Small Boat Cooling System Operation and Maintenance

Small Boat Cooling System Operation and Maintenance There are two common engine cooling schemes in small vessels. Raw water cooling circulates seawater through the engine block directly, while closed loop cooling utilizes a heat exchanger to isolate the engine coolant from seawater which carries the excess heat out of a vessel. Both systems have similar components and operation. The more complex of the two systems is actually two simple cooling loops in series. The concepts are easy to understand and so are the fixes to common problems. Raw Water or Open Cooling We will follow the path of the water from the sea into the intake which is fitted with a valve called a seacock to close the opening if a coolant line fails. These connections are large and will put several hundred gallons per minute into your hull if they fail. The cooling water passes through a strainer which should be checked each day. Emptying this little basket of garbage is very important since it will impede the flow to the engine which could cause damage. Expensive damage. Next the seawater travels through a hard piped line or sometimes flexible hose to the cold side of the engine cooling system. Any soft lines should be secured with double band clamps on each connection, they should be checked very often for failure or wear. On its journey through the engine the cool sea water absorbs heat by passing through small channels cast into the engine components. These channels give plenty of surface area where heat can be absorbed but they do have drawbacks like clogging and freezing in cold weather. As the seawater exits it passes though a thermostat which can be a automotive spring type device or a sensor connected to a automatic gate valve. If the water is below the ideal temperature threshold for the engine cooling water by passes the engine until heat removal is required. A cold running engine is bad for the machinery and the efficiency of an engine. The cooling water and exhaust gasses are combined in a wet exhaust system where they exit the vessel. If exhaust is aerial then cooling water passes through another seacock to exit the hull. Closed Loop Cooling This type of cooling is very similar to raw water cooling except in place of an engine theres a heat exchanger. Basically a tube within a tube that transfers heat without allowing liquids to mix. The coolant circulates on the engine side while raw seawater circulates on the heat exchanger side. Other than this important point all operations are similar. Pros and Cons of Open and Closed Systems Open Pros: simple and well known, no chemicals, if hard piped the only maintenance is cleaning the strainer. Cons: Prone to clogging with debris, pure water allowed to freeze in engine passages will crack the engine block, in some environments the inside of the system can become home to mussels and barnacles. Closed Pros: Much less time to bring a engine to a stable operating temperature, less temperature fluctuation increases fuel and power efficiency, winterizing tasks and cold damage are minimized, if a clog appears it will be in the heat exchanger side which can be easily serviced; a clog in an engine passage requires disassembly excess heat can be used for space heating. Cons: Marine coolant is expensive and many systems have a high capacity, potential to leak coolant into the surrounding water, additional anodes must be placed and monitored for signs of corrosion. Whats the Best Marine Cooling System? The answer depends on you location and operations. Fouling and clogs are the biggest issue for most operators and local knowledge works best for these situations. If you must choose one type of system over another and everything else seems equal, then take a look at the anti-fouling paint used in your area. If it is meant to aggressively prohibit growth of marine life, then you should consider a closed system to reduce the risk of damage. How to Flush Your Work Boat Cooling System While there are a couple thousand large ships in the global merchant fleet, there are perhaps a couple hundred thousand smaller work boats. Operators of these boats are often also owners and to keep costs down some go without professional maintenance services. If you choose this approach it will save money, although it does increase the risk of damage due to human error. Working carefully and understanding some of the underlying concepts of you equipment will assure the job is done correctly while still saving money. Many of us have entered this profession through the world of small boats. Those long days spent at the marina washing recreational boats for extra spending money turned into more complex jobs. Soon, those little electrical and plumbing jobs earned a few dollars, and hopefully a good reputation. Then one day, while crammed under the helm station of a ship, the thought crosses your mind; how did I get here? Formal education  is available for these jobs and many excellent schools will give you a comprehensive understanding of the systems of any size vessel.

