The Two Types of Titans in Greek Mythology

The Two Types of Titans in Greek Mythology Often counted among the gods and goddesses, there are two main groups of titans in Greek mythology. They come from different generations. The second generation is probably the one youre familiar with. They are depicted as humanoid, even if giant. The earlier ones are even bigger - as large as is visible to the naked eye - so its no wonder titanic signifies exceptional size. This page introduces both, provides mates, and spheres of influence. First Generation Titans of Greek Mythology The titans in the first generation are the aunts, uncles, and parents of Zeus and company - the well-known Olympian gods and goddesses). These titans are the 12 children of the primordial personifications of the earth (Gaia) and the sky (Uranus). (Now do you see why I said the titans were really big?) Female titans may sometimes be distinguished from their brothers as titanides. This isnt perfect, though, since there is a Greek ending on this term that should be reserved for the children of the titans rather than female version of the same. Here are the names and areas of first generation titans: Oceanus [Okeanos] - the ocean(father of nymphs)Coeus [Koios and Polos] - questioning(father of Leto Asteria)Crius [Krios, probably Megamedes the great lord [source: Theoi]](father of Pallas, Astraeus, and Perses)Hyperion - light(father of sun-god, moon, dawn)Iapetus [Iapetos](father of Prometheus, Atlas, and Epimetheus)Cronus [Kronos] (aka Saturn)Thea [Theia] - sight(Hyperions mate)Rhea [Rheia](Cronus and Rhea were the parents of the Olympian gods and goddesses)Themis - justice and order(Zeus second consort, mother of the Hours, Fates)Mnemosyne - memory(mated with Zeus to produce the Muses)Phoebe - oracle, intellect [source: Theoi(Coeus mate)Tethys(Oceans mate) The titans Cronus (#6 above) and Rhea (#8) are the parents of Zeus and the other Olympian gods and goddesses.​ Besides the Olympian gods and goddesses, the titans produced other offspring, mating with either other titans or other creatures. These offspring are also called titans, but theyre the titans of the second generation. Second Generation Titans of Greek Mythology Some of the children of the first generation titans are also referred to as titans. The major second generation titans are: AsteriaAstraea (Dike)AstraeusAtlasEos (Dawn)Eosphorus (or Hesperus)Epimetheus (see Pandoras Box)HeliusLetoMenoetiusPallasPersesPrometheusSelene As for most aspects of mythology, Carlos Parada has an excellent page on the titans. Also Known As: Ouranià ´nes, Ouranidai Examples Dione, Phorcys, Anytus, and Demeter are sometimes added to the list of 12 titans: Oceanus, Coeus, Crius, Hyperion, Iapetus, Cronus, Thea, Rhea, Themis, Mnemosyne, Phoebe, and Tethys. Youll find titans in the following stories: The castration of Ouranos,The creation of man,The fight with the gods, known as the Titanomachy, but often mixed up with the story of the gods battle with the giants, andThe imprisonment of the titans in Tartarus.

How to get an Order of Protection

How to get an Order of Protection What do you do when you feel unsafe with someone in your family or household? Contacting law enforcement and getting an order of protection may be for you.   The Facts An order of protection (also called a restraining order) is an official legal document, signed by a judge, that is filed against a current or former family member or household member or other similar relationship. The order forces that individual to keep at a distance and is intended to prevent his or her abusive behavior toward you. Enforceable in court, it can be drafted to meet your specific needs as they apply to your situation. How It Works An order of protection can require the abuser to stay away from you and limit other forms of access; it can prevent the abuser from contacting you by phone, cell phone text messages, email, mail, fax, or third parties. It can force the abuser to move out of your home, give you exclusive use of your car, and award you temporary custody of your children along with child support, spousal support, and the continuation of insurance coverage. If the order of protection is violated by the abuser- if he or she visits you at home, in the workplace, or anywhere else or makes phone calls, sends emails, or attempts to contact you- the abuser can be arrested and placed in jail. How to Obtain One To get an order of protection, you have several options. You can contact the states or district attorney or inform the police that you wish to apply for an order of protection. You can also go to the county in which you or your abuser resides, and ask the court clerk for Order of Protection forms, which must be filled out. After the paperwork is filed, a hearing date will be set (typically within 14 days) and you will be required to appear in court on that day. The hearing may take place either in family court or criminal court. The judge will ask you to prove that you have experienced abuse or been threatened with violence. Witnesses, police reports, hospital and physician reports, and evidence of physical abuse or assault are often necessary to convince the judge to issue an order of protection. Physical evidence of abuse such as injuries caused by abuse or photos that show past injuries, property damage, or objects used in the assault will help make your case. How It Protects You The order of protection provides you an opportunity to define your safety needs. If children are involved, you can request custody and restrictions on visitation or no contact orders. Whenever the abuser violates the terms of the order of protection, you should call the police. Once you obtain one, it is imperative that you make multiple copies of the document. It is important that you carry a copy of your order protection at all times, particularly if you have children and there are custody and visitation limitations. Sources â€Å"Domestic Violence.†Ã‚  American Bar Association, www.americanbar.org/groups/public_education/resources/law_issues_for_consumers/protection_howget/.â€Å"Obtaining an Order of Protection.†Ã‚  FamilyEducation, 25 July 2006, www.familyeducation.com/life/divorce-law/obtaining-order-protection.

