Hispanic American Diversity Essay Example for Free

Hispanic American Diversity Essay In identifying the linguistic, political, social, economic, religious, and familial conventions and statuses of Hispanic groups living in the United States (US); the following remain as the center of attention: Mexican Americans, Puerto Ricans, Cubans, and Columbians. While there is distinctiveness in each groups culture, their language categorizes them in one of two large groups known as Latino or Hispanic Americans. The Spanish language is communal between these groups, though all have exclusive dialects that set them apart. The commonalities and differences are not limited to just language, but span across every aspect of Mexican American, Puerto Rican, Cuban and Columbian way of life. Today in the US millions of people classify themselves as Mexican Americans (2005). The intricate and affluent Mexican American multicultural heritage is a direct reflection of influences from such places as Spain and Mexico (2005). The unique language of Mexican Americans is no exception to influences as it is derived from a combination of Mexicos national language, Spanish, and the national language of the US, English. Although sometimes described as an under-represented group in US politics, Mexican Americans were very active in the Mexican American Civil Rights movement. This movement included a wide-rang of issues, from rights for farm workers to the right to vote (2000). As with their political status, socially Mexican Americans continually battle to fit in. Their want of having the American dream burns bright within the hearts and minds of all Mexican Americans and makes their social battle seem that much more important. Throughout the immigration history of Mexican Americans, little advancement has been made for progress from immigrant standing to mainstream social status. This is largely due to the lack of education provided and the vast amount of discrimination they received (2006). In education, another battle for Mexican Americans arises. Richard Alba (2006) stated, Huntington presents data that appear to show very low levels of Mexican-American educational advancement beyond high school, regardless of generation. A full comparison of high school education completion broken down by Hispanic origin. Note. From Bernstein, R. Bergman, M. (2005). Young, diverse, urban. United States Department of Commerce News. Retrieved March 1, 2008, from http://www. census. gov/Press-Release/www/2003/cb03-100. html Similar to the struggle noted with education, economically, Mexican Americans struggle for fair pay. During the Mexican American Civil Rights movement Mexican American economics came from the shadows to become one of the many issues faced. Today this harsh reality still burdens most all Mexican Americans. The one bright light may be their religious beliefs. Although, not always true, most churches today deliver separate mass for Spanish speaking parishioners. Religion remains a very strong factor in Mexican American family and culture. As with their religion, family remains quite strong in the lives of Mexican Americans. They have strong ties to not only immediate family in the US but family living in Mexico as well. This bond is so deep that some families continue to send money to their loved ones in Mexico. Similar to Mexican Americans, Puerto Ricans speak a derivative of Spanish as their main language. Politically, Puerto Ricans like Mexican Americans are under-represented in US politics. In fact their start in politics held them back from individualizing themselves. The progression of politics into Puerto Rican life in the US has gone from focusing on social and cultural issues in the 1950s to electoral participation and lobbying becoming the mainstay of their political ground (2003, p. 6). With all the strides Puerto Ricans have made politically, socially they have grown as well. They have integrated themselves into society, by fighting the same battles all Latinos fought: racism and discrimination. Although, they have a higher percentage of people graduating high school than Mexican Americans, they still maintain less than three quarters of Hispanic origin people. As with education and politics struggles with economics also faced most Puerto Ricans. They struggled for fair wages and equal opportunities just as all Latinos did. Today that struggle has become less but still lingers in areas where there is still racism and discrimination. Very similar to Mexican Americans, religion remains a very strong factor in the family and culture of Puerto Ricans. Again most churches conduct separate mass for Spanish speaking parishioners, making it easier for Puerto Ricans to practice their faith. As with their religion, family remains quite strong in the lives of Puerto Ricans. They have strong ties to not only immediate family in the US but family living in Puerto Rico as well. The fact that all Puerto Ricans are US citizens makes family all that more important. As with Mexican Americans and Puerto Ricans, Cuban Americans main language is Spanish. Similar to Mexican Americans politically Cubans are under-represented in US politics. Most are just so happy to get out of the Dictatorship they lived in Cuba they would rather not get caught up in politics at all. The strides they have made politically have helped to advance them socially, economically and in their education. Out of the Hispanic origins Cubans are the second highest only being beat by other Hispanics for High school completion. According to Jason Cato (2003), In rising to dominate the centers of power in Miami, Cuban-Americans have reversed the traditional cycles of assimilation and acculturation. Seeking freedom from the oppression of Cuba has not removed the strong ties they have to their homeland. These ties have caused Cuban Americans to adapt parts of the US culture to their own. Striving for conventional culture is not a focus. Religiously, Cuban Americans like both Puerto Ricans and Mexican Americans are devout to their religion as it is a very strong factor in their family and culture. Again most churches conduct separate mass for Spanish speaking parishioners, making it easier for Cubans to practice their faith. As with their religion, family remains quite strong in the lives of Cubans. Family is their way of holding on to cultures and traditions from Cuba. As with Mexican American, Puerto Rican and Cuban, Columbians also speak Spanish as their principal language. Columbian Americans are a very poor. Most migrated to the US to flee war and poverty seen within Columbia. They are often looking for work so that they can send money to their family still living in Columbia. Columbians rarely get involved in politics as they are very focused on family and making money. Work related interaction is the limit, except for other Columbians, of their social standing in the US. As with politics Columbians have very little interest in US culture. Most are here to work to send money home. With work being their main objective while in the US, they do not have time for anything else. They live on very little money and scrape to send as much over to Columbia as possible. Their wages are very low and they work long and mostly very hard hours just to get by. Similar to Mexican Americans, Puerto Ricans and Cubans, Columbians are very strong in their religion. They have an opportunity to go to mass that is conducted in Spanish as well as practice their religion on their own. Family is so very important in a Columbian Americans life. Everything they do is to better their familys life. They have deep ties to family not only in the US but in Columbia as well. This helps them to keep their culture and heritage as strong today as it was yesterday. Everything in their culture revolves around their religion and family. When comparing different Hispanic groups, the commonalities out way the differences in almost every scenario. The Similarities range from language, religion, and family to the reasons they came to the US. They also all care deeply and have very strong ties to their homeland and continue to focus on that rich heritage. The differences are few but stem more from social status and the want to be part of the mainstream. Politics, economic and social standings all differ for each group. This is largely due to assimilation and the different level of strides that have been made over time. The groups that have had more success politically have had the opportunity to advance socially and economically. These three combined in any order lead to an opportunity of the other. The strides and struggles that these four Hispanic groups have made has cleared a path for other Hispanic origin groups to make the same journey. References Alba, R. (2006). Mexican Americans and the American Dream. Political Science Politics. Retrieved March 1, 2008, from www. apsanet. org/imgtest/PerspectivesJun06Alba. pdf Bernstein, R. Bergman, M. (2005). Young, diverse, urban. United States Department of Commerce News. Retrieved March 1, 2008, from http://www. census. gov/PressRelease/www/2003/cb03-100. html Cruz, J. (2003). Puerto Rican politics in the United States. Centro Journal. Retrieved March 1, 2008, from http://redalyc. uaemex. mx/redalyc/pdf/377/37715101. pdf. Cato, J. (2004). Becoming American in Miami: reconsidering immigration, race and ethnic relations. Center for Latin American Studies. Retrieved March 1, 2008, from socrates. berkeley. edu:7001/Events/fall2003/11-20-03-stepick/index. html Mendoza, V. , Chicano! History of the Mexican American Civil Rights Movement. (2000). , The Journal for Multimedia History. Retrieved March 1, 2008, from www. albany. edu/jmmh/vol3/chicano/chicano. html.