USS Utah (BB-31) in World War II

USS Utah (BB-31) in World War II USS Utah  (BB-31) - Overview: Nation:  United States Type:  Battleship Shipyard:  New York Shipbuilding, Camden, NJ Laid Down:  March 9, 1909 Launched:  December 23, 1909 Commissioned:  August 31, 1911 Fate:  Sunk during the attack on Pearl Harbor USS Utah (BB-31) - Specifications Displacement:  23,033  tons Length:  521  ft., 8 in. Beam:  88  ft., 3 in. Draft:  28  ft., 3 in Propulsion:  Parsons steam turbines turning four propellers Speed:  21  knots Complement:  1,001  men​ Armament 10 Ãâ€" 12 in./45 cal.  guns16 Ãâ€" 5  in.  guns2 Ãâ€" 21 in. torpedo tubes​ ​USS Utah (BB-31) - Design: The third type of American dreadnought battleship after the preceding  - and  classes, the  Florida-class was an evolution of these designs.   As with its forerunners,  design of the new type was  significantly influenced  by war games  conducted  at the US Naval War College.   This  was due to the fact that  no dreadnought battleships were yet in use when naval architects began their work.   Close to the  Delaware-class in arrangement, the  new type  saw the US Navy  switch from  vertical triple expansion steam engines to new steam turbines.   This change led to a lengthening of the engine rooms, removal of the after boiler room, and widening of the  remainder.   The larger boiler rooms led to an enlargement in  the overall beam of the  vessels which improved their buoyancy and metacentric height. The  Florida-class retained the fully-enclosed conning towers employed on the  Delawares as their effectiveness had been demonstrated at engagements such as the  Battle of Tsushima.   Other aspects of the superstructure, such as the funnels and lattice masts, were altered to some degree  relative to the  earlier design.   Though designers initially desired  to arm  the ships with eight 14 guns, these weapons were not  sufficiently developed and  naval architects  instead decided to  mount ten 12 guns in five twin turrets.   Placement of the turrets followed that of the  Delaware-class and saw  two situated forward in a superfiring arrangement (one firing over the other) and three aft.   The after turrets were arranged with one in a superfiring position over the other two which were located back-to-back on  the deck.   As with the preceding  ships, this layout proved problematic in that turret  Number 3  could not fire astern if Number 4 was trained forward.   Sixteen 5 guns were arranged in individual casemates as a secondary armament. Approved  by Congress, the  Florida-class consisted of  two battleships: USS  Ã‚  (BB-30) and USS  Utah  (BB-31).   Though mostly  identical,  Floridas design called for the construction  of a large, armored bridge which contained space for both directing the ship and fire control.   This proved successful and was utilized on later classes.   Conversely,  Utahs superstructure employed a traditional arrangement for these spaces.  The contract for building  Utah  went to New York Shipbuilding in Camden, NJ  and work commenced on March 9, 1909.   Building  continued over the next nine months and  the new dreadnought  slid down the ways on December 23, 1909, with Mary A. Spry, daughter of Utah  Governor William Spry, serving as sponsor.   Construction progressed over the next two  years and on August 31, 1911, Utah  enter commissioned with Captain William S. Benson in command. USS Utah (BB-31) - Early Career: Departing Philadelphia,  Utah  spent the fall conducting a shakedown cruise which included calls at Hampton Roads, Florida, Texas, Jamaica, and Cuba.   In March 1912, the battleship joined the Atlantic Fleet and commenced routine maneuvers and drills.   That summer,  Utah  embarked midshipmen from the US Naval Academy for a summer training cruise.   Operating off the New England coast, the battleship returned to Annapolis in late August.   Having completed this duty,  Utah  resumed peacetime training operations with the fleet.   These continued until late 1913 when it crossed the Atlantic and embarked on a goodwill tour of Europe and the Mediterranean. In early 1914, with tensions rising with Mexico, Utah  moved to the Gulf of Mexico.   On April 16, the battleship received orders to intercept the German steamer SS  Ypiranga  which contained an arms shipment for Mexican dictator Victoriano Huerta.   Eluding American warships, the steamer reached Veracruz.   Arriving at  the port,  Utah,  Florida, and additional warships  landed seamen and Marines on April 21 and, after a sharp battle, began the US occupation of Veracruz.   After remaining in Mexican waters for the next two months,  Utah  departed for New York where it entered the yard for an overhaul.   This complete, it rejoined the Atlantic Fleet and spent the next two years in its normal training cycle. USS Utah (BB-31) - World War I: With the US entry into World War I in April 1917, Utah  moved to the Chesapeake Bay where it spent the next sixteen months training engineers and gunners for the fleet.   