Pro-life and Prochoice campaigns and the ethical dilemmas within them Annotated Bibliography

Pro-life and Prochoice campaigns and the ethical dilemmas within them. - Annotated Bibliography Example For instance, most countries have been involved in many series of debates concerning the issue of abortion, euthanasia, corporate punishment, death punishment, and/or assisted suicide among many others. Lee claims that in more than one case, people end up failing to come to consensus, a situation that leads to lack of conclusive responses, which the whole issue a decision of an individual’s choice. The connotation â€Å"pro-life† that goes hand in hand with â€Å"pro-choice† are general episodes, which seeks to expound whether an individual is willing to carry out a certain agenda commonly, termed as an ethical dilemma. Since this expansion tends to involve the issue of ethics, it is very engulfing and poses serious challenges when it comes into making the final decision. This section talks about the Pro-Life spectrum, which is an issue that seeks to determine people’s thinking towards life especially when abortion is the subject. Under this spectrum, people engage themselves in a series of campaigns where they seek to publicize to everyone including the recently conceived human being has a right to equal live. As such, abortion should be condemned and termed as a crime of the highest order, as it is similar to committing murder (Lee 2).

Community Assessment and Care Planning in Medication Compliance Essay

Community Assessment and Care Planning in Medication Compliance - Essay Example The assessment of the adverse side-effects of psychiatric drugs shall also be discussed in this paper. These issues are discussed in the hope of coming up with improved quality of life and improved treatment and interventions for mentally ill patients. The assessment of mental health patient is seen from the initial admission or consultation of the patient. From the initial visit, which includes recording the agreement of the patient to Mental Health Care Service, history-taking, mental state examination, assessing associated risks and any co-morbidities, and the formulation of the diagnosis, there are various issues and concerns that may manifest (Thomas, 2006). Assessment is vital to patient diagnosis and treatment. Good assessment makes for good medical practice because it is the jumping off point to further investigations on patient symptoms and manifestations. It is also the basis for suitable and prompt action and referral. These decisions in patient care would not be properly made if not for good assessment. Assessment of the mental health patient is vital in the course of their illness because â€Å"people with mental illnesses are likely to have their physical health needs poorly managed and are less likely to have their blood pressure, cholesterol, urine†¦checked† (Colbeck, 2008). The assessment of the mental health patient is not wholly focused on the initial examination of the patient. The assessment of the adverse effects of psychiatric medications is also crucial in caring for mentally ill patients. The CNS Forum (2004) discusses various tools of assessing the neuroleptic effects of psychiatric drugs being used by different clinicians and mental health caregivers. These tools are briefly described forthwith. First, is the Simpson-Angus Scale which is used to assess extrapyramidal side-effects (EPS). It is based on the observations made by the mental health professional.

