letter Format About the Advancements Essay Dear Mr. Darwin, I am writing this letter to inform you of the current status of the finches you were so fascinated with what has changed since your visit, modern theories, and all of the currently identified species. First and foremost, I would like to tell you that your works and studies on the finches have become the most closely tied to you out of all of your other various studies. Modern-day scientists have become just as intrigued (if not more so) with the drab-colored little birds as you were. They show a great promise in explaining how evolution and natural selection works, and could easily be considered one of the most important scientific discoveries in history. Though the finches have not changed much in and of themselves since your last visit, much has been discovered about them that was not previously known. Although including all such discoveries in this text would be far too time and space consuming, I will inform you of some of the main changes below. Although you originally grouped all of the various types of finches into four genera, many modern-day scientists have decided that there are in fact six different genera: the Geospiza, Camarhynchus, Cactospiza, Platyspiza, Certhidea, and the Pinaroloxias. In addition, scientists have identified 14 species of finches, and there may be more scientists are still discovering things. Below I shall include a chart detailing the species in relation to the genera: Common Name Genus Species Small Ground Finch GeospizaFuliginosa Medium Ground Finch GeospizaFortis Large Ground Finch GeospizaMagnirostris Sharp-beaked Ground Finch GeospizaDifficilis Cactus Ground Finch GeospizaScandens Large Cactus Ground Finch GeospizaConirostris Small Tree FinchCamarhynchusParvulus Medium Tree FinchCamarhynchusPauper Large Tree FinchCamarhynchusPsittacula Woodpecker FinchCactospizaPallidus Mangrove Finch Cactospiza Heliobates Vegetarian FinchPlatyspizaCrassirostris Warbler Finch CerthideaOlivacea Cocos Island FinchPinaroloxiasInornata Although the above list is quite detailed, it doesnt include all of the various finches many are slightly different from the above species, but not so different as to count as a separate species. Many finches have similar coloration but slightly posses different beaks, or vice versa. It should also be noted that the above list only includes the finches discovered thus so far. There could very well be more finches that modern scientists are unaware of. The new species and genera are all new discoveries, and it is not certain whether or not they are newly evolved since your visit or simply hadnt been found by you. Either way, their discovery has helped the scientific world immensely in its attempt to understand evolution and natural selection. To draw a conclusion to this letter, I must once again congratulate you on your efforts all those many years ago they have helped to shape modern science, and have provided us with a greater understanding of the workings of the world. The world is indebted to you.

Jealousy in Julius Caesar :: Julius Caesar Essays

Jealousy in Julius Caesar Jealousy causes many of the characters in The Tragedy of Julius Caesar to commit dangerous and foolish acts. Cassius' jealousy drives him to kill Caesar. All the conspirators, except the noble Brutus, kill Caesar because they feel threatened by his power. Brutus is the only conspirator who murders Caesar for more honorable reasons. Jealousy is a very important theme in this play. Cassius feels very threatened by Caesar's power. He remembers when he was an equal to Caesar, and doesn't think that Caesar deserves this much power. He comments to Brutus, "I was born free as Caesar; so were you: / We both have fed as well, and we can both / Endure the winter's cold as well as he" (Act I, sc. II, 97-99). Cassius is also enraged because Caesar doesn't like him. Caesar suggests, "Yond Cassius has a lean and hungry look; / He thinks too much: such men are dangerous" (Act I, sc. II, 194-195). Cassius thinks that Caesar's temper is dangerous. He declares, "Ye gods! It doth amaze me, / A man of such a feeble temper should / So get the start of the majestic world, / And bear the palm alone" (Act I, sc. II, 128-131). Casca also is jealous of Caesar. He is disgusted by Caesar's manipulation of the commoners. He describes it as "mere foolery" (Act I, sc. II, 235). Casca agrees with Cassius that Brutus is an essential part the conspiracy. He says, "O, he sits high in all the people's hearts; / And that which would appear offense in us, / His countenance, like richest alchemy, / Will change to virtue and to worthiness" (Act I, sc. III, 157-160). Brutus is the only conspirator who does not act out of jealousy and envy. He is Caesar's friend, and holds a powerful position in Rome. Therefore, he has no reason to feel jealous of Caesar. Brutus makes his decision based on what is the best for Rome, and is tricked into believing that the other conspirators feel the same way. He comments, "What need we any spur but our own cause / To prick us to redress? What other bond / Than the secret Romans that