In August 1918, the battleship received orders for Ireland and departed for Bantry Bay with Vice Admiral Henry T. Mayo, Commander-in-Chief of the Atlantic Fleet,  aboard.   Arriving,  Utah  became flagship  of Rear Admiral Thomas S. Rodgers Battleship Division 6.   For the final two months of the war, the battleship protected convoys in the Western Approaches with USS Nevada  (BB-36) and USS Oklahoma  (BB-37). In December,  Utah helped escort President Woodrow Wilson, aboard the liner SS  George Washington, to Brest, France as he traveled to the peace negotiations at Versailles. Returning to New York on Christmas Day,  Utah  remained there through January 1919 before resuming peacetime training with the Atlantic Fleet.   In July 1921, the battleship crossed the Atlantic and made port calls in Portugal and France.   Remaining abroad, it served as flagship of US Navys presence in Europe until October 1922.   Rejoining Battleship Division 6,  Utah took part in Fleet Problem III in early 1924 before embarking General John J. Pershing for a diplomatic tour of South America.   With the conclusion of this mission in March 1925, the battleship conducted a midshipman training cruise that summer before entering Boston Navy Yard for a significant modernization.   This saw its coal-fired boilers replaced with oil-fired ones, the trunking of its two funnels into one, and the removal of the aft cage mast.    USS Utah (BB-31) - Later Career: With the completion of the modernization in December 1925,  Utah  served with the Scouting Fleet.   On November 21, 1928, it again sailed for  sailing South America.   Reaching Montevideo, Uruguay,  Utah  brought on board President-elect Herbert Hoover.   After a brief call at Rio de Janeiro, the battleship returned Hoover home in early 1929.   The following year, the United States signed the London Naval Treaty.   A follow-on to the earlier Washington Naval Treaty, the agreement placed limits on the size of the signatories fleets.   Under the terms of the treaty,  Utah  underwent a conversion into an unarmed, radio-controlled target ship.   Replacing USS  Ã‚  (BB-29) in this role, it was re-designated AG-16.    Recommissioned  in April 1932,  Utah  shifted to San Pedro, CA in June.   Part of Training Force 1, the ship fulfilled its new role for the majority of the 1930s.   During this time, it also took part in Fleet Problem XVI as well as served as a training platform for anti-aircraft gunners.   Returning to the Atlantic in 1939,  Utah  participated in Fleet Problem XX in January and training with Submarine Squadron 6 later that fall.   Moving back to the Pacific the following year, it arrived at Pearl Harbor on August 1, 1940.   Over the next year it operated between Hawaii and the West Coast as well as served as a bombing target for aircraft from the carriers USS  Lexington  (CV-2), USS  Saratoga  (CV-3), and USS  Enterprise  (CV-6).    USS Utah (BB-31) - Loss at Pearl Harbor: Returning to Pearl Harbor in the fall of 1941, it was berthed off Ford Island on December 7 when the Japanese attacked.   Though the enemy focused their efforts on the ships moored along Battleship Row,  Utah  took a torpedo hit at 8:01 AM.   This was followed by a second which caused the ship to list to port.   During this time, Chief Watertender Peter Tomich remained below decks to ensure that key machinery continued to operate which allowed  the majority of the crew to evacuate.   For his actions, he posthumously received the Medal of Honor.   At 8:12 AM, Utah  rolled to port and capsized.   Immediately thereafter, its commander, Commander Solomon Isquith, could hear trapped crewmen banging on the hull. Securing torches, he attempted to cut as many men free as possible. In the attack,  Utah  suffered 64 killed.   Following the successful righting of  Oklahoma, attempts  were made to salvage the old ship.   These proved unsuccessful and efforts were abandoned as Utah  had no military value.   Formally decommissioned on September 5, 1944, the battleship was stricken from the Naval Vessel Register two months later.   The wreck remains in place at Pearl Harbor and is considered a war grave.   In 1972, a memorial was constructed to recognize  the sacrifice of  Utahs crew. Selected Sources: DANFS: USS  Utah  (BB-31)NHHC: USS  Utah  (BB-31)MaritimeQuest: USS  Utah  (BB-31)

The Civil War in Sierra Leone Research Paper Example | Topics and Well Written Essays - 1500 words