Cognitive Interventions Essay Example for Free

Cognitive Interventions Essay Introduction Cognitive behavior therapy includes many types of therapy and can be applied in a variety of circumstances. Dialectical behavior therapy (DBT) is most commonly known for use on clients with borderline personality disorder (BPD). However, DBT is becoming more popular and often used when working with adolescents. Some adolescents participate in nonsuicidal self-injury (NSSI). Counselors find DBT is an effective therapy to help youth acquire the coping skills needed to stop NSSI. A review of DBT, and adolescents suffering with NSSI will better help one to understand why this technique is beneficial. NonSuicidal Self-Injury NSSI is defined as the direct and intentional destruction of ones own body tissue without an intent to die. Therefore, any form of self mutilation not intending to result in suicide qualifies as NSSI. The number of adolescents practicing NSSI is alarming. Youth practicing NSSI include both sexes and every racial and ethnic group. This alarming behavior is not secluded to any particular type of adolescent. NSSI often appears in the form of cutting with sharp objects, scratching, hitting, burning, and inserting objects under the skin. These behaviors typically develop between the ages of 12-14, indicating that adolescent years are particularly vulnerable to such practices. In addition to NSSI, these behaviors are often in conjunction with other self-harming behaviors like eating disorders, substance abuse, and depression. Puberty can be an extremely difficult time for many people and adolescents cannot reason and rationalize as adults can; therefore, youth often develop self-harming issues because they lack proper coping skills. Last, NSSI specifically refers to injuries not acquired while attempting suicide; however, 50-75% of those with a history of NSSI have also attempted suicide at least once. As one can see, NSSI is an alarming behavior that needs attention (Choate, 2012). Addressing the Issue NSSI is a prevalent and serious issue that must be properly handled. Counselors and people working with NSSI youth must have an understanding of the complexity of this matter and be familiar with treatment options. DBT is an excellent method to attempt to help adolescents overcome NSSI behavior. The effectiveness of DBT has been shown in at least seven controlled trials conducted by four independent research teams. DBT shows the most improvement, when compared to prior therapy options, to treat NSSI (Choate, 2012). DBT uses a comprehensive multimodal 16-week treatment approach for NSSI. The multimodal addresses skills for interpersonal effectiveness, self-regulation, and distress tolerance; provides structure to motivate, reinforce, individualize, and generalize these skills; and identifies and alters learned behavior patterns leading to NSSI. This therapy treatment includes individual therapy, family therapy, multifamily training groups, and telephone consultations for those involved in the process. Additionally, a support team for the counselors is a part of this process. Counseling NSSI adolescents is an extremely stressful position so it is important for counselors to have professional peers to share their thoughts. DBT therapy for NSSI adolescents can be practiced in many settings, including inpatient or outpatient treatment (Choate, 2012). Interventions and Techniques Individual Therapy A primary counselor is paired with the adolescent through the DBT process. The relationship between the primary counselor and the client is extremely important. The key goal for the counselor is to help the adolescent develop skills for coping with stressful thoughts, events, and emotions. An important aspect in the client therapist relationship is for the counselor to convey acceptance, validity, and trust. The primary counselor needs to remain calm and listen with interest yet without showing much emotion. A client must not see a counselor react to stories of self-harm in the way a parent or peer might react. The goal for the counselor is to show an understanding of the self-harming behavior while conveying acceptance and validating the adolescents thoughts and actions (Choate, 2012). The counselor shows acceptance; however, the goal is to create change. Although the counselor balances acceptance and change, the counselor continually challenges the client to alter any negative behavior hindering ones life quality. Ultimately the thought is that acceptance and validation will facilitate self-change while change will facilitate self-acceptance. If the adolescent is reluctant to change the harmful behavior, the counselor may spend more sessions building trust and showing validation before attempting change. Additionally, a client may find it difficult to trust the counselor is the client believes the counselor will report NSSI episodes to the adolescents parents. A balance must be created between client trust, parental rights, and confidentiality. With a proper balance allowing the youth comfort, yet abiding by regulations, an adolescent will be able to build the relationship required to develop change (Choate, 2012). Assessments should be conducted during the initial interviews with the client. These initial evaluations are either conducted informally with an interview or formally with a structured interview and self-report tool. The DBT model allows the counselor to integrate assessment results into four DBT target treatment areas. Specific behaviors and areas are written into a treatment plan with goals for the client (Choate, 2012). Target areas: A) Decreasing life-threatening behaviors B) Decreasing behaviors that interfere with therapy C) Decreasing behaviors that interfere with life quality D) Increasing behavioral skills (Choate, 2012). As the treatment begins, the goal is to help the client determine the events, thoughts, or feelings one has prior to the NSSI occurrence. If one can determine factors contributing to the negative behavior, one can start to alter circumstances leading to NSSI and ultimately change the behavior. Clients are asked to maintain diary cards documenting behaviors and actions surrounding NSSI behavior. The diary cards address problem behaviors, immediate prior events leading to problem behavior, vulnerability factors, entire chains of events prior to problem behavior, and consequences from the behavior. Upon review of the cards the counselor can help the client identify triggers of NSSI behavior and find alternative life choices or thoughts to cope better with given situations (Choate, 2012). Multifamily Skills Training Groups The individual session emphasizes focus on assessment, client trust, and identifying the problem. Along with identifying problems, individual therapy does encourage behavior change. However, multifamily group therapy focuses on skill sets needed to facilitate change. To implement behavior changes and develop coping skills, the adolescents must be aware of thoughts, feelings, and actions; tolerate the pain and stress associated with unpleasant life events, regulate emotions better, and become effective at communicating emotions. The DBT approach focuses on building four essential skills: A) Mindfulness B) Distress tolerance C) Emotion regulation D) Interpersonal effectiveness Additionally, a fifth skill was added: Walking the middle path (Choate, 2012). Skill Sets Skill Set One: Core Mindfulness Mindfulness is acknowledging ones emotions, thoughts, and physical experiences without trying to end them, numb them, or avoid them. Learning to observe, describe, and experience emotions without judgment and while in control of ones attention is the core of mindfulness. As adolescents become more aware of emotions in the present, they develop a better understanding of their own emotions and reactions (Choate, 2012). DBT uses a model with three states of mind to teach mindfulness. The three mind-states are reasonable mind, emotion mind, and wise mind. Reasonable mind is controlled primarily by logic. Emotion mind is regulated significantly by emotions. Wise mind synthesizes all the ways of knowing to develop knowing through intuition, using deep inner wisdom. Often time groups sessions will use acting or charades to have participants learn to understand these types of mindfulness (Choate, 2012). Group members are taught to observe their thoughts by awareness. The clients are encouraged not to multitask but rather to focus on one task at a time. The exercise of focusing on one task at a time is referred to as one-mindfulness. Focusing on one aspect at a time allows the client to recognize and understand the emotions related to the specific task. Skill Set Two: Emotion Regulation Emotion regulation helps group members learn to recognize, observe, and describe emotions. Additionally, this skill set teaches one to regulate intense and painful emotions, regulate vulnerability to negative emotions, and increase positive emotions. The clients begin to realize they have control over their emotions and behaviors. When one learns to alter responses to emotions it is both empowering and liberating (Choate, 2012). Ways of teaching emotion recognition often include listening to music or watching a movie. The goal is to have the client react to something, recognize, and observe ones own emotion. As clients recognize emotions they are asked to discuss the responses both mentally and physically connected with the emotional reactions. Group members are taught to respond to ones own emotions with self-compassion and acceptance. Often one may believe an emotional response is wrong, silly, or unjustified. Once one understands that every emotion is justified one can accept the emotion and find a healthy response to that emotion (Choate, 2012). Another aspect of emotion regulation includes reducing vulnerability by maintaining better physical health. Eating well, sleeping sufficiently, exercising regularly, and avoiding substance abuse will help one regulate emotions by maintaining physical health. Ones physical health can weaken ones mind-state, and the person will be more vulnerable to NSSI and other self-harming episodes (Choate, 2012). Skill Set Three: Interpersonal Effectiveness The goal of interpersonal effectiveness is for one to maintain personal values and beliefs while improving relationships. An example of teachings in this module is that group members are often asked to remember the acronym DEAR MAN to help remember the key components of this skill set. The components: Describe, Express, Assert, Reinforce, stay Mindful, Appear confident, and Negotiate. The best method for learning this skill set is role play. Often the facilitator will pair up group members and role play a variety of situations using DEAR MAN (Choate, 2012). Skill Set Four: Distress Tolerance Stress tolerance relates to ones ability to effectively accept emotional pain, in any given situation, that cannot be changed at the time. Once one can tolerate and accept unpleasant situations, one can more effectively cope. Further skills would help the client to self-soothe and distract from emotionally painful situations (Choate, 2012). Distress tolerance skills have two categories. The first category is skills for accepting reality, and the second is skills for crisis survival. Skills for accepting reality teach clients how to accept everyday life even when it is unpleasant. Deep-breathing is a common practice for this skill. Skills for crisis survival follows more of a distraction method. The goal may be for the client to find an alternative task, practice self-soothing, or take a break. Whatever the activity change is, the goal is to distract one from the crisis and prevent self-harming behavior (Choate, 2012). Skill Set Five: Walking the Middle Path This particular skill set works with the adolescent and family members to help those involved alter polarized thinking and live a more balanced lifestyle. The first step is to encourage participants to abandon black and white thinking and recognize the gray area. People often need to realize that any given situation can be viewed in multiple ways, and often everyone would benefit from viewing incidents through multiple perspectives (Choate, 2012). Common issues between adolescents and parents include strict or lenient parenting; thinking lightly of serious matters, or judging harshly common adolescent behavior; and pushing away, or holding too tightly. Adolescents and parents are asked to determine where they believe themselves and others to be regarding these topics, and try to come to an agreement regarding how to alter behavior and meet in the gray area (Choate, 2012). Communication and listening are key factors involved in developing this skill set. Positive reinforcement is taught to be used whenever possible as parents often think to punish negative behavior rather than reward the positive actions. Reconciling family differences can be a key component when attempting to help an adolescent stop NSSI behavior (Choate, 2012). Effectiveness of DBT for NSSI The treatment for NSSI that has the most positive support is DBT. DBT is the high standard of therapy for reducing suicide and self-destructive behavior among clients with BPD. The effectiveness of DBT has been shown in many trial studies. Not as many studies have been conducted regarding DBT and NSSI with adolescents; however, a DBT model has been created for adolescents and shows very promising results. DBT is the highest regarded method for at risk youth. Certainly, much can always be learned regarding human nature and therapy, and not all people will respond to the same treatment; therefore, this method is certainly not effective every time, but it does seem very beneficial (Choate, 2012). Summary Nonsuicidal Self-injury is a serious issue. As one can see, action needs to be taken to save youth from such harmful behavior patterns. Cognitive behavior therapy, specifically dialectical behavior therapy, has many excellent interventions and strategies to help adolescents facing NSSI (Choate, 2012). DBT uses individual therapy, group therapy, and family therapy to help adolescents with NSSI. Individual sessions focus on trust with the counselor, and identifying and acknowledging negative emotions, and behavior patterns. Additionally, the primary therapist will help the client find healthy ways to change behavior patterns and cope with life stressors (Choate, 2012). Group therapy focuses on building the skills needed to accomplish the desired changes. The five core skills sets include: core mindfulness, emotional regulation, interpersonal effectiveness, distress tolerance, and walking the middle path. Many methods are used to teach and practice these techniques (Choate, 2012). Studies continue to determine the effectiveness of DBT with adolescents involved in NSSI. However, DBT is the standard therapy for adults facing similar issues with BPD. Additionally, DBT seems very promising as an effective method for treating NSSI adolescents. References Choate, L. H. (2012, January). Counseling adolescents who engage in nonsuicidal self-injury: A dialectical behavior therapy approach.. Journal of Mental Health Counseling, 34(1), 56-71. EBSCOhost.

