Second Seminole War, 1835-1842

Having ratified the Adams-Onà ­s Treaty in 1821, the United States officially purchased Florida from Spain. Taking control, American officials concluded the Treaty of Moultrie Creek two years later which established a large reservation in central Florida for the Seminoles. By 1827, the majority of the Seminoles had moved to the reservation and Fort King (Ocala) was constructed nearby under the guidance of Colonel Duncan L. Clinch. Though the next five years were largely peaceful, some began to call for the Seminoles to be relocated west of the Mississippi River. This was partially driven by issues revolving around the Seminoles providing sanctuary for escaped slaves, a group that became known as the Black Seminoles. In addition, the Seminoles were increasingly leaving the reservation as hunting on their lands was poor. Seeds of Conflict In an effort to eliminate the Seminole problem, Washington passed the Indian Removal Act in 1830 which called for their relocation west. Meeting at Paynes Landing, FL in 1832, officials discussed relocation with the leading Seminole chiefs. Coming to an agreement, the Treaty of Paynes Landing stated that the Seminoles would move if a council of chiefs agreed that the lands in the west were suitable. Touring the lands near the Creek Reservation, the council agreed and signed a document stating that the lands were acceptable. Returning to Florida, they quickly renounced their previous statement and claimed they had been forced to sign the document. Despite this, the treaty was ratified by the US Senate and the Seminoles were given three years complete their move. The Seminoles Attack In October 1834, the Seminole chiefs informed the agent at Fort King, Wiley Thompson, that they had no intention of moving. While Thompson began receiving reports that the Seminoles were gathering weapons, Clinch alerted Washington that force may be required to compel the Seminoles to relocate. After further discussions in 1835, some of the Seminole chiefs agreed to move, however the most powerful refused. With the situation deteriorating, Thompson cut off the sale of weapons to the Seminoles. As the year progressed, minor attacks began occurring around Florida. As these began to intensify, the territory began preparing for war. In December, in an effort to reinforce Fort King, the US Army directed Major Francis Dade to take two companies north from Fort Brooke (Tampa). As they marched, they were shadowed by the Seminoles. On December 28, the Seminoles attacked, killing all but two of Dades 110 men. That same day, a party led by the warrior Osceola ambushed and killed Thompson. Gaines Response In response, Clinch moved south and fought an inconclusive battle with the Seminoles on December 31 near their base in the Cove of the Withlacoochee River. As the war quickly escalated, Major General Winfield Scott was charged with eliminating the Seminole threat. His first action was to direct Brigadier General Edmund P. Gaines to attack with a force of around 1,100 regulars and volunteers. Arriving at Fort Brooke from New Orleans, Gaines troops began moving towards Fort King. Along the way, they buried the bodies of Dades command. Arriving at Fort King, they found it short on supplies. After conferring with Clinch, who was based at Fort Drane to the north, Gaines elected to return to Fort Brooke via the Cove of the Withlacoochee River. Moving along the river in February, he engaged the Seminoles in mid-February. Unable to advance and knowing there were no supplies at Fort King, he elected to fortify his position. Hemmed in, Gaines was rescued in early March by Clinchs men who had c ome down from Fort Drane (Map). Scott in the Field With Gaines failure, Scott elected to take command of operations in person. A hero of the War of 1812, he planned a large-scale campaign against the Cove which called for 5,000 men in three columns to strike the area in concert. Though all three columns were supposed to be in place on March 25, delays ensued and they were not ready until March 30. Traveling with a column led by Clinch, Scott entered the Cove but found that the Seminole villages had been abandoned. Short on supplies, Scott withdrew to Fort Brooke. As the spring progressed, Seminole attacks and the incidence of disease increased compelling the US Army to withdraw from key posts such as Forts King and Drane. Seeking to turn the tide, Governor Richard K. Call took the field with a force of volunteers in September. While an initial campaign up the Withlacoochee failed, a second in November saw him engage the Seminoles in the Battle of Wahoo Swamp. Unable to advance during the fighting, Call fell back to Volusia, FL. Jesup in Command On December 9, 1836, Major General Thomas Jesup relieved Call. Victorious in the Creek War of 1836, Jesup sought to grind down the Seminoles and his forces ultimately increased to around 9,000 men. Working in conjunction with the US Navy and Marine Corps, Jesup began to turn American fortunes. On January 26, 1837, American forces won a victory at Hatchee-Lustee. Shortly thereafter, the Seminole chiefs approached Jesup regarding a truce. Meeting in March, an agreement was reached which would allow the Seminoles to move west with their negroes, [and] their bona fide property. As the Seminoles came into camps, they were accosted by slave catchers and debt collectors. With relations again worsening, two Seminole leaders, Osceola and Sam Jones, arrived and led away around 700 Seminoles. Angered by this, Jesup resumed operations and began sending raiding parties into Seminole territory. In