The Civil War in Sierra Leone - Research Paper Example Marked with occasional military coups, the weak governments installed (mainly through international intervention) did not last long enough to oversee meaningful development or even stabilization, which has left a mark of continued failure and backwardness in the country. Several factors have been attributed to the onset of the civil war. Many researchers appear to settle for the more widely known reason: the independence government and other governments that followed did not attend to the grievances of the growing marginalized population. As a result, inaction created a very large group of aggrieved young men, who could not get decent employment since they were either semiliterate or completely illiterate. The government of the day had adopted a new system that promoted education as an exclusive preserve of the privileged. The marginalized population resorted to guerrilla warfare to ascend to power. This paper provides an analysis of the lack of authority that the government showed during the war. Several fights have involved children below the age of eighteen years, including the one in Southern Sudan. However, there was no direct involvement of children in their masses as witnessed when the Revolutionary United Front began its anti-government operations in Sierra Leone. The appalling picture of thousands of underage fighters engaging military officers with better equipment led to a lack of trust in the government. The government was viewed as one unable to uphold the rights of children and refugees at the general. The perception soon transformed into one of feeling betrayed and unprotected, especially when the nation witnessed the fast speed at which the militia was capturing provinces.

Establishing A Technical College In Ivory Coast Dissertation

Establishing A Technical College In Ivory Coast - Dissertation Example The secondary school education consisted of two learning cycles totaling to seven years of learning. After the first cycle (the first four years of learning), the students were to sit for an exam and be issued with a certificate in lower secondary education- BEPC. With this qualification, a student would take on an entry-level job, join a teacher-training institution, or proceed to a college for three years. There were other alternative (complementary) courses for the students who did not make it to the colleges that combined both academic and practical training to equip the students with adequate skills that are essential in improving their productivity in the competitive labor market. The students received a certification that corresponds to one or two years of study at the university level in the US. This certification provided a qualification to pursue technical institutions and improve their professional and analytical skills. Education promotes political, social, and economic d evelopment in a given country. A good education can only be realized if an effective educational system is put in place. Nevertheless, the development of this effective educational system is in turn affected by the political, economic, and social factors prevailing in Cote d’Ivoire (King, and Martin, 2010). This paper seeks to establish a vocational learning institution in the republic of Ivory Coast. This following the fact that higher education in this West African state has highly been affected by political instability and socio-economic variables in the economy. The country’s youth population in need for higher education is very proportionate. Youths and the upcoming generation form the backbone to the economy of Ivory Coast. However, their ability and capacity to deliver is barred by inadequate access to learning institutions and facilities. Increasing access to these social amenities in the economy will therefore be essential in developing their technical and pro fessional potentials, Motivation Ivory Coast was a French colony and attained her independence in 1960. After the independence, the country was under a system of one-party rule for three decades with President Felix Houphouet-Boigny. On 28 October 1990, the country had the first presidential election in which the incumbent won with over 80% of the votes. Coupled with the social crisis that rocked the country, the presidential elections led to political unrest since the electoral process was marred by allegations of rigging. Even though it was believed that democracy had been restored in country, the opposition parties and their leaders have not been treated fairly (Middleton, Ziderman, & Van, 2011). Therefore, there has been constant political unrest within the country. Last year, another presidential election was held in which his opponents according to the elections commission defeated the defending president. The president dismissed the results and refused to concede defeat leadi ng to another political unrest. This situation lasted until the president was forcefully hoisted from power. Since then, the country is in the process of reconstructing its broken system and fixing the social and economic crises. As at 2005, Cote d’Ivoire had a large number of youthful populations with more than 42% of the entire population being below 15 years. A report by the IMF in 2006 approximated the population of Ivory Coast to be 18.9 million. This decline in population growth rate was attributed to the fall in fertility rate, poor health, and lower immigration rate. Out of this population, approximately 48.8% of Ivorian lives below the poverty line with less than USD2 to survive on per day. Social amenities such as health, education, and housing have deteriorated