The Worst Storm in Canadian History

Ice storms, also referred to as glaze storms, cause considerable damage every year to trees in urban and natural areas. They vary considerably in their severity and frequency. Ice storms are result of the ice formation process, which is influenced by general weather patterns. Ice accumulates when super cooled rain freezes on contact with surfaces, such as tree branches, that are at or below the freezing point (0'C). This generally occurs when a winter warm front passes through an area after the ground-level temperature reaches or falls below freezing. Rain falls through layers of cooler air without freezing, becoming super cooled. Periodically, other climatic events, including stationary, occluded, and cold fronts, also result in ice storms. The purpose of this paper is to gain a better understanding of the1998 ice storm. This paper features three main section: An introduction, the main body (damage to woodland), and finally, a conclusion. In the main body of this paper, the effect of fire and pest/disease is discussed in detail. In the conclusion, comparison is made between fire and pests/disease versus ice storm. By the end of this paper, one should gain a better understanding of the severity of the 1998 ice storm as well as other damaging agents that affect the woodland in eastern North America Ice storms are often winter's worst hazard. More slippery than snow, freezing rain or glaze is tough and tenacious, clinging to every object it touches. A little can be dangerous, a lot can be catastrophic. Ice storm in Northeastern America has been common but the 1998 ice storm was exceptional. Ice storms are a major hazard in all parts of Canada except the North, but are especially common from Ontario to Newfoundland. The severity of ice storms depends largely on the accumulation of ice, the duration of the event, and the location and extent of the area affected. Based on these criteria, Ice Storm'98 was the worst ever to hit Canada in recent memory. From January 5-10, 1998 the total water equivalent of precipitation, comprising mostly freezing rain and ice pellets and a bit of snow, exceeded 85 mm in Ottawa, 73 mm in Kingston, 108 in Cornwall and 100 mm in Montreal (Environmental Canada, Jan 12/1998). Previous major ice storms in the region, notably December 1986 in Ottawa and February 1961 in Montreal, deposited between 30 and 40 mm of ice – about half the thickness from the 1998 storm event! (Environmental Canada, Jan 12/1998). The extent of the area affected by the ice was enormous. Freezing precipitation is often described as â€Å"a line of† or â€Å"spotty occurrences of†. At the peak of the storm, the area of freezing precipitation extended from Muskoka and Kitchener in Ontario through eastern Ontario, western Quebec and the Eastern Townships to the Fundy coasts of New Brunswick and Nova Scotia. What made the ice storm so unusual, though, was that it went on for so long. On average, Ottawa and Montreal receive freezing precipitation on 12 to 17 days a year. Each episode generally lasts for only a few hours at a time, for an annual average total between 45 to 65 hours. During Ice Storm'98, it did not rain continuously, however, the number of hours of freezing rain and drizzle was in excess of 80 – again nearly double the normal annual total. One of the most appealing features of Eastern Ontario is the extensive forest cover. This is made up of woodlands of varying structure. These woodlands, as well as natural fencerows, windbreaks, and plantations of pine and poplar, dominate the landscape. Icing impacts may best be understood by treating spatially larger scales, starting with individual trees, proceeding to stands, and finally to forest landscapes. Ice damage to trees can range from mere breakage of a few twigs, to bending stems to the ground, to moderate crown loss, to outright breakage of the trunk. In the 1998 Northeastern ice storm, icing lasted long enough that many trees which were bent over had their crowns glued to the snow surface by the ice in many instances for as long as 3 weeks. Some of those trees actually erect posture after release from the snow, while many others remain bent over after 2 years. The severity of damage is generally believed to be closely related to the severity of winds following the heaviest ice accumulations. Damage varies across a range of severity and subtlety: minor branch breakage; major branch loss; bending over of crowns; root damages; breakage of trunks and in some hardwoods, trunks can be split. Depending on the stand composition, the amount of ice accumulation, and the stand history, damage to stands can range from light and patchy to the total breakage of all mature stems. Complete flattening of stands occurred locally in the