the course of these, his men captured the leaders King Philip and Uchee Billy. In an effort to conclude the issue, Jesup began resorting to trickery to capture Seminole leaders. In October, he arrested King Philips son, Coacoochee, after forcing his father to write a letter requesting a meeting. That same month, Jesup arranged for a meeting with Osceola and Coa Hadjo. Though the two Seminole leaders arrived under a flag of truce, they were quickly taken prisoner. While Osceola would die of malaria three months later, Coacoochee escaped from captivity. Later that fall, Jesup used a delegation of Cherokees to draw out additional Seminole leaders so that they could be arrested. At the same time, Jesup worked to build a large military force. Divided into three columns, he sought to force the remaining Seminoles south. One of these columns, led by Colonel Zachary Taylor encountered a strong Seminole force, led by Alligator, on Christmas Day. Attacking, Taylor won a bloody victory at the Battle of Lake Okeechobee. As Jesups forces united and continued their campaign, a combined Army-Navy force fought a bitter battle at Jupiter Inlet on January 12, 1838. Forced to fall back, their retreat was covered by Lieutenant Joseph E. Johnston. Twelve days later, Jesups army won victory nearby at the Battle of Loxahatchee. The following month, leading Seminole chiefs approached Jesup and offered to stop fighting if given a reservation in southern Florida. While Jesup favored this approach, it was declined by the War Department and he was ordered to continue fighting. As a large number of Seminoles had gathered around his camp, he informed them of Washingtons decision and quickly detained them. Tired of the conflict, Jesup asked to be relieved and was replaced by Taylor, who was promoted to brigadier general, in May. Taylor Takes Charge Operating with reduced forces, Taylor sought to protect northern Florida so that settlers could return to their homes. In an effort to secure the region, the constructed a series of small forts connected by roads. While these protected American settlers, Taylor used larger formations to seek out the remaining Seminoles. This approach was largely successful and fighting quieted during the latter part of 1838. In an effort to conclude the war, President Martin Van Buren dispatched Major General Alexander Macomb to make peace. After a slow start, negotiations finally produced a peace treaty on May 19, 1839 which allowed for a reservation in southern Florida. The peace held for a little over two months and ended when Seminoles attacked Colonel William Harneys command at a trading post along the Caloosahatchee River on July 23. In the wake of this incident, attacks and ambushes of American troops and settlers resumed. In May 1840, Taylor was granted a transfer and replaced with Brigadier General Walker K. Armistead. Increasing the Pressure Taking the offensive, Armistead campaigned in the summer despite the weather and threat of disease. Striking at Seminole crops and settlements, he sought to deprive them of supplies and sustenance. Turning over the defense of northern Florida to the militia, Armistead continued to pressure the Seminoles. Despite a Seminole raid on Indian Key in August, American forces continued the offensive and Harney conducted a successful attack into the Everglades in December. In addition to military activity, Armistead used a system of bribes and inducements to convince various Seminole leaders to take their bands west. Turning over operations to Colonel William J. Worth in May 1841, Armistead left Florida. Continuing Armisteads system of raids during that summer, Worth cleared the Cove of the Withlacoochee and much of northern Florida. Capturing Coacoochee on June 4, he used the Seminole leader to bring in those who were resisting. This proved partially successful. In November, US troops attacked into the Big Cypress Swamp and burned several villages. With fighting winding down in early 1842, Worth recommended leaving the remaining Seminoles in place if they would remain on an informal reservation in southern Florida. In August, Worth met with the Seminole leaders and offered final inducements to relocate. Believing that the last Seminoles would either move or shift to the reservation, Worth declared the war to be over on August 14, 1842. Taking leave, he turned command over to Colonel Josiah Vose. A short time later, attacks on settlers resumed and Vose was ordered to attack the bands that were still off the reservation. Concerned that such action would have a negative effect on those complying, he requested permission not to attack. This was granted, though when Worth returned in November he ordered key Seminole leaders, such as Otiarche and Tiger Tail, brought in and secured. Remaining in Florida, Worth reported in early 1843 that the situation was largely peaceful and that only 300 Seminoles, all on the reservation, remained in the territory. Aftermath During operations in Florida, the US Army suffered 1,466 killed with the majority dying of disease. Seminole losses are not known with any degree of certainty. The Second Seminole War proved to be the longest and costliest conflict with a Native American group fought by the United States. In the course of the fighting, numerous officers gained valuable experience which would serve them well in the Mexican-American War and the Civil War. Though Florida remained peaceful, authorities in the territory pressed for the full removal of the Seminoles. This pressure increased through the 1850s and ultimately led to the Third Seminole War (1855-1858).