Turkmenistan: A Nation of Contradictions Essay -- Turkmenistan Turkme

Turkmenistan: A Nation of Contradictions In October 2001, the Central Asian country Turkmenistan celebrated its tenth year of independence. Formerly the Turkmen Soviet Socialist Republic (T.S.S.R), Turkmenistan gained its sovereignty with the collapse of its communist counterpart, the Soviet Union in 1991. However, there is much to be questioned about the status of the â€Å"democratic† republic which operates Turkmenistan. Turkmenistan functions as a government who has elected a lifelong dictator, supported the Taliban regime of Afghanistan, and allows no political opposition in any â€Å"democratic† function. Turkmenistan borders the Caspian Sea and the nations of Iran, Afghanistan, Uzbekistan, and Kazakhstan. The land is mostly desert, giving little agricultural support to the Turkmen economy. Turkmenistan’s main industries include oil, petroleum, cotton, and textiles, all of which they export. More than 85 percent of the working population, however, works in agriculture. Most other resources are imported from surrounding countries, Germany, Great Britain, and the United States. A current goal of Turkmenistan to generate more revenues is to build a transnational pipeline transport infrastructure to pump gas and oil through to Iran, Turkey, and Pakistan. Exporting gas and oil from Turkmenistan has given the nation an economic advantage over its former Soviet counterparts, making Turkmenistan the nation who rose the fastest to its feet after gaining its independence. Or so Turkmenistan says. Economic analysts outside the former republics of the Soviet Union tend to disqu alify these claims based on the methods the Turkmen government has used to declare itself financially stable. The United States Department of... ...he communist spirit that was supposedly died with the fall of the U.S.S.R. and its counterparts, making relations between Turkmenistan and any country worth questioning. If Turkmenistan would consider revoking the lifetime term of their president and start abiding by their constitutional laws, the nation could one day lose its communist traditions and flow into the transnationalist blending of the world that is beginning for the more well-established countries of the world. Bibliography Central Intelligence Agency. www.cia.gov Embassy of Turkmenistan: United States. www.turkmenistanembassy.org Library of Congress. www.loc.gov Mandelbaum, Michael. â€Å"Central Asia†¦ And the World.† New York, Council on Foreign Relations Press, 1994. Rashid, Ahmed. â€Å"The Resurgence of Central Asia: Islam or Nationalism?† Karachi, Oxford University Press, 1994. Turkmenistan: A Nation of Contradictions Essay -- Turkmenistan Turkme Turkmenistan: A Nation of Contradictions In October 2001, the Central Asian country Turkmenistan celebrated its tenth year of independence. Formerly the Turkmen Soviet Socialist Republic (T.S.S.R), Turkmenistan gained its sovereignty with the collapse of its communist counterpart, the Soviet Union in 1991. However, there is much to be questioned about the status of the â€Å"democratic† republic which operates Turkmenistan. Turkmenistan functions as a government who has elected a lifelong dictator, supported the Taliban regime of Afghanistan, and allows no political opposition in any â€Å"democratic† function. Turkmenistan borders the Caspian Sea and the nations of Iran, Afghanistan, Uzbekistan, and Kazakhstan. The land is mostly desert, giving little agricultural support to the Turkmen economy. Turkmenistan’s main industries include oil, petroleum, cotton, and textiles, all of which they export. More than 85 percent of the working population, however, works in agriculture. Most other resources are imported from surrounding countries, Germany, Great Britain, and the United States. A current goal of Turkmenistan to generate more revenues is to build a transnational pipeline transport infrastructure to pump gas and oil through to Iran, Turkey, and Pakistan. Exporting gas and oil from Turkmenistan has given the nation an economic advantage over its former Soviet counterparts, making Turkmenistan the nation who rose the fastest to its feet after gaining its independence. Or so Turkmenistan says. Economic analysts outside the former republics of the Soviet Union tend to disqu alify these claims based on the methods the Turkmen government has used to declare itself financially stable. The United States Department of... ...he communist spirit that was supposedly died with the fall of the U.S.S.R. and its counterparts, making relations between Turkmenistan and any country worth questioning. If Turkmenistan would consider revoking the lifetime term of their president and start abiding by their constitutional laws, the nation could one day lose its communist traditions and flow into the transnationalist blending of the world that is beginning for the more well-established countries of the world. Bibliography Central Intelligence Agency. www.cia.gov Embassy of Turkmenistan: United States. www.turkmenistanembassy.org Library of Congress. www.loc.gov Mandelbaum, Michael. â€Å"Central Asia†¦ And the World.† New York, Council on Foreign Relations Press, 1994. Rashid, Ahmed. â€Å"The Resurgence of Central Asia: Islam or Nationalism?† Karachi, Oxford University Press, 1994.

