The Suez Canal

Daisy Resendiz
ES 410

The History of the Suez Canal

The history the colonization of Egypt helps to understand the Suez Canal. After the fall of the Napoleonic Empire, they moved into Egypt and helped them establish a “military army”, and then British came. The British were motivated by attaining a route to India. Because they held control over the waters, they also held in Egypt and Sudan. Because the British were reluctant to lose the control they had over the Suez Canal, then let the Egypt have a monarchy. Also, it is important to look at the predicament that Egypt was in and what eventually led to their decisions. The Suez canal was important to the economy to both the British and Egypt and its interesting to see how it played out. A lot of waiting and see what the other countries move would be. I also want to see how the Suez Canal today is affected, if at all, by the protests.

El-Sayed, Osman, Juan Lucena, and Gary Downey. "Engineering and Engineering
Education in Egypt." IEEE Technology and Society Magazine (2006): 18-25

This article talks about the different colonial powers. The article talks about the French and the British and the different interests that they had in the country. The French helped them establish an engineering education and even, started the planning the Suez the canal. The British came in and the engineering teaching soon shifted to more hands on rather than theoretical. It also explains why the British did not want to let go their control over the Egypt. And also explain how they were able to still keep their foot in the door, so to speak. It also explains how today the United State are providing aid and how engineering is also affected by the United States.

Lucena, Juan, Gary Downey, and Hussein Amery. "From Region to Countries: Engineering Education in Bahrain, Egypt , and Turkey." IEEE Technology and Society Magazine (2006): 4-11

This article helped me realize that the engineering methods of the Middle East are not the same. The idea that the Middle East has the same type of engineering because they hold some of the same culture and language was challenged. The article demonstrated that there are differences and purposes. This was one of the first articles that I found and helped me understand the differences and understand Egypt and get a better idea.

Dooley, Howard J. "Great Britian's 'Last Battle' in the Middle East: Notes on Cabinet Planning during the Suez Crises of 1956." The International History Review 11.3 (1989): 486-517.

This article talks about the British plans to ‘battle’ over the Suez Canal. Nasser had announced Egypt would build its own dam and that brought the British to a frenzy. The British has planned to attack and battle to gain control over the Suez Canal. However, there were there factors that had to be looked at. They had the support if Israel and wanted the support of the United Stars. The British reasoning for battle was that the Suez Canal was actually not apart of Egypt but actually an international piece that was an “asset of the highest importance” and arguing that Nasser had acted illegally. However D-Day was postponed so many times because of second – guessing and other factors, such as the support from other powers, were also put into perspective that the issues eventually came into the hands of the United States.

Pryce-Jones, David. “Remember Suez: Nasser and the Canal; Saddam and today.” National Review 10 Mar. 2003. Expanded Academic ASAP. Web. 1 Feb. 2011
This article was an interesting read. It compares the situation to Saddam and oil to the situation of the Suez canal and Nasser. The article implies that action should be take in the case of Saddam unlike with Nasser. Since the British did use force they later regretted not doing anything “forceful” against Nasser. This contributed to my reading in a different light,. I do not necessarily agree with it, but it has made me understand the view point of the British during the Suez Canal crises.
Shupe, Micheal C., William M. Wright, Keith W. Hipel, and Niall M. Fraser. "Nationalization of the Suez Canal: A Hypergame Analysis." The Journal of Conflict Resolution 24.4 (1980): 477-93.

This article really puts the perspective that Nasser was in. It demonstrates why taking over the Canal by surprise was the best decisions. This article outlines the benefits that Egypt would receive from taking over the canal. Ando also reveals the past history of the Canal that has been a sort of struggle to gain profit from the canal. This article , I felt, did a good job of stating the facts even thought there are some biases. The writer also goes back and analyzes the countries as “players”, who was on what “teams” and what they benefited from the Suez Canal.