Affirmative Action :: essays research papers

AFFIRMATIVE ACTION A NECESSARY POLICY TO PREVENT DISCRIMINATION AND INEQUITIES OR A DISCRIMINATIVE AND INEQUITABLE POLCY INTRODUCTION Historically, there have been arguments about what Affirmative Action (AA) really is. The basis of the argument for the most part, debates the goal(s) of AA. Is the goal of AA to erase past inequities for the disabled, minorities and/or women without protest? Or is Affirmative Action a culture or spirit that rewards diversity and differences? Basically there are two definitions or schools of thought for AA. The first school of thought is that AA is an umbrella term for laws and policies that the United States Executive, Judicial, and legislative bodies have mandated. Specifically, AA is a series of social policies and statutes that regulate activities and laws with the primary intent to achieve equity and increase opportunity for all. The second school of though is that AA is an umbrella term defining a broader set of activities whereby public and private institutions voluntarily incorporate practices and polices to increase diversity, opportunity and equity. Under this school of thought, AA is in spirit and an institutional policy. The intent of this paper is to address the serious and profound arguments of both schools of thought. In addition, this paper will address issues relative to determining whether or not AA is necessary instrument for the demise of discrimination and the formation of justice and whether or not AA needs to be maintained, modified or terminated. I. Affirmative Action Background A. A Brief History of AA in the United States of American Contrary to popular belief, the concept of AA actually began prior to the executive order signed by President John F. Kennedy in 1961. The concept of AA began upon the signing of Amendment XIII of the Constitution. 1. The Late 19the and Early 20th Century America began to deal with the inequities and lack of justice for mean of African decent in the 1800s. In my opinion, the initial and most significant policy or law relative to AA was Amendment XIII to the Constitution. The 13th Amendment states, â€Å"Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction† (US Constitution, Amendment 13, Section 1). Further cited, â€Å"Congress shall have power to enforce this article by appropriate legislation†, (US Constitution, Amendment 13, Section 2). While the intent of the 13th amendment was to abolish slavery and begin the long process of just and equal rights for all American citizens.