Northeaster 1998 storm. In response to more moderate damage, effects on stands could include: shifts in over story composition in favor of the most resistant trees; loss of stand growth until leaf area is restored; and loss of value of the growth due to staining or damage to stem form. The term landscape refers to a ‘group† or a ‘family† of trees. I use the term vaguely because the size and composition of landscapes differ from region to region. The degree of damage is typically highly skewed by area. For example, in the January 1998 Northeaster storm, 1,800,000 ha of damage in Quebec was assessed by the Ministry of Natural Resource: very severe 4.2%, severe 32.0%, moderate 29.9%, and slight/trace 33.9% (The Science of the Total Environment, Volume: 262, Issue: 3, November 15, 2000, pp. 231-242 ). The effects on entire forest landscapes are highly patchy and variable. They also depend significantly on how landowners respond to the damage. Disturbance caused by diseases, by themselves or in conjunction with disturbance by insects, abiotic factors such as drought, fire and wind, and, increasingly, human activities, has played a critical role in the dynamics of many forest ecosystems in North America. In the predominantly coniferous forests in western North America there are considerable areas undisturbed directly by human activities. In these areas, diseases kill trees or predispose them to other agents of disturbance, resulting in gradual change in stand composition and structure. In areas disturbed by forest management practices of harvesting or exclusion of fire, increased disease incidence and severity has increased the damage caused by disease, and consequently, the rate of change. In the absence of introduced diseases in the predominantly deciduous forests of the Appalachian region of eastern North America, forests are relatively healthy. Here, forests are disturbed significantly by disease only after they are disturbed or stressed by other agents, predominantly defoliating insects and drought. In the eastern montane coniferous forest, chronic wind damage is a major predisposing factor to disease. Past harvesting practices, introduced diseases and insects, and fire exclusion have in some instances resulted in large areas of similar species and relatively similar ages that exacerbate the magnitude and severity of disturbance by disease. Fire is predominantly a natural phenomenon that burns the forest vegetation, polluting the ozone and wiping out the biodiversity. One major distinction between ice storm and forest fire is the way disaster are caused. The majority of forest fire could arguably be a result of human action and ice storm as an ‘act of god,† an act that is out of human control. Foresters usually distinguish three types of forest fires: ground fires, which burn the humus layer of the forest floor but do not burn appreciably above the surface; surface fires, which burn forest undergrowth and surface litter; and crown fires, which advance through the tops of trees or shrubs. It is not uncommon for two or three types of fires to occur simultaneously. Forest management has been able to reduce the occurrence of this event but many forest fires are out of arm†s length. Humans cause the majority of forest fires. Campers that do not put out their bond fire or campers littering lit cigarette bud are responsible for such an action. Natural occurrence such as lightning could spark a forest fire but the probability is small compared to human action. The convention way of putting out or reducing the spread of forest fire has been airliners. These airliners are filled with gallons and galloons of water. With limited capacity, these airliners fly above the flame and deposit galloons of water. For the purpose of this paper, deforestation simply means the lost of trees where the lost of trees exceeds the level of sustainable development. One of the major effects of forest fire is the burning of carbon dioxide into our atmosphere. This eventually creates a greenhouse affect and global warming. The effect damages our ecosystem as well as reduces one of Canada†s precious natural resource. Many projects, both from government funding and corporate sponsors, have done a good job increasing the awareness and risk related to deforestation. Pests directly affect the quantity and quality of forest nursery seedlings and can indirectly cause losses by disrupting reforestation plans or reducing survival of out planted stock. The movement of infested stock can disseminate pests to new areas. Since control of nursery pests may be based on pesticide usage, pest outbreaks may lead to environmental contamination. Woodland damage caused by livestock is a well-documented, yet persistent, forest health problem. Soil compaction, root disturbance and trunk/root collar damage caused by livestock reduce the vigor of trees. This paves the way for armillaria root rot, borers and other opportunistic organisms. Livestock