Primary and Secondary Education in Malta

Abstract:
The Maltese compulsory education system has many differences from the American system, one of the most noticeable being the multiple levels of secondary education. In order to facilitate the transition of students from primary school to secondary school traditionally educators use standardized examinations, known as the Junior Lyceum examination in the case of public schools, and Common Entrance examination in the case of private and church run schools. Since there are separate levels of education in Malta, entrance examinations can affect a student's course of education, as well as their eligibility for higher education. These exams also affect a slightly higher number of men than women since girls' schools run by the church are mostly continuous from primary to secondary school. Such examinations are fairly controversial, and 2010 has even seen the demise of the Common Entrance examination. The exams have been relied upon less and less since their creation, with the eventual goal of complete abolition of these tools in the transition of primary students into secondary education.
Bibliography
"Assessment of Learning - Extracts from the Junior Lyceum Entrance Examination Reports."CMeLD Website. Directorate for Quality and Standards in Education. Web. 10 Feb. 2011. .
The Maltese government has provided past Junior Lyceum examinations as well as reports on the findings and statistics from these examinations. Such information could be useful, especially if any relevant connections to race and gender can be made.
Bonello, Gerard, and Charles Mallia. Times of Malta 1 Aug. 2010. Web. 9 Feb. 2011. .
Bonello and Mallia write about the removal of the Common Entrance Examination (CE), used in placing students into private and religious secondary schools. The article will be used for its information on the historical development of the CE and its role in the transition between primary and secondary education.
Malta. Ministry of Education, Culture, Youth and Sports. Department of Information, Malta. Web. 9 Feb. 2011. .
This source is a report put out by the Maltese government on the transition between primary and secondary schools. It contains comparisons of Maltese standardized tests to those in other countries, as well as comparisons between different Maltese schools.
"STRUCTURE OF EDUCATION SYSTEM IN MALTA." STUDY IN EUROPE UNDERGRADUATE AND GRADUATE PROGRAMS IN ARTS, BUSINESS, ECONOMICS, ENGINEERING, MBA, SCIENCE. World Higher Education Database (WHED). Web. 10 Feb. 2011. .
This source contains basic information on the structure and flow of the Maltese education system. It is a little sparse, but contains some information that the other sources do not, such as progress to the University level.
Welcome to the Ministry of Education - Malta. Web. 9 Feb. 2011. .
More general information about the Education system of Malta, some of which is not contained in other sources. This includes details on education for low achievers, teachers in Malta, and adult education.

Recruitment and Retention of Female Undergraduate Engineers

Beverley Kwang

Annotated Bibliography

Abstract

California Polytechnic State University’s Women’s Engineering Program (WEP) has made it their goal to help recruit and retain female engineers. With the undergraduate student body of the College of Engineering amounting to 85 percent men and 15 percent women, WEP is still working hard towards finding out exactly what attracts and who encourages women to engineering and their opinions and feelings on how their gender has influenced or had no influence on their undergraduate engineering experiences.

Fox, M.F, Sonnert, G., Nikiforova, I. (Jun. 2009). Successful Programs for Undergraduate Women in Science and Engineering: Adapting versus Adopting the Institutional Environment. Research in Higher Education, 50(4), 333-353.

The focus of this study was to look at the size, creativity, and diversity that women contribute to the scientific and engineering workforce (2), and also to question at the idea of social equity in these workforces. The researches focused on forty- nine programs in forty-five institutions in the United States that involve undergraduate women in science and engineering in the years of 2000 and 2001. They selected 10 programs to look at more in depth and judge which one is the 5 most successful programs and also the 5 least successful programs. They judged this off of the growth or decline of the percentage of women among bachelor degree recipients. The researchers conducted interviews with the program directors in person and through the phone. Some of the interview questions include:

1. definition of what is “at issue” for the participation/performance of women in undergraduate engineering and science,

2. solutions represented by activities undertaken in programs,

3. perceptions of what is important for a director of a program (personal characteristics and educational background),

4. linkeage between program and broader environment, including institution, administration, faculty, in which it exists,

5. aspirations and directions for future of the program. (7)

Problems that the directors of the programs saw were the limited numbers of women recruited and enrolled, faculty and classroom bias against under-represented groups, grading system that “weeds-out” students, and a “pipeline of support” for graduate study that is less helpful to women than men undergraduates (8). This really relates to what we talked about in class with the pipeline for engineering education and the weeding out of women and people of color in engineering. The most successful programs also saw that solutions that can help out women undergraduates are mentoring, residence hall clusters, hands-on research experience, and faculty involvement (10). Also, those who are most successful found better relationships to institutional context. They saw a more active stance with the institutional environment and were seeking for broader associations and links to networks.