History vs. Hollywood Essay

Glory: Hollywood vs. History Glory is a movie about the 54th Massachusetts Infantry Regiment, one of the first official all black units in the United States during the Civil War. It’s an inspirational story of how a young Union soldier, Robert Gould Shaw, is offered the chance to lead an army unit that will change not only his life, but the lives of many other Americans. Glory does a great Job of capturing many of the feelings towards the black soldiers during the Civil War. The film is based off of the writings of Robert Gould Shaw, from letters he sent to his friends and family members. Most of the events in the movie re depicted very closely to how they actually happened. Director Edward Zwick tried to keep the movie as historically accurate as possible but, as many history movies do, Glory left out some important details. Shaws parents were both well-known abolitionist, and in Glory, so is he. Truthfully, Shaw didn’t share his parents’ passion for freeing the slaves. Shaw spent most of his youth studying and traveling in Europe. Eventually he attended Harvard, but ended up dropping out. Not long after leaving Harvard, the war began and Shaw found his purpose. He immediately Joined the army and headed to the fght. After nearly 3 years, Shaw reached the rank of Captain. This is when he received the opportunity to lead the 54th. In the film, Shaw is asked by Massachusetts Governor John A. Andrew to lead the 54th while at a dinner party, and after little hesitation, he gladly accepts. In reality, Shaw wasn’t Andrews first choice for the position, nor was Shaw ever at said dinner party. Shaw was actually approached by his father at a Union camp. At first Shaw declined, then after a few days of thought and pressure from his mother, he reluctantly accepted. In the movie, Shaw is promoted to Colonel immediately after accepting the position, but military ecords show he was a major for several months until the regiment grew in numbers. In Glory, Shaw asks his best friend, Cabot Forbes, to be his Major. In reality, Forbes doesn’t actually exist, or never did. The writers of Glory combined two of the recipients of Shaws letters’ names together and created the character of Cabot Forbes. In fact, of the main characters in Glory, Shaw is the only one who was a real person. Silas Trip, John Rawlins, and the rest of Glorys stars are all composite characters. On that note, the movie gives the idea that most of the members of the 4th were runaway slaves, while nearly all of the members were actually free blacks from the North. Frederick Douglass makes in appearance in the movie, but his two sons, who were actually members of the 54th, do not. Going back to Shaws feelings about the 54th, Shaw was, at first, dubious. After working with the men and realizing that they could fght Just as well as white soldiers, he grew to respect them. Shaw became eager to get his men into action, so he could prove what they were capable of. Shaw later learns that the black soldiers were to be paid less than the white ones. In the movie, Shaw announces this to the regiment, and Private Silas Trip, a former slave who escaped his masters, begins protesting and gets all of the men to tear up their paychecks and boycott. Shaw then says â€Å"If you men will take no pay, then none of us will. â€Å", and tears up his check as well. In reality, Shaw was the one who led the boycott, refusing all wages until the problem was fixed. In the movie, Shaw spends a lot ot time tgnting to get unitorms and shoes tor his soldiers. The unitorms eventually arrive, but the shoes do not. Shaw has to go to one of his superiors and argue for the shoes. There is a moment where the colored men escort Shaw to the door and stand watch in a comical way. This scene shows that Shaw has truly developed a bond with his men, but is really for the audience’s pleasure. Nothing is written of this dispute, though there is no doubt was an actual problem. Shaw married Annie Kneeland Haggerty, Just days before the 54th is sent to the South for service, which is never mentioned in the film. There is another scene in the movie that is clearly for the audience, but it does have some truth behind it. When the 54th is marching south, they run into a regiment of white soldiers, and a quarrel breaks ut between Private Trip and some of the white men. Rawlins steps in to stop the fght and one of the white men is about to be disciplined, but Rawlins says that there is no need. This scene is displays the harsh criticism the 5th received, even from their own side, but it also gives a halo effect to Rawlins, who could have easily said nothing, and watched the soldier get punished. Later on down the road the 54th meets up with Colonel James Montgomery, the colonel of another all black regiment. In the movie Montgomery was a racist and didn’t discipline his men at all. While the eal Montgomery was noted to have discipline issues, the movie probably took it way out of hand, Montgomery even shoots one of his men for misbehaving. Montgomery later takes the 54th â€Å"to see some action†, which actually meant looting and setting fire to a town of innocents. In the movie, Montgomery threatens Shaw to set fire to the town by saying he’ll take command of the 54th if he doesn’t follow orders, so Shaw reluctantly orders the town to be burned. Shaw writes of this event in his letters, stating â€Å"the civilian population of women and children were fired upon, forced from their homes, their possessions looted, and the town burned. Shaw also noted, â€Å"On the way up, Montgomery threw several shells among the plantation buildings, in what seemed to me a very brutal way; for he didn’t know how many women and children there might be. † Shaw even states he was ordered to set fire to the town but he refused. There is no mention of Montgomery threatening him, but he stated â€Å"The reasons he gave me for destroying Darien were, that the Southerners must be made to feel that this was a real war, and that they were to be swept away by the hand of God, like the Jews of old. In theory it may seem all right to some, but when it comes to eing made the instrument of the Lord’s vengeance, I myself don’t like it. Then he says, â€Å"We are outlawed, and therefore not bound by the rules of regular warfare†; but that makes it nonetheless revolting to wreak our vengeance on the innocent and defenseless. Soon after the ordeal with Montgomery, the 54th gets some real action, their first battle. They defeat the attacking rebels, suffering minor casualties. Only two days after the skirmish, the 54th was chosen to lead an assault on Fort Wagner. In the movie, Shaw heroically volunteers, even though he knows that leading this ssault will cause great casualties to his regiment. Before the battle Shaw says â€Å"If this man should fall, who will lift the flag and carry on? â€Å", and Thomas says he’ll do it. However, this wasn’t actually how it happened. General George Crockett Strong was the one who asked the question, and Shaw was the one who replied. During the assault in the movie, the water is to the left of the men, but really the 54th attacked with the water on their right. In the movie, the original flag bearer is killed, as you would expect, and Shaw gets it He then stand up and snouts † Forward Fi and is shot in the chest multiple times. According to the survivors, these were Shaws actual last words, and he hollered them shortly before being shot through the heart. After all of the carnage there is a scene where the Confederate soldiers drag Shaws body into a mass grave full of men from the 54th. This actually happens, though there is a little more to it. Confederate General Johnson Hagood told the Union he would not return Shaws body because he was leading colored men. This was intended to be an insult, but the Shaws didn’t take it that way. Shaws father even said â€Å"We would not have his body removed from where it lies surrounded by his rave and devoted soldiers†¦. We can imagine no holier place than that in which he lies, among his brave and devoted followers, nor wish for him better company – what a body-guard he has! † Overall, Glory is a very good historical film. The writers didn’t change too many facts or change the character of the actual people too much. Even though most of the main characters are fictional, the story was still almost completely factual. Glory has a great cast and a good plot. The story of the 54th Massachusetts is interesting and inspirational, and Glory is a must-watch movie for all ages.