How Many Miles to Babylon Free Essays

â€Å"How many miles to Babylon? † Alec Moore – Narrator Frederick Moore – Father to Alec Mrs. Moore – Mother to Alec Jerry Crowe – Friend to Alec Mrs. Crowe – Mother to Jerry Major Glendinning – Commending Officer to Jerry and Alec in the army. We will write a custom essay sample on How Many Miles to Babylon? or any similar topic only for you Order Now General Points –  § Main Theme: Love vs. Hatred  § Reflects different stages of Narrator Development – There’s a continuous stream of consciousness, no chapters  § Ireland  § France  § Love – of country – passionless love of duty – of power and wealth – narcisstic love (love of self) Theme and Issues: Setting the Scene –  § Alec Narrates his tale of a loveless child, leaving him emotionless and scarred cruel mother, manipulative and hateful  § He was always goaded by his â€Å"beautiful mother†  § Mrs. Moore’s beauty contrasted to her vindictive personality. She’s swift and dismissive (passionless)  § Home with no affefction â€Å"The dining room in the daytime was unwelcoming† Relationship with his mother –  § Described through an experience when he seen his mother feeding the swans, thinking she was another woman for a split second, and felt love for her. This shows us that he doesn’t know his mother that well, mistaking her for another person but also that he only feels love for her when she is perceived as someone else. Compared to Christy’s love with his mother in â€Å"My left foot† – he has a continuous plutonic love for her.  § Mrs. Moore’s human relationships are meaning less and without power.  § She feels she is not capable of love as they are never aloud the freedom to experience it themselves.  § She has been taught only the proper etiquette of the wealthy at the experience of wealthy needs. The mother is jealous of Alec’s father and their relationship.  § She is again jealous of Alec’s developing relationships, such with Jerry, but also is worried what other people may think of a higher class boy, being friends with a lower class boy. Therefore, she wants to destroy it.  § She removes Alec from school, just so she won’t be left alone in the day. This is also a way for her to get to her husband, showing him that her and Alec also have a relationship, although it is fake. Relationship with Father – Alec feels real affection for his father, shown in his willingly attitude to spend time with him by the fire. He loves him within the bounds of duty and sensitivity.  § He leaves his father with loosing his only love in the family, when joining the army â€Å"heart rendering† when he leaves.  § They don’t display their love or intensity of feelings for one another, but it is evident e. g. when he accepts money as a â€Å"gestur e of love†  § His golden watch is given to Alec – Metaphorically represented as the beating of his heart. It will – â€Å"protect him from danger† Image of Women as hateful figures –  § The mother sees Alec’s decision to join the army as a personal triumph. She doesn’t have worries about the probable loss of her son’s life at war, but instead begins to enjoy the sympathy of her peers that she will receive from having her son at war.  § Jerry and Alec ridicule their â€Å"hypocritical mothers† as a display of grief as they go to war  § Alec makes fun of his mother for her intensity towards him, showing us that he doesn’t take her seriously. War as an image of hatred –  § The topic of war, adds a sense of horror The combination depicts a metaphorical journey for these characters from a debased nation of love in Alec to the trenches.  § The trenches are described as a physical representation of humankind without the power of love. It depicts the true meaning of evil and hate in contrast to love. Major Glendinning –  § He never shows remorse – he shows preci sion and dispassion by the murder of â€Å"Gloucester’s Regiment†  § This illustrates the breakdown of the inherent moral code in humanity  § When Alec requests leave for Jerry he shows compassion Paradoxical Aspect – to Jerry Crowe’s character. Contrary to loving nature Jerry Crowe –  § He abides by his sense of filial duty (wanting to find his father)  § His character brings out the true Alec Moore, makes him find himself.  § The reunion of Jerry and Alec at the finality of the novel is moving  § When Jerry is found, he is put into a detention camp, and declares he loves his country than his King. It is love that is the death of Jerry Crowe.  § When Alec pulls the trigger, it is none of murder, but saving his friend from a brutal death.  § After the death of Jerry, Alec finds no love in his life. He withdraws from life after his death. Cultural Context : – the world in which the novel is set  § Set in Ireland and focuses on the political conflict around the time of the nationalist movement and the First World War.  § Also conflicts between the upper and lower class in Ireland (classification)  § Alec Moore draws the reader into the story of his life by focusing on the rituals of his parents’ lives, his early childhood, education and his friendship with Jerry Crowe – all the ways that he sees his own life.  § The main way we see the cultural differences in Jerry and Alec is through their language and colloquialisms. Alec’s wealth is illustrated through his life setting – â€Å".. a high curtained window in which I could see as I went up the reflection of walls, the pictures, the polished banisters, the three altered heads, the crossed pikes, and a pair of beautifully chased silver swords† Alec’s Experience in childhood –  § His portrayal of his early childhood is harrowing. Mrs. Moore’s try to destroy the natural instincts of childhood are evident from her refusal to allow Alec to go to school, her interference in his friendship with Jerry and her dismissal of his piano teacher. Her interference is the source of Alec’s shyness and isolation.  § His relationship is distorted as his mother uses him as a means of avoiding direct contact with her husband – who neglects the important aspects of his development as he is a moral coward who has been bullied by his wife.  § Alec is used like a pawn by his mother to undermines her husband’s authority: â€Å" You never speak without authority.. you never sound as if you knew what you were talking about. You have always been an ineffective man† pg. 30 Mrs. Moore as an image of upper class – We are shown this through Alec’s narrative that she is a cruel and peevish mother  § Her maternal instincts are over-shadowed by her selfishness  § Her physical beauty is juxtaposed with her deformed nature.  § Johnston uses her to reflect the negative aspect of upper class society.  § Her desire to be regarded as a woman of culture and breeding is illustrated by her refined eating and drinking, her piano playing and her dress code. Mr. Moore as a Father figure –  § He has more of a relationship with Alec then the mother, shown by his scepticism about Jerry and Alec’s friendship. The Father is weak, his example of adult behaviour is confusing for his children.  § He can not be considered as a role model for Alec because of his flaws. The Friendship of Alec and Jerry –  § Alec’s childhood salvation comes from Jerry Crowe, he would have been very lonely without him, and wouldn’t have experienced his rejuvenation of childhood without him  § Ironically, Jerry’s childhood was one of a bad experience, similar to Alec’s – may have been what makes their friendship so solid. It is Jerry’s boisterous character that carries Alec through his awful home life  § His humour and attitude, allows Alec to manifest a reasonable perspective about his own future and society  § Their conversations are subtle reflections of the time in which they live â€Å"The German’s are going to fix all those eejits in Europe, The British are going to fix the Germans, and we†¦we are going to fix the British†  § The strength of their friendship survives the corrosion of class consciousness  § Proven by Alec’s constant support of Jerry, especially in the army. Alec’s Education –  § He lacks the encouragement needed from his parents, particularly from his mother to spur him to academic success.  § His mother is a crucial part in teaching him the piano, since dismissing Mr. Cave, although she does not keep her promise.  § She deprives him from going away to school as she cannot bear being left alone with his father. The Irish Nationalist Cause –  § Jerry’s recruitment to the army, is only for him to learn how to handle ammunition for the nationalist cause in Ireland, not for the desire to protect the English. The illustrates the nature of Irish society in the early part of the twentieth century where a small number of nationalists wanted to recreate a culture which was severly curtailed since the penal period.  § The paralleling of the nationalist movement in Ireland with the First World War illustrates two examples of the degeneration of society in violence. Portrayal of Women –  § It is unflat tering and prejudicial  § The author illustrates the lack of maternal nurturing which indicates the dysfunctional nature of society. Mrs Moore and Mrs Crowe deprive their sons of love, care and happiness – making decisions that are contrary to the moral well being of their sons.  § They both represent each end of society and class, yet both have the same role as mothers. Portrayal of Men –  § A portrayal of disconcert  § Alec’s introduction is apathetic and amoral who rejects the solace of religion  § Alec and Jerry are most admirable in their childhood, and they earn the readers respect through their loyalty to one another. The ambiguous ending of the novel suspends their credibility as full rounded characters and infers their symbolic function in the story.  § The other men are not symbolic as heroic figures (Major Glendinning, Jerry’s father, Mr. Moore) Instead, they are portrayed as ineffectual men enwrapped by their social position or as hard hearted, condescending automations. Setting of the Novel –  § The setting is varied, begins with Alec’s detention in France, and reverts to his childhood in Co. Wicklow – moves between Dublin, Belfast, England and France.  § With each change of setting, the reader is brought deeper into the impending doom with awaits Alec and Jerry.  § The move from Ireland to France also propels the protagonist from the domestic, political disharmony of his own country into the European fray so that the scale of the violence and cruelty of Alec’s early experiences is magnified beyond himself to thousands of other people. How to cite How Many Miles to Babylon?, Papers How Many Miles to Babylon Free Essays The same cannot be said for How Many Miles to Babylon, which ends in a pessimistic and gloomy scene. Alec Moore is awaiting execution, as the novel comes full circle. He is given â€Å"a pen and paper† because he is an â€Å"officer and a gentleman†. We will write a custom essay sample on How Many Miles to Babylon or any similar topic only for you Order Now He has nothing to do but wait. Alec refused to kill Jerry by firing squad, so in a sense, he asserted his own humanity in the face of war. However, this noble act is detrimental, as this act of compassion tragically costs him his life. Johnston’s outlook is in keeping with the sombre vision of the whole novel – dark, pessimistic and undeniably tragic. The central characters and key relationships within a text are extremely important to our understanding of the general vision and viewpoint. They allow us to see how the actions of another person can have a positive or negative impact on the life of the protagonist. The relationship between Alec and his mother Alicia in How Many Miles to Babylon is characterised by a lack of communication and affection. Alicia uses Alec as an extension of her own ego. He is not appreciated as an individual with individual needs and desires. She only cares that he conforms to her expectations. There is no real warmth to their relationship – which is cold and stifling. As well as restricting Alec’s relationship with Jerry Crowe, Alicia overpowers his relationship with Frederick. Alec cannot do anything without the consideration of his mother. Their relationship is presented in a negative light and Johnston, in a sense, caricatures Alicia to reflect the dark and negative aspects of the upper class. Alicia has a desire to be regarded as a woman of culture and intelligence, which is evident through her piano playing and refined eating rituals, but her actions are a departure from normal maternal practices. Alec feels unloved and unappreciated. The mother-son relationship is so important in How Many Miles to Babylon because not only does it portray a dark outlook on life, but is also a catalyst for the main plot. The general vision and viewpoint of a text expresses the author’s or director’s optimistic or pessimistic outlook on life. It also enables us to establish a greater understanding of the characters and allows us to empathise with them. The outlook can be either bright or dark, or indeed a combination of brightness and darkness and as we become more aware of this outlook as the plot develops, we can more effectively understand the situation of the protagonist within the narrative. How to cite How Many Miles to Babylon, Papers

Tamburlaine The Great, Part Two monologue from the play by Christopher Marlowe Essay Example For Students

Tamburlaine The Great, Part Two monologue from the play by Christopher Marlowe Essay A monologue from the play by Christopher Marlowe NOTE: This monologue is reprinted from Masterpieces of the English Drama. Ed. William Lyon Phelps. New York: American Book Company, 1912. TAMBURLAINE: Villain, art thou the son of Tamburlaine, And fear\st to die, or with a curtle-axe To hew thy flesh, and make a gaping wound? Has thou beheld a peal of ordnance strike A ring of pikes, mingled with shot and horse, Whose shatter\d limbs, being toss\d as high as heaven, Hang in the air as thick as sunny motes, And canst thou, coward, stand in fear of death? Hath thou not seen my horsemen charge the foe, Shot through the arms, cut overthwart the hands, Dying their lances with their streaming blood, And yet at night carouse within my tent, Filling their empty veins with airy wine, That, being concocted, turns to crimson blood, And wilt thou shun the field for fear of wounds? View me, thy father, that hath conquer\d kings, And, with his host, march\d round about the earth, Quite void of scars and clear from any wound, That by the wars lost not a drop of blood, And see him lance his flesh to teach you all. A wound is nothing, be it ne\er so deep; Blood is the god of war\s rich livery. Now look I like a soldier, and this wound As great a grace and majesty to me, As if a chair of gold enamelled, Enchas\d with diamonds, sapphires, rubies, And fairest pearl of wealthy India, Were mounted here under a canopy, And I sat down, cloth\d with a massy robe That late adorn\d the Afric potentate, Whom I brought bound unto Damascus\ walls. Come, boys, and with your fingers search my wound, And in my blood wash all your hands at once, While I sit smiling to behold the sight. Now, my boys, what think ye of a wound?