Harris, B.J., Rhoads, T.R., Walden, S.E., Murphy, T.J., Meissler, R., Reynolds, A. (Spring 2004). Gender Equity in Industrial Engineering: A Pilot Study. NWSA Journal, 16(1), 186-193.

This article studies the University of Oklahoma’s Industrial Engineering Department and found out that they have achieved gender equity in fall 2003. Fifty percent of the undergraduate program was females and forty percent of the faculty was females. They found out that only two of the six female undergraduates they interviewed had parents (in both case, the fathers) with a STEM background. They also found out that they relied on their mothers in regards to their undergraduate education (190). This may be a question that we may be interested in asking our interviewees: who do you go to for help or guidance regarding your undergraduate education (190). The researchers also found out that the female students were exposed to computers later than the male students (late childhood to adulthood and early childhood to early adolescence, respectively) (190). I thought it was a good question to ask the interviewees what they like about their majors (which all of the females responded that they liked the people orientation rather than the males’ response of interest in management (191)). I was also interested how they found out how some females encountered a series of male’s sexist behaviors. I would like to go further and ask how did they deal with or handle these negative responses from others.

Parviainen, M.L. (Fall 2008). The experiences of women in computer science: the importance of awareness and communication. Human Architecture: Journal of the Sociology of Self-Knowledge, 6(4), 87-94.

Although this study was not done on women in engineering, I believe women in computer science have experiences similar to women in engineering, due to the lack of women in these fields. Like other studies done, this study focused on the influence of parents, who have similar jobs (i.e. engineering, computer science), have on their own choice in their major. They also found a significant influence due to female teachers subjects had, which led them to that same choice. The researcher also found out that female students in computer science programs were far less exposed to computer science comparing to their male classmates. What was different about this article from other articles was that the author mentions the importance that stereotypes of computer scientists (i.e. white, antisocial males) have on women (4). This article suggested questions that I would like to add to our survey such as: what was the subject’s stereotypes of engineering and how has that affected them, in a negative or positive way? And if they did, how have they overcome those stereotypes? Also, how do they see themselves as a minority in their major and classroom atmosphere?

Sinkele, C.S, Mupinga, D.M. (Jan. 2011). The Effectiveness of Engineering Workshops in Attracting Females into Engineering Fields: A Review of the Literature. Clearing House, 84(1), 37-42.

Workshops are created to get more females interested in engineering. Questions that they listed that is relevant to our study are: what factors influence girls to study in engineering fields (3), does having a family member who is an engineer help increase the interests and knowledge in engineering (4). The researchers found out that workshops consisting of only females make it more comfortable for the girls because they won’t feel like they are being compared to boys and have less fear of failing.

Then, they focused on a study done by Anderson and Gilbride (2007) and listed specific questions from their study:

1. How knowledgeable of and interested in engineering were Toronto-area high school students?

2. Did having an engineer as a family member increase knowledge/interest in engineering?

3. Did the educational environment, co-ed versus all-girl, influence a girl’s knowledge/interest in engineering?

4. Did a hands-on engineering content workshop increase the student’s knowledge/interest in engineering?

Questions that I thought were good to ask are questions number 2 and 3. And also what workshops or activities did the students participate in.

Vogt, C.M., Hocevar, D., Hagedorn, L.S. (May/June 2007). A social Cognitive Construct Validation: Determining Women’s and Men’s Engineering Programs. The Journal of Higher Education, 78(3), 337-364.