Writing and David Foster Wallace

Writing assignment: Write a well-organized, 2-3 paragraph response to Wallach's speech. Your response should be typed, double-spaced, and in a reasonable-sized font. This required writing will not be marked with a letter-grade. However, you will receive written comments in response to your paper, and this paper will prepare you for your first formal essay assignment. Questions to consider as you write your response: 1 . What are some of your favorite ideas from the speech, and why are these Ideas compelling to you? For Wallace, what Is Important about a college education? 3. What do you think about Wallach's Ideas regarding education? 4. For you, what Is Important about a college education? You do not need to answer each of these questions In order. Rather, synthesize your ideas into a well-organized response that captures your views about Wallach's speech, and your views about education. For next class, please come prepared to discuss a few quotes from the Wallace essay that you fou nd particularly compelling.More importantly, please be prepared to discuss why these quotes were compelling to you. As this is your first writing assignment, and as this is the first day of class, you're probably wondering what I want to see in your writing. While each of your writing assignments will require different approaches, generally speaking I want to see the following: Passion/Excellent/Engagement with topic: Do you really try to make 1) discoveries? Do you really explore your Ideas and experiences, and the Ideas presented by the writers to whom you are responding?In other words, do you take your position as writer and thinker seriously? Do you make this essay your own? Do you care about what you are saying? Do you want your readers to care about what you are saying? 2) Organization: Does you have an introduction that sets up a blueprint for what the rest of the essay will look like? Does your essay have a conclusion? Do you organize your topics and ideas into neat paragrap hs and units? 3) Style: Is your essay written in an appropriate, academic tone? Do you project authority? Logic and Support: Do your ideas make sense, and are they presented in a logical order? Are your claims supported by relevant details? 5) Clear writing, grammar, and mechanics: Is your essay free from serious sentence- level errors. 6) Creativity: Does your essay surprise? Do you use colorful language, Images, and examples? Do you go In unexpected and Interesting directions? Do you reveal yourself In this essay and do you truly try to write about ideas that are important to you? Class with some questions about the syllabus.