also destroy the forest under story (reproduction), which hastens soil erosion and limits the future productivity of the site. The resulting forest decline reduces the quality, value and longevity of current and future trees on the site. Eliminating livestock from woodlands is the first step toward a healthier, more productive forest. As mentioned earlier in this paper, ice storm is a natural phenomenon caused by nature whereas forest fire are a result of human actions and preventable. One of the major differences between fire and ice storm is the rate of damage. Forest fire has a direct impact on the woodlands by changing the diversity of the landscape. Forest fire wipes out an entire landscape of trees causing a release of carbon dioxide. This ‘in lieu† effect results in global warming as well as greenhouse effect. The release of carbon dioxide has a long-term effect to our ecosystem. Carbon dioxide is trapped in our ozone layer making airways less preamble. This trapping effect eventually radiates heat causing global warming. The long-term effect is hazardous and changes our biodiversity. Ice storm has very little affect to our ozone layer. Damage to woodlands as a result of ice storm is concentrated within that area. Ice storm does not spread like fire does so areas that have been hit by an ice storm affect woodlands Pests and disease slowly eroded the quantity as well as quality of woodland. Infected woodland slows the development of growth by eroding the soil limiting the production of trees. Pest control and good forest management could improve the quality and well as productivity in these areas. Pests and diseases cause a slow change in biodiversity. As the woodland become infested, animals feeding from leafs and branch find it less desirable, eventually leaving the area in search of more suitable woodland. Similarly, forest fire, pests and disease spread but at a much slower rate. These agents infect the trees, eventually penetrating the roots and moving on to the next host. As mentioned previous, ice storm does not spread, rather the effect stays within the area. To conclude, fire and pests/disease are similar in the way these agents spread and infect their host. The preceding sentence can be best thought of as a virus infected it†s host as an analogy. Fire spreads at a much faster rate than pests/disease and the impact are instant. Both of these agents have long-term effect, which does not work in our favor. Ice storm affects the area it hits and will not spread. Furthermore, ice storms are predictable whereas fire is not since the cause of fire is human mistake and is hard to predict. Ice storms are not preventable but human actions can be prevented. The potential of damage from fire is far more severe than that of ice storm. We must increase the awareness to ensure that our woodland remains healthy and protect our ecosystem.

Ctlls Ppa Essay - 5328 Words

PPA Level 4 Assignment 2.3 Theory 1 Produce a methodology for the chosen area of research, the approach taken and a prà ©cis of findings. Research the following points and produce a written rationale for each of the following Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners. Peer and self-assessment; how this can promote learner involvement and personal responsibility How feedback and questioning contribute to the assessment process The types of assessment records which would be used to meet organisational and external requirements 1 Principles of assessment, different methods, strengths and†¦show more content†¦| Composing | Write a piece in the style of Bach. | Evidence – Recording or Notation Summative – â€Å"as final piece of work† otherwise it is formative Teacher –led assessment unless group discussion is encouraged. | Compose the theme music for a given short film as part of the â€Å"music for film and tv† part of a course. | Formative assessment Evidence – recording or performance of theme, along to film. Recording for teacher assessment or perform for peer assessment. | Compose and perform a piece of music in the  ¾ time signature. As part of a course. | Initial assessment - do they understand  ¾ time. Formative – teaching  ¾ to those that don’t, know ongoing feedback to the students as they compose. Summative – Assess the final performance. Evidence – recording or score of piece, video perfo rmances Teacher is assessing students, at performances there could be discussion and feedback amongst the students, some peer assessment. | Compose a 2 minute body percussion piece in a recognizable jazz style as part of a jazz module. | Formative assessment Evidence- Performance, recording Teacher is assessing students, some peer to peer assessment | Compose a bass-line to a given pop song, after the performance discuss why the notes and rhythm were chosen. | Formative assessment. Self-assessment Evidence – recording of the performance to a backing track or score of the bass-line, recording of discusson following