This paper notes that women are the majority in humanities and arts, except only make up one-fourth of the degrees in computer science and less than one-fifth of the degrees in physics. In engineering, only nineteen percent of the undergraduate and master’s programs are women. The authors used seven hundred engineers to look at the environmental variables, which includes discrimination and academic integration, and also looked at self variables, which included academic self-confidence and self-efficacy. This qualitative study was helpful in mapping out the relationships between GPA and self-efficacy. They also found that discrimination had the biggest relationship with self confidence/ self efficacy. The findings had found that females felt greater discrimination than males. The flaws with this article were that the statistics were gathered in 2000, a decade ago. This can contribute to our study by seeing if GPA actually has a relationship with self confidence and their comfort with the major.

Taking Turkey's Example Abstract and Biblio

Abstract

Turkey and the United States are two progressive westernized societies that have However in regards to women in engineering, Turkey seems to have a greater handle on the utilization of this long suppressed workforce. Through this research paper I would like to compare Turkish engineering education practices with that of the United States and examine what techniques Turkish engineering has implemented to provide a threshold for women entering the field of engineering. Also I will explore whether these same techniques could be utilized affectively to change engineering for women in the United States. This will include analyzing the math and science preparation established at the high school level and how the idea of the STEM pipeline applies in both countries. Since the dominant images associated with engineering have been culturally established as masculine I will explore how Turkey has attempted to overcome this disability. Certainly the historical events and legislations made for women have contributed to a unique formation of women's ability to participate in technical fields. I will compare the practices of education and whether the strategies used by Turkey could function in the United States on account of the political structure but also established cultural norms for women.

Bibliography

Ongen, Demet. "Attitudes Towards Women: A Study of Gender and Academic

Domain Differences in a Sample of Turkish University Students" Society

Behavior and Personality (2006): 467-486. 2/2/11

This article recounts a study done with 626 Turkish university students that analyzes gender grade level and different fields of study between males and females in Turkey. A majority of the articles discusses the established sex-roles that dictates what fields women and men choose to study and eventually in what fields they pursue careers. The study is based on the Attitudes Towards Women Scale, which was developed by Spence and Helmreich to demonstrate the change in gender roles over time. In this article a Turkish version of the ATW scale is used in which students answer a 25-question survey about gender roles in the home, workforce and relationships. The results of the study reveal positive correlations between women's liberal views concerning educational behavior and marital relations and men's conservative views on these items. Women in Turkey realize that they are capable and deserving of the right to equal rights to men in both education and their role in a marital relationship, while men want to maintain the status quo because of the power it gives them.

Ugur, Saziye and Yargi, Onder. "Women Physicists in Turkey: 2002 to the Present."

2/2/11

This article discusses the growing percentage of women holding academic positions in physics in Turkey. In 2008 the percentage of women as full professors in physics rose to 16%, associate professors were at 17%, and research professors at 43%. The article also highlights the practically equivalent rates at which men and women graduate from high school. Although it highlights the progress of women in education and physics, the article seems to include a contradictory piece of information that only 10% of high school students have the opportunity to attend a university due to the strange exam system. This is a much different perspective on the progress of education in Turkey while the other information seems to inflate the widespread educational advancements in Turkey.

Menard, Albert and Uzun Ali. "Educating Women for Success in Physics: Lessons

from Turkey." American Association of Physics Teachers (1993): 611-615.

2/2/11

Menard and Uzun contrast the statistics of women in engineering fields in the U.S. and in Turkey. They begin by demonstrating the U.S. progressive social reforms for women that occurred much earlier than in Turkey. For example who gained the right to vote in 1920 in the United States and gained the same right in Turkey in 1934. Additionally Turkish women had no history of women in science before the reforms of Ataturk. Therefore they explore the question of why it is that there is a higher percentage of women engineers in Turkey than the U.S. and they argue that it must be the educational system. In contrast to the U.S., high school education in Turkey, called lise, requires that women take the same math and science classes as their male counterparts and therefore they arrive to university at the same level. This is a crucial piece of evidence, however it begs the question- what are the factors that inhibit women in the U.S. from continuing to take science and math classes (specifically physics and advanced math) in high school? Additionally the Turkish university system is organized so that tuition is subsidized and therefore not a barrier of admittance into university. The article concludes with the idea that if women are provided the same education to their male counterparts they will become engineers and an equal rate to their male counterparts.