Battle of Lake George in the French and Indian War

Battle of Lake George in the French and Indian War The Battle of Lake George took place September 8, 1755, during the French Indian War (1754-1763). One of the first major engagements in the northern theater of the conflict, the fighting was the result of British efforts to capture Fort St. Frà ©dà ©ric on Lake Champlain. Moving to block the enemy, the French initially ambushed the British column near Lake George. When the British withdrew back to their fortified camp, the French followed. Subsequent assaults on the British failed and the French were ultimately driven from the field with the loss of their commander Jean Erdman, Baron Dieskau. The victory help the British secure the Hudson River Valley and provided a needed boost for American morale after the disaster at the Battle of the Monongahela that July. To aid in holding the area, the British commenced building Fort William Henry. Background With the outbreak of the French Indian War, the governors of the British colonies in North America convened in April 1755, to discuss strategies for defeating the French. Meeting in Virginia, they decided to launch three campaigns that year against the enemy. In the north, the British effort would be led by Sir William Johnson who was ordered to move north through Lakes George and Champlain. Departing Fort Lyman (re-named Fort Edward in 1756) with 1,500 men and 200 Mohawks in August 1755, Johnson moved north and reached Lac Saint Sacrement on the 28th. Renaming the lake after King George II, Johnson pushed on with the goal of capturing Fort St. Frà ©dà ©ric. Located on Crown Point, the fort controlled part of Lake Champlain. To the north, the French commander, Jean Erdman, Baron Dieskau, learned of Johnsons intention and assembled a force of 2,800 men and 700 allied Native Americans. Moving south to Carillon (Ticonderoga), Dieskau made camp and planned an attack on Johnsons supply lines and Fort Lyman. Leaving half of his men at Carillon as a blocking force, Dieskau moved down Lake Champlain to South Bay and marched to within four miles of Fort Lyman. Change of Plans Scouting the fort on September 7, Dieskau found it heavily defended and elected not to attack. As a result, he began moving back towards South Bay. Fourteen miles to the north, Johnson received word from his scouts that the French were operating in his rear. Halting his advance, Johnson began fortifying his camp and dispatched 800 Massachusetts and New Hampshire militia, under Colonel Ephraim Williams, and 200 Mohawks, under King Hendrick, south to reinforce Fort Lyman. Departing at 9:00 a.m. on September 8, they moved down the Lake George-Fort Lyman Road. Battle of Lake George Conflict: French and Indian War (1754-1763)Dates: September 8, 1755Armies Commanders:BritishSir William Johnson1,500 men, 200 Mohawk IndiansFrenchJean Erdman, Baron Dieskau1,500 menCasualties:British: 331 (disputed)French: 339 (disputed) Setting an Ambush While moving his men back towards South Bay, Dieskau was alerted to Williams movement. Seeing an opportunity, he reversed his march and set an ambush along the road about three miles south of Lake George. Placing his grenadiers across the road, he aligned his militia and Indians in cover along the sides of the road. Unaware of the danger, Williams men marched directly into the French trap. In an action later referred to as the Bloody Morning Scout, the French caught the British by surprise and inflicted heavy casualties. Among those killed were King Hendrick and Williams who was shot in the head. With Williams dead, Colonel Nathan Whiting assumed command. Trapped in a crossfire, the majority of the British began fleeing back towards Johnsons camp. Their retreat was covered by around 100 men led by Whiting and Lieutenant Colonel Seth Pomeroy. Fighting a determined rearguard action, Whiting was able to inflict substantial casualties on their pursuers, including killing the leader of the French Native Americans, Jacques Legardeur de Saint-Pierre. Pleased with his victory, Dieskau followed the fleeing British back to their camp. Sir William Johnson. Public Domain The Grenadiers Attack Arriving, he found Johnsons command fortified behind a barrier of trees, wagons, and boats. Immediately ordering an attack, he found that his Native Americans refused to go forward. Shaken by the loss of Saint-Pierre, they did not wish to assault a fortified position. In an effort to shame his allies into attacking, Dieskau formed his 222 grenadiers into an attack column and personally led them forward around noon. Charging into heavy musket fire and grape shot from Johnsons three cannon, Dieskaus attack bogged down. In the fighting, Johnson was shot in the leg and command devolved to Colonel Phineas Lyman. By late afternoon, the French broke off the attack after Dieskau was badly wounded. Storming over the barricade, the British drove the French from the field, capturing the wounded French commander. To the south, Colonel Joseph Blanchard, commanding Fort Lyman, saw the smoke from the battle and dispatched 120 men under Captain Nathaniel Folsom to investigate. Moving north, they encountered the French baggage train approximately two miles south of Lake George. Taking a position in the trees, they were able to ambush around 300 French soldiers near Bloody Pond and succeeded in driving them from the area. After recovering his wounded and taking several prisoners, Folsom returned to Fort Lyman. A second force was sent out the next day to recover the French baggage train. Lacking supplies and with their leader gone, the French retreated north. Aftermath Precise casualties for the Battle of Lake George are not known. Sources indicate that the British suffered between 262 and 331 killed, wounded, and missing, while the French incurred between 228 and 600. The victory at the Battle of Lake George marked one the first victories for American provincial troops over the French and their allies. In addition, though fighting around Lake Champlain would continue to rage, the battle effectively secured the Hudson Valley for the British. To better secure the area, Johnson ordered the construction of Fort William Henry near Lake George.