Neural and synaptic transmission free essay sample

Neural Synaptic Transmission The nervous system is made up of neurons and Gila cells. Neurons are the basic communication links in the nervous system. Gila cell provide support for neurons and contribute to communication. Neurons normally transmit a neural impulse (an electric current) along an axon to a synapse with another neuron. The neural impulse is a brief change in neurons electrical charge that moves along an axon, It Is an all-or-none event. Action potential triggers the release of chemicals called neurotransmitters that diffuse across the synapse to communicate with other reruns. Transmitters bind with receptors in the posthypnotic cell membrane, causing excitatory or Inhibitory Asps. Most neurons are linked In neural pathway, circuits, and networks. In the nervous system, the neural impulse functions as a signal. For that signal to have any meaning for the system as a whole, it must be transmitted from the neuron to other cell. We will write a custom essay sample on Neural and synaptic transmission or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As noted above, this transmission takes place at special junction called Synapses, which depend on chemical messengers. To explain in another way neural impulses are electro chemical events. When Neurons stimulated beyond threshold level, there Is a rapid shift in Its polarity from negative to positive charge. This reversal of charge, called an action potential or neural impulse, is generated along the length of the axon to the terminal buttons. When neural Impulse reaches the terminal button, It triggers the release of neurotransmitters, the chemical messengers that carry the message across the synapse to neighboring neurons. Neurotransmitters can have either excitatory or Inhibitory effect to the neurons at which they dock. Example: The educational ND childcare reformers who have used brain science as the base for their campaigns have primarily cited to key findings: the discovery of critical period in neural development and the demonstration that rats raised In enriched environments have more synapses than rates raised in impoverished environments. A critical period is a limited time span in the development of an organism when It Is optimal for certain capacities to emerge because the organism Is especially responsive to certain experiences. Classical conditioning Classical conditioning explains how neutral stimulus can acquire the capacity to licit response originally evoked by another stimulus. This kind of conditioning was originally described by Ivan Pavlov. Many kind of everyday responses are regulated through classical conditioning, including phobias, fears, and pleasant emotional responses. Even psychological responses such as immune and sexual functioning and drug tolerance can be Influenced by classical conditioning. Conditioned response may be weakened and extinguished entirely when the CSS is no longer paired with the US. In some case, spontaneous recovery occurs, and an extinguished response reappears after a period of non-exposure to CSS. Conditioning may generalized to additional stimuli that are similar to the original CSS. The opposite of generalization is discrimination, which involve not responding to function as if it were US, to establish new conditioning. Example: The art of manipulating peoples association has been perfected by the advertising industry. Advertisers consistently endeavor to pair the product they are pending with stimuli that seem likely to elicit positive emotional response. Like advertisers, candidates running for election need to influence the attitude of many people quickly, subtly, ND effectively- and they depend on evaluation conditioning to help them do so. For example , politician show-up at an endless variety of pleasant public events( such as opening of a new mall) that often have nothing to do with their public service. Stress Stress is common every day event, even seemingly minor stresses or hassles can be problematic. To a large degree, stress lies in the eye of the beholder, as appraisals of stress are highly subjective. Major type of stress includes frustration, conflict, change, and pressure. Frustration occurs when an obstacle prevent one from attaining some goal. The three principal type of conflict are approach-approach, avoidance-avoidance, and approach-avoidance. A large number of studies with the SIRS suggest that change is stressful. Although this may be true, it is now clear that the SIRS is a measure of general stress rather than Just change related stress. Two kind of pressure ( to perform and conform) also appears to be stressful. Emotional reaction to stress typically include anger, fear, and sadness, although positive emotions may also occur may promote resilience. Emotional arousal may interfere with coping. The optimal level of arousal on a task depends on the implicitly of the task. The psychological arousal in response to stress was originally called the fight-or-flight response by Cannon. The fight-or-flight response may be less applicable to women than men. Sellers general adaptation syndrome describes three stages in physiological reaction to stress: alarm, resistance, and exhaustion. There are two major pathways along which the brain send signal to the endocrine system in response to stress. Action along these pathless two set of honeymoons, catecholamine and corticosteroids, into the bloodstream. Stress may support the process of neurosurgeons. Some coping responses are less than optimal. They include giving up, blaming oneself, and striking out at others with act of aggression. Indulging oneself is another coping pattern that tends to be of limited value. Defense mechanism protect against emotional distress through self-deception. Small positive illusion about oneself may sometimes be adaptive. Pigged According to Piglets theory of cognitive development, the key advance during seniority period is the childs gradual recognition of the permanence of objects. The operational period is marked by certain deficiencies in thinking- notably, interdisciplinary scholar whose own cognitive development was exceptionally rapid. In his early ass, after he had earned a doctorate in natural science and published a novel, Pigged turned his focus on psychology. He soon found himself administering intelligent test to children to develop better test norms. In doing this testing, Pigged became intrigued the reasoning underlying the childrens wrong answers. He decided that measuring children intelligent was less interesting than studying how children use their intelligence. He spent the rest of his life studying cognitive development. Many of his ideas were based on insights gleaned from jarful observation of his own three children during their infancy. Like Erosions theory, Pigged model is a stage theory of development. Pigged proposed that the youngsters progress through four major stages of cognitive development, which are characterized by fundamentally different thought process: (1) Seniority period (birth to age 2), (2) the operational period (age 2 to 7), (3) the concrete operational period (age 7 to 10), and (4) the formal operational period (age 11 onwards). Example; fathers are essential for healthy development. Over the last 40 years proportion of children growing up without a father in home has more than doubled. During the same time, we have seen dramatic increase in teenager pregnancy, juvenile delinquency, violent crime, drug abuse, eating disorder, teen suicide and family dysfunction. Erikson Erikson theory of personality development propose that individual evolve through eight stages over the life span. In each stage the person wrestles with changes (crises) in social relationship. According to Erikson Personality is shaped by how individual deal with these psychological crises. Each crisis involves a trudge between two opposing tendencies, such as trust versus mistrust or initiative vests guilt, both of which are experienced by the person. Erikson describes the stages interns of these antagonistic tendencies, which represent personality theaters people display in varying degrees over the reminder of their lives. Although the names for Erosions stage suggest either-or-outcomes, he viewed each stage as a tug of war that determine the subsequent balance between opposing polarities in personalities. The eight stages In Erikson theory are: stage 1- Trust versus mistrust ( is my word predictable and supportive? First year of life), stage 2- Autonomy versus sham and doubt (Can I do thing myself or must I always rely on others? Second and third years), stage 3-eliminative versus guilt (Am I good or am I bad? , fourth through six years), stage 4- Industry versus inferiority ( Am I competent or am worthless? Age six through puberty), stage 5-Latinity versus confusion (Who am I and where am I going? , adolescent), stage 6- Intimacy versus isolation (Shall I share my life with another or live alone? , early adulthood), stage 7-Gen eratively versus self-absorption (will I produce something of real value? , middle adulthood), stage 8- integrity versus despair (have I lived a full life? Late adulthood) Frauds psychoanalytic theory emphasis the importance of the unconscious. Freud described personality structure in terms of three components- the d, ego-and superego- which are routinely involved in ongoing series of internal conflict. Freud theorized that conflict centering on sex and aggression are specially likely to lead to anxiety. According to Freud, anxiety and other unpleasant emotions such as guilt are often warded off with defense mechanisms. Freud described a series of five stages of development: Oral, anal, phallic, latency, and genital. Certain experiences during these stages can have lasting effect on adult personality. Lungs most innovative and controversial concept was the collective unconscious. Idlers individual psychology emphasis how people strive for superiority to compensate for their feeling of inferiority. Overall, Psychodrama theories have produced many ground breaking insights about the unconscious, the role of internal conflict and the importance of early childhood experiences in personality development. However, psychodrama theories have been criticized for their poor testability, inadequate base of empirical evidence, and their male centered view.

Free Essays on The Prince

Response to â€Å"The Prince† My outlook was completely changed about the life of a prince after reading this piece. I predicted that it would be the same old story of the courageous and fearless prince; instead, I found it to be completely opposite. Basically throughout this whole paper, Machiavelli writes about any ruler wishing to stay in power must â€Å"learn how not to be good†. He wrote about it from a completely different perspective than what I had expected. He talks about ignoring morality at certain times so that a â€Å"prince† can remain a prince. When people think of the fairy tale prince, they usually think of someone who has strong morals and is courageous and trustworthy; yet Machiavelli writes that a prince â€Å"should know how to enter into evil when necessity commands†. He praised Cesare Borgia and Hannibal because they were cruel, and he insists that it is necessary for a prince to be cruel at times. According to him, mercy, faithfulness, humanness, forthrightness, and religion are all qualities that a prince must appear to have. He says that it â€Å"is not necessary for a prince to have all the above qualities, but it is very necessary for him to appear to have them.† He claims that people perceives one another as what one seems to be, only a few people perceive one as they really are. I agree with him here. Apparently because he had figured this out, he is able to write about how a prince should act. There are two particular examples that stood out in the story that I want to use to explain how he sees the life that a prince should live. These two examples are the main points that I took away with me, maybe because they even have some personal significance in my life. The first example jumped out at me when he wrote, â€Å"For men forget more quickly the death of their father than the loss of their patrimony.† This stuck with me because this phrase is so true. People remember if something they inherited is stole... Free Essays on The Prince Free Essays on The Prince Response to â€Å"The Prince† My outlook was completely changed about the life of a prince after reading this piece. I predicted that it would be the same old story of the courageous and fearless prince; instead, I found it to be completely opposite. Basically throughout this whole paper, Machiavelli writes about any ruler wishing to stay in power must â€Å"learn how not to be good†. He wrote about it from a completely different perspective than what I had expected. He talks about ignoring morality at certain times so that a â€Å"prince† can remain a prince. When people think of the fairy tale prince, they usually think of someone who has strong morals and is courageous and trustworthy; yet Machiavelli writes that a prince â€Å"should know how to enter into evil when necessity commands†. He praised Cesare Borgia and Hannibal because they were cruel, and he insists that it is necessary for a prince to be cruel at times. According to him, mercy, faithfulness, humanness, forthrightness, and religion are all qualities that a prince must appear to have. He says that it â€Å"is not necessary for a prince to have all the above qualities, but it is very necessary for him to appear to have them.† He claims that people perceives one another as what one seems to be, only a few people perceive one as they really are. I agree with him here. Apparently because he had figured this out, he is able to write about how a prince should act. There are two particular examples that stood out in the story that I want to use to explain how he sees the life that a prince should live. These two examples are the main points that I took away with me, maybe because they even have some personal significance in my life. The first example jumped out at me when he wrote, â€Å"For men forget more quickly the death of their father than the loss of their patrimony.† This stuck with me because this phrase is so true. People remember if something they inherited is stole...