Drug Abuse and Mental Health Essay -- addiction, illness, informative

Substance abuse complicates almost every aspect of care for the person with a mental disorder. When drugs enter the brain, they can interrupt the work and actually change how the brain performs its jobs; these changes are what lead to compulsive drug use. Drug abuse plays a major role when concerning mental health. It is very difficult for these individuals to engage in treatment. Diagnosis for a treatment is difficult because it takes time to disengage the interacting effects of substance abuse and the mental illness. It may also be difficult for substance abusers to be accommodated at home and it may not be tolerated in the community of residents of rehabilitation programs. The author states, that they end up losing their support systems and suffer frequent relapses and hospitalizations (Agnes B. Hatfield, 1993). Furthermore, mental illness and drug addiction are conditions that often occur together. This is a person who has two brain disorders that influence one another, and which both need treatment. Some say that certain drugs may actually cause mental illness in individuals with a weak genetic profile (Genetic Science Learning Center, 2011).With that being said, symptoms may get worse, but drugs do not necessarily cause mental illness. Some people may begin using drugs of abuse as a form of self-medication. For instance, drugs of abuse may temporarily relieve some of the symptoms associated with stress, anxiety, or depression, but the problems will still exist. Therefore, the form of self-medicating when using drugs can lead to harmful effects in a person’s mental health. People who have been undiagnosed may also suffer from serious mental disorders. So they may take drugs to relieve their symptom which is known as self-me... ...nosis and Mental Illness (Schizophrenia and Drug or Alcohol dependance) . Retrieved february 11, 2011, from schizophrenia.com: http://www.schizophrenia.com/family/dualdiag.html Center, N. D. (2004, April). Drug Abuse and Mental Illness. Retrieved Febrauary 9, 2011, from Justice.gov: http://www.justice.gov/ndic/pubs7/7343/7343p.pdf Genetic Science Learning Center (2011, January 24) Mental Illness: The Challenge of Dual Diagnosis. Learn. Genetics. Retrieved February 18, 2011, from http://learn.genetics.utah.edu/content/addiction/issues/mentalillness.html Lietz, J. (2011). Effects of Substance Abuse. Retrieved February 18, 2011, from ehow.com: http://www.ehow.com/about_4799336_effects-substance-abuse.html Samouilhan, T., & Seabi, J. (2010). University students' beliefs about the causes and treatments of mental illness. South African Journal of Psychology, 74-89 .