"The Good Turkish Example." Economist. (1993). Vol. 327 Issue 7816 18-19. 2/9/11

This article discusses the political progress women have made in Turkey. The political history and environment in Turkey has played a crucial role in the high percentage of women engineers, yet women still have advances to make in politics. The English-speaking, westernized, Tansu Ciller was the woman elected to power in turkey. It is a substantial achievement for the progress and influence of women to have a female role model such as Ciller is such a high position of leadership. However, the article mentions that on the other side, Ciller's True Path Party came to power 20 months prior and little had been done to change the weak economic situation in Turkey. The author follows a dynamic train of thought; first he explains the progress of having a woman leader, then chastises her for her lack of improvement in the leadership role, and then finishes saying that other Muslim nations ought to take Turkey as the good example in contrast to the fundamentalism that was causing a ruckus in the surrounding Muslim nations. The article aids to expand on the influence Turkey has on other Muslim nations and the advancing of woman due to its election of a female leader.

Arslan, Gokhan and Kivrak Serkan. "The Lower Employment of Women in Turkish

Construction Sector." Building and Environment. (2004). 1379-1387. 2/9/11

This article discusses how women's culturally derived, sexual division of labor affects their presence in scientific fields, primarily the field of construction. The article makes the comparison of percentage of women in construction in Turkey and the United Kingdom and this is attributed to similar cultural norms between the countries. It presents the territorial segregation of women into textile and health industries while men dominate engineering industries. The article describes the direct correlation between women's cultural roles in the family and their lack of representation in technical fields. The article describes a survey taken of female civil engineers in Turkey regarding their point of view on women in the construction industry and their wishfulness in regards higher female representation. Results of the survey revealed that women experience many barriers in the field of construction. This information is then compared with women in the United States perspective on working in the field of construction and the higher satisfaction due to working conditions in the United States. The article gives no solution for the male driven image of the construction industry but offers the hope that women will break through those cultural norms and have a greater presence in the future.

German Engineering (audi and bmw)

This presentation explores the characteristics of Audi and BMW automobile companies, with an emphasis on environmental protection protocol, within the context of historical trends in German engineering. Included will be a demonstration of the effects of French and British influence, and later, American and global market influences, on the development on German engineering, and their consequent influence on BMW and Audi. Progress and quality are the underlying themes connecting the companies, and a commitment to economic, social and environmental sustainability.

The History of Malta

Abstract

The long and unsteady history of Malta has shaped its culture into a unique blend of mainland European and Mediterranean influences. These influences have reached deep into what Malta is today and is evident in Malta’s economic, political, educational and religious values. As Malta has progressed throughout histories many twists and turns, it has been molded by many other civilizations and each contributing in its own way to the culture we see today. Keeping this in mind, it is quintessential to look at a broad spectrum of Malta’s history to fully apprehend this unique culture while playing close attention to how Malta was shaped by events that changed the world. In addition, this research based project of Malta’s history will be critical to the ICEX program and will allow the group to gain a wider scope of what it means to be a global engineer before ever setting foot in Malta.

Annotated Bibliography

1. Attard, Sonia, Peter Prictoe, Joseph Vella, and Alexander Borg. "HISTORY [aboutmalta.com]." AboutMalta.com – All about Malta and the Maltese Islands. Ed. Martin Debattista. 28 Aug. 2008. Web. 07 Feb. 2011. .

The website aboutmalta.com is an incredible resource ranging from women's rights to history in the middle ages. Many of the sub-articles written on this website are by technical writers, like Alexander Borg, who work for government agencies, increasing the website's credibility. However, some of the posts are based on one person's opinion but these articles are easy to spot and offer a good perspective on the way the people of Malta view their own country. What I am finding most useful is the related topics section ranging from: Art, folklore, government and politics, language, literature, religion and tourism. These articles offer a contemporary look at Malta's recent history and by looking at each of these related topics I will be able to piece together a more modern look of what it means to be Maltese. I think it is very useful when studying history to deconstruct how the people live now in order to see where it may have stemmed from in the past. This website will be vital to my connection between Malta's deep history and how that history has influenced the Maltese people today.