“Life of Pi” Analysis

Life of Pi: The Importance of Storytelling What is the importance of storytelling? What are stories for? In the novel Life of Pi, Yann Martel considers these questions as he writes about a boy who survived in a lifeboat with a Bengal Tiger. Martel elaborates on the theme of storytelling as a coping mechanism. â€Å"That’s what fiction is about, isn’t it, the selective transforming of reality? The twisting of it to bring out its essence? † Martel writes this within the first few pages of the Life of Pi, and this idea is carried throughout the novel.He goes into vivid detail of an unbelievable story of Pi and Richard Parker stranded on a life boat together, however it is not until part three that the reader learns that the story they first think to be true is in fact a fictionalized version of an animal-less story. Pi twists the reality of the last 227 days to cope with what has happened to him since the sinking of Tsimtsum. It is a more efficient way for Yann Mart el to bring out the essence of Pi’s story through fiction.Martel twists the reality of the humanistic story to bring about the animalistic essence of Pi in a better light, and in this better light Pi is able to deal with the tragedy and be able to move past it. Pi also finds himself through religion or rather, three religions; Christianity, Islam, and Hinduism. He is guided by curiosity and through his fascination of God he learns many stories that guide his morals and actions throughout life. With this, Pi takes on many overwhelming issues and questions that he has to deal with.These religions use many variations of one Story to show other life lessons, and although the details contradict each other, Pi chooses to believe in their similar essence. In doing this, he is coping with and responding to his philosophical search. For example, when the three religious leaders meet, they begin to disagree. The Priest argues that Hinduism believes in multiple gods whereas his religion , Christianity, only believes in one, so therefore Hinduism should not be a religion Pi should practice. In response to the noisy quarrel in the street, Pi refutes, â€Å"All religions are true.I just want to love God. † Earlier in the novel, when Pi is atop the hill with Father Martin and hears an unpleasant story, he explains, â€Å"I asked for another story, one that I might find more satisfying. Surely this religion had more than one story in its bag—religions abound with stories. † Pi found the first story displeasing and to cope with this, he asks for another one. In the end, Pi turns it around and now questions Mr. Chiba and Mr. Okamoto, â€Å"So tell me, since it makes no factual difference to you and you can’t prove the questions either way, which story do you prefer?Which is the better story, the story with animals or the story without animals? † and they both state that the story with the animals was the better story. Through the storyte lling of the adventures of Pi and Richard Parker, Martel shows a tragedy in a more human light because it is easier for one to cope with the hurt of a different living creature than it’s kin. Instead of sharing the horror of his mother’s head flying into his arms, Pi tells the Japanese officials of Orange Juice dying in a fight, because his mother is more important to him than an orangutan.Yann Martel uses symbolism in his novel within the prominent stories to convey the importance of storytelling. Martel wants to show that storytelling is a way of life for Pi, within his religions, and his tragedy. Pi is able to see religion in a more abstract and meaningful light, which he does in his tragedy as well. He uses this as a coping mechanism, so he may be able to understand the essence behind the reality of what happened to him and, to some extent, the significance of life.On a larger scale, Martel is saying that the importance of storytelling in general is to cope with th e all encompassing question of the â€Å"meaning of life†. The stories of religion and faith try to tackle this question through the twisting of reality. Zooming in on a microscopic level of life, Martel shows that stories can help one cope with tragedy because hearing a â€Å"better† story can help one understand the more factual story. An altering of the truth can make the meaning of almost anything more understandable and bearable to explain or hear.