Freedom of Speech to Criticize Teachers Essay

It is good practice to respect teachers by word and deed. Even so, if a teacher is incompetent, students do not consider it disrespect to badmouth him or her. After all, students’ lives are significantly impacted by the competence or incompetence of their teachers. Thus, Tim Davis, a special education teacher from California who helped to start a website called RateMyTeachers. com supports the site that allows students to either praise or openly criticize their teachers by stating: â€Å"It’s the first time I really feel that students have a voice in their education (â€Å"Teachers Earn An F In Freedom†). † Davis’ opinion is consonant with the freedom of speech theory which grants perfect freedom to all people to express their opinions. The only condition posed by the freedom of speech postulate is that hate speech and verbal abuse are unacceptable in all situations and in all forms. With this essential condition in place, RateMyTeachers. com grants perfect freedom to students to express their positive and negative opinions about their teachers. Many students praise their teachers on the site. However, one teacher was described on the selfsame website as somebody who â€Å"just shows up for a paycheck (â€Å"Teachers Earn An F In Freedom†). † Although a number of teachers have protested against the website because it allows them to be openly criticized by their students, a lawyer representing the New York State United Teachers has observed that the site must surely fall â€Å"under constitutional free-speech protection (â€Å"Teachers Earn An F In Freedom†). † It is clear, therefore, that teachers must be tolerant of the opinions of their students. If the opinions are positive, they should encourage the teachers to focus on their strengths and continue improving their teaching styles. But even if students’ opinions are negative, teachers must show empathy and work on improving themselves with the support of their students’ opinions. After all, students care that their teachers do the best that they can in the classroom. RateMyTeachers. com is an excellent example of the freedom of speech theory in action in this context. Seeing that the opinions of students on the website may be read by anybody with access to the Internet, nothing is hidden from teachers that are truly interested in learning how they are secretly rated by their students. Even without the website, however, students would continue to praise and constructively criticize their teachers. As a matter of fact, students take it in their stride to make good or bad comments about their teachers. Given that this experience is a regular part of schooling, it is worthwhile for teachers to consider allowing all students to provide them with feedback about their teaching methods on a regular basis. Indeed, teachers may want to show respect for their students’ opinions – regardless of whether they are positive or negative – with the understanding that their students’ opinions support them in their quest to improve their teaching styles. What is more, students should be allowed to openly praise or constructively criticize their teachers without having to fill out anonymous evaluation forms. This would also help to build greater rapport between students and teachers. Most importantly, such practice would help students to gain more confidence in their effort to make politically correct speech; and for both students and teachers to learn and grow together, despite the divergency of their developmental stages. Works Cited â€Å"Teachers Earn An F In Freedom. † New York Library Association (8 October 2003). 1 April 2008. .