How to Make Connections with College Professors

How to Make Connections with College Professors By all means, form as many bonds and make as many friends as possible while in school, but don’t neglect the connections you form with college professors. Those can come through in tight spots professionally, and professors are typically well-connected amazing people. Let’s talk about 5 solid ways to get close without stepping over any bounds. 1. Impress the Connections out of Them There’s so many faces like yours coming and going; so many papers to grade, cups of coffee to drink and meetings to attend. You’re going to have to stick out without being a jackass. If you’re trying to get either the professor or other students to laugh during class, you’re probably not impressing anyone. Here’s a couple tips: Details: Pay attention to the little things because your professors will be. The quickest way to impress is to NOT do all the things they expect students to do. Be THAT person who takes the time to understand protocol, be prompt and pay attention to details! Now, don’t make light of this practice, just realize that it IS noticed and appreciated. Study Up: Has the professor written a book? Many books? Do they have a blog? If you take the time to get to know them as a person, you can see what motivates them. This way you can add nuances to everything you do that will catch their interest. Barely anyone does this, so it can work like a charm. Show interest in them. 2. Be Available Willing to Serve It’s not about what your professor can do for you, but what you can do for your professor. Don’t sit in the back of class, but don’t attempt to be a teacher’s pet either. Make it obvious what you’re doing, which is no different than your professor did. Making connections in college is par for the course (forgive the pun). Consistent: Don’t pester, but be consistent. Let them know you’re standing at the ready to be of service in any way possible. The Word: Don’t treat only one of your professors this way, but all those whom you think could become a mutually beneficial connection. Options: If they’ve already got their assistants covered and don’t need your help in the office, is there something you could do for them in their private lives? Cut the lawn? Landscaping? Perhaps just a some quality conversation on interesting class-related topics? 3. Set Up Communication Early On Don’t wait, quickly stop by their office to personally introduce yourself. Don’t be bubbly and overflowing with youthful angst, just relax and act as professionally informal as possible. Now, try not to mention grades, period. Instead, focus on these three things. Your Goals: Your goals are what you intend to learn from the professor. Don’t dehumanize them by only referring to â€Å"class.† Their Goals: Let them know you appreciate their position and knowledge without kissing their backside. Make it clear that it is your intention because you would like to impress them and get to know them better. There’s absolutely nothing wrong with this, and they know it. Keep it Short: No long-winded conversations for your first couple visits. Keep it short and stay well behind the informal boundary. A couple minutes is all it takes to make a great impression. 4. Don’t Ask to Be Called On Your professors should know you’ve got your act together. You study, you take the course seriously, you intend to get to know them better and you’re a star player. But, never make this obvious in class and NEVER try to upstage the professor in front of students. Wait: Don’t be a jabber jaw and or a Mr. Know it all. Why speak in class if you’re not called on? What’s the point? Are you really going to argue with someone and de-rail the professor’s plan for class? Defer: Instead of hogging the class conch, say what you need to say to make a good point and then pass it along. Do what you can to let other people keep the lime light. Listen: Keep your ears open and listen to the issues, concerns and problems that other students are having. This information can come in handy. If the professor sees you making their job easier, they’ll notice you for it. 5. Be Human Ask for Help If you’re having a hard time, or going through a crisis, don’t complain in class or complain to other students in the class. Instead, bring your very human issues to your equally human professor. Oftentimes they will bend over backwards to help students that need and ask for it without being a pain. Hope this helps. Remember, your professors are like windows into professional worlds. Don’t neglect them and do what you can to form mutually beneficial connections. So, what have you done to get closer to your professors? What’s working or not working for you?

Earned Value & Forecasting Essay Example | Topics and Well Written Essays - 750 words

Earned Value & Forecasting - Essay Example The budgeted cost of work performed at end of period 8 comes out to be $868,000. The same is shown in Table 1. Cost Variance (CV) can be calculated as the difference between budgeted cost and actual cost of work performed which is equal to $(868,000-1,005,000) i.e. - $137,000. A negative cost variance here implies that the project is over-budget by the end of period 8. The Cost Performance Index (CPI) is given by the ratio of budgeted cost of work performed to the actual cost of work performed i.e. (868,000/1,005,000) which is equal to .86. As the Cost Performance Index is less than 1, it again implies that the project is over-budget. Schedule Variance (SV) can be found out as the difference between budgeted cost of work performed and the budgeted cost of work scheduled till the end of period 8 which is equal to $(868,000-955,000) i.e. - $87000. A negative schedule variance here implies that the project is behind schedule by the end of period 8. The Schedule Performance Index (SPI) i s given by the ratio of budgeted cost of work performed to the budgeted cost of work scheduled i.e. (868,000/955,000) which is equal to .91. As the Schedule Performance Index is less than 1, it gain implies that the project is behind schedule. ... 500000 1.3.2 60000 80 48000 1.4.1 120000 0 0 1.4.2 40000 50 0 1.4.3 75000 100 75000 1.5.2 15000 20 0 1.5.3 30000 0 0 1.6.1 45000 20 0 1.6.2 60000 50 0 1.6.3 30000 0 0 1.6.4 25000 0 0 Total 124500 (BAC) 868000 (BCWP/EV) The planned percentage of work completed can be calculated by dividing the planned work completed (in terms of number of periods) by the total work (in terms of number of periods). The total work periods can be calculated by adding the planned durations of each activity. This comes out as 26 periods. The planned work periods can be calculated by multiplying the planned percent of work completed for each activity by its planned duration. This is equal to 15. Hence, the planned percent of work completed is equal to 15/26 i.e. 57.7%. Similarly, the actual percent of work completed is computed as the ratio of actual work completed (in terms of number of periods) to the total work (in terms of number of periods). The actual work periods are calculated as 15.2 in the same fa shion as for planned work periods. The actual percent of work completed, therefore, comes out as 15.2/26 i.e. 58.46%. The percent cost completed is simply defined as the ratio of actual cost incurred till end of period 8 to the total planned cost of the project i.e. (1,005,000/1,245,000) which comes out as 80.72% Table 2: Calculating percent task completion Task Duration Actual Percentage of work completed at end of period 8 Actual work completed (in periods) at end of period 8 Planned percentage of work completed at end of period 8 Planned work completed (in periods) at end of period 8 1.2.1 3 100 3 100 3 1.2.2 1 100 1 100 1 1.2.3 2 100 2 100 2 1.3.1 3 100 3 100 3 1.3.2 2 80 1.6 100 2 1.4.1 3 0 0 66.66666667 2 1.4.2 1 50 0.5 0 0 1.4.3 3 100 3 66.66666667 2 1.5.2 1 20 0.2 0 0 1.5.3 2 0 0 0