Acquaintance Rape - 3225 Words

Running Head: ACQUAINTANCE RAPE Acquaintance Rape: It Could Happen To Anyone Abstract Anyone can be a victim of acquaintance rape. It does not matter if the victim is male or female, old or young; it can still happen. Just by being at a party full of friends or even going on a date with a significant other, everyone is at risk. It is never the victims fault. There is no possible way to know when or to whom it will happen. Acquaintance Rape: It Could Happen To Anyone We are taught â€Å"don’t get raped†, rather than â€Å"don’t rape.† Rape is defined as an act of sexual intercourse without legal consent (Harrison, 1996, p. 1). The word rape is derived from the Latin word rapere, meaning to steal, seize, or carry away (Katz amp; Mazur,†¦show more content†¦22). Many people believe that the women could have prevented the rape if they knew who the attacker was. The truth is there is no way to determine who is going to get raped; only the attacker knows. Most people have a â€Å"gut feeling† when it comes to new people, and many just push it aside until something bad happens, and then the feeling comes back again. If a woman goes on a date or is with friends and they get that â€Å"gut feeling† again, then it could possibly end badly. People do not know what is going to happen to them every second of their lives. There is no way to know who it will happen to or when it will occur and by whom. An even ing planned with friends could all go awry without any warning. A victim usually doesn’t think that someone they know would even consider raping them. So the attacker is to blame because they are the ones who planned it. In a relationship, if the significant other says ‘no’ it is still considered rape if the attacker proceeds. Most people don’t think that rapes occur between people in a relationship. Men have been taught that women resist sex to avoid looking â€Å"promiscuous† by indulging in casual and indiscriminate sexual relationships. Men think that women will always say â€Å"no† even if they really mean â€Å"yes†; many women want a strong dominant leader, some men take advantage of this. Sex to men can become an addiction which can cause them to thrive after it. Sex may become a need instead of a pleasure. If aShow MoreRelatedEssay about Acquaintance Rape2625 Words   |  11 Pagesone would assume a rape to take place. When people think about rape, they usually think of a stranger with a knife hiding in the bushes. He waits for a woman to walk by and then attacks. However this is far from the truth. The majority of victims are raped by individuals th ey know or who are acquaintances. This type of rape is known as â€Å"acquaintance rape.† Eighty percent of all rapes are, in fact, acquaintance rapes. (CallRape) One kind of acquaintance rape is called â€Å"date rape,† in which a man andRead MoreAcquaintance Rape And The College Social Scene1595 Words   |  7 PagesAcquaintance Rape and the College Social Scene In Acquaintance â€Å"Rape and the College Social Scene,† the authors, Sally K. Ward, Kathy Chapman, Ellen Cohn, Susan White and Kirk Williams, main purpose was to report on a study they performed of the cases of sexual assaults at a specific college campus. The article provides estimates of the rate of acquaintance rape, recounting the situations surrounding the acquaintance rape, and people working toward making policies against this type of aggressionRead MoreAcquaintance Rape Victims: To Blame or Not to Blame?585 Words   |  2 Pages Acquaintance rape victims: to blame or not to blame? There is presently much controversy regarding acquaintance rape victims and their level of culpability. Benevolent sexists promote the belief that these individuals can actually be blamed for their experiences because they adopted behaviors that were sexually immoral and that influenced the perpetrators to go through with their plans. Barbara Masser, Kate Lee, and Blake M. McKimmies article Bad Woman, Bad Victim? Disentangling the