2. Grove, Dr Eric. "The Siege of Malta in World War Two." BBC - History - World Wars: The Siege of Malta in World War Two. BBC. 08 Sept. 2010. Web. 7 Feb. 2011. .

The BBC, or The British Broadcasting Corporation, is the largest broadcasting network in the world. This alone builds on its credibility as I doubt a large news network would intentionally alter historical facts. This article is a crucial component in understanding Malta's involvement in World War II. What really makes this article unique is that it is written from a British perspective. The Siege of Malta paints a picture of a tiny island struggling to stay afloat. Malta played a key role in the "Mediterranean campaign". If either the Axis or Allies controlled Malta, it was a huge leverage on trade routes in the Mediterranean and thus supplies to the ground troops on both sides. This article shows a dominant image of Maltese history because if the Allies did not succeed in defending this tiny nation, Malta would have been captured by the Axis powers, forever altering the course of Malta politically, militarily, and economically among many others.

3. Hardman, William. A History of Malta during the Period of the French and British Occupations. Ed. J. H. Rose. London, New York, Bombay, and Calcutta: Longmans, Green, and, 1909. Google Books. Longmans, Green, and CO. Web. 9 Feb. 2011. .

This book of history in Malta is very specific to the years between 1798-1815. As many of my other sources have covered the beginnings of Malta up to the 19th and 20th centuries, I think it is vital to include this narrow timeline of dates due to the intense history changing events that took place between these years. This article focuses on the period of the French and British occupations in Malta and these occupations directly influence the culture of Malta (among many other things). These specific years signify a great change in Maltese history by becoming occupied by the French and then immediately followed by the British occupation until the 1960's until they gained full independence. What I found interesting about this book, and most useful to my project, was the brief discussion on Napoleon in regards to Malta becoming prosperous as a result of Napoleon's conquests. Considering this book was written within 30 years of Napoleon's conquest and by a Maltese citizen, I think this would be a great addition to my resources and a unique view on Malta's history.

4. Olson, James Stuart, and Robert Shadle. Historical Dictionary of European Imperialism. New York: Greenwood, 1991. Google Books. Web. 9 Feb. 2011. .

The Historical dictionary of European imperialism gives a good overview of the main events in Maltese history. This source does not go into a deep explanation of each event but would be considered a timeline. This book is very helpful because it clearly defines the major events of Maltese history and moreover it shows which time periods were pivotal in the economic, political and military developments. In particular, and what I find most helpful about this timeline is the emphasis on 19th and 20th century history in Malta. This is far more relevant to our trip to Malta as these more recent historical events will probably hold more weight in shaping the countries outlook on subjects like politics, economics, education, morality and ethics. Although I am not directly researching these topics, an important aspect of these topics, and a question I can potentially help answer is, what aspects of Malta's history has shaped the way these topics have developed? Overall, this book will be very useful as a guide in which aspects of Maltese history play a prevalent role in Malta as we know it today.

5. Order of the Knights of Malta. 2005. Google Video, 16 Mar. 2007. Web. 8 Feb. 2011. .

The Order of the Knights of Malta radically shaped Malta in the 16th century CE. The Knights of Malta brought a new emphasis on religion and highly contribute to the Catholic dominated islands comprising the country of Malta. The almost 300 year influence by the Knights of Malta is surely worth exploring into further detail. This documentary not only highlights the Knights of Malta but also to the very beginning of when the organization was formed. Many of the defensive structures seen on the islands of Malta, specifically the Fort St. Elmo, in Valletta, the capital of Malta, were constructed as a result of the Knights of Malta. Aside from the increased fortifications, the Knights of Malta heavily influenced the styles of art to early Baroque as evident from the documentary. This documentary adds an enormous database of facts, pictures and depictions while incorporating the history of both before and after settling in Malta. I think this documentary adds a great deal to my research project because we will be dealing with many of the cisterns and structures in Malta and it is imperative that we understand the deep history of these structures and how they may have been introduced by these early settlers.