Lesson Plan for Remote Sensing, GPS, and GIS Essay

Lesson Plan for Remote Sensing, GPS, and GIS - Essay Example However, with the introduction of geospatial technology such as remote sensing, geographic information system (GIS), and global positioning system (GPS), Social Studies can become very interesting to pre-collegiate students. In fact, â€Å"with data from satellite-based sensors becoming widely available, curricular and instructional opportunities are limitless† (Gaile & Willmott 2003, 411). This lesson is a basic introduction of geospatial technology itself, particularly RS, GIS, and GPS to the students in the K-12 educational levels using the simplest forms of explication and focusing on instilling in the students its correct appraisal in relation their subject Social Studies. II. Learning Objectives The use of geospatial technology has been of much use ever since it was developed and introduced. Government agencies involved in different aspects of national and social life use it to gather and analyze information, whether these are regarding the population, the weather, polit ics, agriculture, and other concerns. Because of this, it is imperative for teachers in K-12 social studies subjects to introduce spatial and geographic issues and to introduce students to the technologies to be used for these (Alibrandi & Moloney 2001). In doing so, the following may well be the objectives not just for the students who are the recipient of the education process but also for the teacher who delivers it to them. 1. To educate K-12 students in Social Studies about the basic features of geospatial technology, particularly Remote Sensing, GPS, and GIS. 2. To develop spatial thinking that may involve knowledge in orientation, scale, symmetry, and similar concepts. This will help students in â€Å"understanding change over space versus change over time and recognizing as understanding change over space versus change over time and recognizing patterns in data† (Schultz et al 2008, 27) . 3. To present the means in which the geospatial technology is applied in certain branches of science that are of vital importance to society and the country. 4. To teach students the importance of GIS, RS and GPS in enriching their learning experience in Social Studies and History, especially because events â€Å"occur not only in time, but in space, and expanding spatial understandings literally gives more dimension to simple historical understanding† (Alibrandi & Baker 2008, 8). III. Resources Needed Due to the obvious fact that teaching geospatial technology to K-12 students requires advanced resources too, it may be necessary to procure computers and the appropriate software. Schools are expected to have computers already though. Therefore what would be needed would be certain software for RS, GIS, and GPS. These software varieties may be available online already, which is why it is also imperative that the computers used for instruction should be connected to the internet. Using the internet-based maps or web maps can be considered as a good start b ecause these do meet the requirements in teaching geospatial technology and, at the same time provide teachers with instant geographic solutions to student questions and academic needs (Baker 2005, 45). Other resources that will be needed are as follows: 1. History and Social Studies textbooks corresponding to the grade level of the students being taught. 2. Printed maps or a globe 3. Software that may need to be installed to the computers that would be

Bibliography Essay Example | Topics and Well Written Essays - 500 words - 1

Bibliography - Essay Example The case of Quebec is used as an example for showing the resistance of a region to globalization using a particular element: the language; in accordance with Di Sciullo the French language has been used by Quebecers as a cause for protecting the region’s identity, even if the region is indispensable part of Quebec. In this way, the political choices of Trudeau in regard to ethnicity and identify of Quebec, as compared to other regions of Canada, can be clearly understood. Dufour, Christian. â€Å"Trudeau’s Canadian Legacy from a Quebec Perspective: New Canadian Nationalism Weakens Canada.† London Journal of Canadian Studies 18(2002/2003): 5-13, accessed February 12, 2012. The study of Dufour emphasizes on the role of Trudeau in the misunderstanding caused in regard to the demands of Quebecers, as citizens of a critical Canadian region. Moreover, through the above study it is made clear that the political decisions of Trudeau had led to the following problem: various cultural groups across Canada have been benefited from the changes in Canadian constitution while the rights of the citizens of Quebec were ignored. In other words, the study of Dufour, analyzing the conflicts between Quebecers and the rest of Canadians, makes clear the failure of Trudeau to secure national unity, especially as of the area of Quebec. The specific aspect of Trudeau’s legacy in regard to national unity is quite important, taking into consideration Quebec’s geopolitical value for Canada. In any case, the failures of Trudeau in managing the claims of Quebecers can be used for evaluating his practices in other regions with similar issues. Although the specific su bject is partially covered also in the study of Di Sciullo, the use of the study of Dufour is important in order to understand the challenges that nationalism has faced in Canada, especially since the information