EffectsRead MoreDifferent Crime Scripts Of Acquaintance And Decision Making Processes Adopted By Offenders1534 Words   |  7 PagesAlthough largely unreported, sexual offending by adult acquaintances is a highly prevalent crime (Silva, 2004). This review will look at how crime scripts , through a rational choice perspective, aids in the situational prevention of crime. Furthermore, it will analyse the literature concerning this crime, identifying the modus operandi and decision making processes adopted by offenders, defining the different crime scripts of acquaintance rape illustrated in previous empirical literature. This reviewRead MoreThe Harmful Effects of Rape Essay1076 Words   |  5 Pagesidea of rape is a scary thought. Rape is defined as a type of sexual assault, usually involving sexual intercourse, which is initiated by one or more persons against another person without that person’s consent (Kelland, 2011). Rape is a demoralizing crime that can leave the victim with lasting negative psychological affects. This paper will discuss the different types of rape, the cause and effects with rape and the harm rape can cause to its victims. When most people hear the word â€Å"rape†, theyRead More Rape Culture Essay1625 Words   |  7 PagesRape Culture Many of the attitudes, beliefs, and mistaken ideas about rape have been with us for centuries. By looking at myths, such as â€Å"women ask for it,† and â€Å"it would do some women good to get raped,† from a historical perspective, lead us for better understanding how they evolved. Women are still seen as the property of men, are protected as such. Men and women are still taught to occupy very different roles in today’s world. Men are usually more aggressive, and women are seen as passiveRead MoreAquaintance Rape Essay667 Words   |  3 PagesAquaintance Rape There are many types of rape. A very important type of rape is acquaintance rape. According to a researcher named R. Lance Shotland, there may be five kinds of acquaintance rape: beginning, early, relational, rape within sexually active couples (RSCA) with battery and RSAC without battery. They are described both in terms of length of the relationship and previous sexual activity. The first type of acquaintance rape is the beginning date rape. This form of rape happensRead MoreLiterature And Film : Crimes And Punishment : Literature Film, True Crimes1630 Words   |  7 Pages Date Rape Tami B. Eikelboom Arizona State University MLS 598 Crimes Punishment: Literature Film, True Crimes Professor Angela Giron While rape among acquaintances has undoubtedly occurred for many centuries, the phenomenon now known as date rape was not named until 1982, when Mary Koss, a feminist and professor of family and community medicine at the University of Arizona reported the results of her study on a new and unusual type of sexual aggression which she termed dateRead MoreThe Increasing Need to Reform Rape Laws771 Words   |  3 Pages Rape is one of the most widespread and ubiquitous violent crimes facing America, making laws regarding rape and the judicial processing of rape increasingly important. The judicial process itself deters both rape reports and rape convictions. Not only does the judicial processing or rape cases itself deter reports and convictions, but it also has a negative impact on the moral and mental well being of the victims who decide to pursue their cases. According to the Rape, Abuse, and Incest NationalRead MoreMarital Rape Essay1195 Words   |  5 PagesSociety’s view of rape is that it only occurs at night to women in dark alleys by men they have never seen or met before. In reality there are two types of rape in which the victim knows the attacker. One of these is known as Acquaintance rape and the other being marital rape. All forms of rape have long term impacts on the victims, for a victim of acquaintance rape they can feel especially shameful if the attacker was a relative or superior at school or work. For victims of marital rape the assaults