HMS Russell - British battleship to Maltese shipwreck

Abstract

Malta’s unique location in the Mediterranean has made it a strategic and coveted spot for many years. Because of this, military endeavors have played a big part in shaping its history. In addition, because of its nature as a small island nation, Maltese culture and industries have a strong connection to the sea. Due to both of these facts, it is important to have an understanding of some of the naval history related to the island of Malta. There are a number of shipwrecks off the coast, which provide a good starting place for this. The HMS Russell – which is the ship the ICEX team will help investigate – was a British battleship built in 1901 and served it WWI before hitting a mine in 1916 and sinking off the coast of Malta. Because of the deep resting place of the HMS Russell today, no dives to it were attempted until 2003. The ship lies upside down and the stern section is missing, but there is still a lot of history intact on the wreck and presumably much more to discover.

Annotated Bibliography

1. "Duncan Class Battleship." World War 1 Naval History. 1998-2011. Web. 06 Feb. 2011. .

This article gave a good overview of the 5 Duncan class ships and gives dates, figures and specifications on these and how they differed from other ships of that time period. It also gives a brief overview of the service that each of the ships performed in WWI, which is less detailed than some other sources, but provides a good comparison. Given there are a number of other resources which cover some of the specific events in more detail, I thought this source was still helpful at giving that broader perspective.

2. Grech, Herman. "Throwback to WWI: Diving Team to Try and Locate HMS Russell." The Times21 Aug. 2001: 44. Web. 05 Feb. 2011. .

This is a newspaper article from 2001 about the proposed dive that the Starfish Enterprise did to the HMS Russell. I thought it was interesting to hear the story before the dive and what kinds of things they already knew about the wreck and be able to compare that to the information after the dive. One of the other resources I found documented the dive that they talked about in this article, so it provides a good connection. I think this is also a good source to use because the facts are much more likely to be confirmed and accurate (compared to most of the other information on this topic, which is just from various websites). It also shows that this shipwreck was of importance to Britain still to make it into their newspaper.

3. "HMS Russell." Shipwreck Films. 2006. Web. 05 Feb. 2011. .

This source gives a brief background history or the HMS Russell and then goes into much more detail about the first dive (by the Starfish Enterprise team) to capture video and identify the ship. This is very helpful as we will be doing something similar (only with robots instead of divers) so we can compare their methods and results and have an idea of what to expect. There were also helpful details related to this including the visibility in the water at various depths, which is essential to know given our AUV can't dive all the way to where the wreck lies on the bottom. In addition to the written description and some pictures, there are also two videos from their dives to the HMS Russell, which I feel would be good to show to the other ICEX participants (again to get an idea of what to expect and see what almost 100 years underwater has done to such a magnificent battleship).

4. "MaritimeQuest - HMS Russell Message Board." MaritimeQuest. 2009. Web. 08 Feb. 2011. .

This source is actually a message board from the MaritimeQuest – a website dedicated to naval and shipping history. I would normally be skeptical of using such a source since anyone can post whatever they want, true or not. However, one of the members posted several scanned newspaper clippings from the London Times as well as telegrams from the year of the shipwreck which talk about the incident. I think those would be very valuable sources to include as they give a historical perspective and a firsthand look at what people thought about the incident during that time.

5. Rickard J. "HMS Russell." Military History Encyclopedia on the Web. 5 Nov. 2007. Web. 06 Feb. 2011. .

This source is very helpful in giving a more detailed history of the HMS Russell’s service during WWI before being sunk 1916. It also gives a nice, quick overview of the ship and it’s specifications in a table laid out at the end of the article. However, it is missing much in the way of history from when it was first built in 1901 and when it served in 1914. It also doesn’t say much about the actual wreck or what happened that made it sink near Malta. Given most of that information is readily available in other sources though, I think that is a valuable resource to include to get the WWI time period (prior to the sinking of it) covered.