Discuss the Dramatic Devices Williams Uses in the Play to Suggest

Discuss the dramatic devices Williams uses in the play to suggest that Blanche is doomed. A Streetcar Named Desire is a tragedy that is unlike a traditional tragedy in that the characters in it are not struck by some calamity or fall because of unwise choices on their part. Instead, we enter the play in the delayed aftershocks of a tragedy that has befallen the main character, Blanche, as she attempts to hold on to whatever remnants of her beautiful past she can, but ultimately fails due to a combination of her past that catches up to haunt her, and also because of the rough-handed, misogynistic, and brutally pragmatic Stanley.Throughout the play, Williams hints and ultimately cements the idea that the audience will see Blanche fall. This is done through a blend of symbolism, character interaction, musical and auditory cues that foreshadow Blanche’s ultimate fall from beautiful to insane. Blanche’s tragic past is hinted by Williams to audiences even in Scene 1 by the an alogy of the names of the streetcars and place that Stella and Stanley live in.In Scene 1, Blanche tells Eunice about how she got to Stella and Stanley’s place; â€Å"They told me to take a streetcar named Desire, and then transfer to one called Cemeteries and ride six blocks and get off at – Elysian Fields† Blanche’s journey on New Orleans’ streetcars represents the journey of her own life up to now. The streetcar named desire is an allusion for the life she lived after her late husband, Allan, died. Blanche was a promiscuous woman who had sex with random men for the superficial attention she longed for.After, she transferred to a streetcar named Cemeteries, a name for a place of the dead. This must’ve represented that part of her life where she has been ostracised by her hometown of Laurel for her various affairs, that probably disrupted the social and marital affairs of those in the town. After all, that was the â€Å"death† of her time of â€Å"desire†. Finally, she arrives at Elysian Fields, Stella and Stanley’s place. Elysian Fields is a place of Greek Mythology, a transition area for the afterlife.Just as Blanche as â€Å"died†, she has gone to rest in Elysian Fields. In the myth, Elysian Fields was just an area for souls to go to before moving on to their next stage in the afterlife. This alone is enough to show that Williams hasn’t intended for Blanche’s story to end in Elysian Fields. Blanche’s tragic past has effectively â€Å"killed† her, and just as she must move on from Elysian Fields as per myth, her past is due to catch up with her and continue to wreak havoc on her.Furthermore, we see Williams’ use of the dark imagery of â€Å"Cemeteries† and â€Å"Elysian Fields†, as opposed to any more heavenly images (say, â€Å"Heaven†) to suggest that Blanche’s journey after Elysian Fields to be anything rosy – which is ultimately the case. Another way Williams shows that Blanche is destined to doom is through her absolute juxtaposition to life in New Orleans. By showing her as not being able to adapt to and accept life in the seemingly balanced and progressing New Orleans, Blanche is ultimately doomed to be something forgotten and left behind, like an old obsolete symbol of the Old South.From Scene 1, we see Blanche physically standing out in the rough and tumble world of New Orleans, from her striking white clothes in the colourful world of New Orleans, and her delicate description of being a â€Å"moth†. As the play unravels, we see she is unable to adapt to any new situations New Orleans throws at her. She never changes her high register speech which starkly contrasts Stanley and crew’s pidgin English and she constantly ignores the spreading truth about her.Even her sister, who is of same background as her, is able to accept the â€Å"rougher† life in New Orleans, and th is difference is put across by when Stella tells Blanche about her and Stanley’s wedding night. Stella is â€Å"thrilled† by Stanley’s barbaric smashing of the lightbulbs, while Blanche is horrified by it. It is obvious that Stella has at least partially assimilated into New Orleans life, while Blanche never does so throughout the play. By holding on to her beautiful dream of her past life, we see that Blanche sets herself up for disaster by never being able to break away from the past and head forward into the future.Her juxtaposition in New Orleans till the very end of the play serves as a reminder that she is a relic from the Old South and could never survive in the radically changing New Orleans, and is destined to die out with the old traditions. Auditory cues in the play also serve as a symbol as Blanche’s imminent disaster. The Varsouviana Polka appears when Blanche is being confronted with her past and the truth, such as when Mitch confronts her a bout her true age and the truth about her past.The polka symbolises disaster to Blanche, playing when she witness the traumatic death of her husband and whenever situations in the future bring these feelings of disaster to her. The Polka never goes away during the play, instead, we see that the polka is a recurring symbol in the play, showing that disaster has followed Blanche to New Orleans and is affecting her in every facet of her new life there. For example, in the scene where Mitch confronts Blanche about her past, we see the Polka being distorted, coupled with what seem to be Blanche’s hallucinations of the night Allan died.When Stanley provides Blanche with the bus ticket to go back to Laurel, â€Å"The Varsouviana music steals in softly and continues playing†, which represents the disaster Blanche faces should she go back again. As such, we see the Polka (and hence, disaster) never leaving her, instead representing the disastrous past creeping out on her, as it becomes more distorted and skewed throughout the play, representing her confused and deteriorating state of mind and doomed destiny.Ultimately, the polka is also there to play along with her downfall, : where, â€Å"The Varsouviana is filtered into weird distortion, accompanied by the cries and noises of the jungle† to symbolise the final destruction of her humanity (the jungle), and her deteriorated mental wellness (the distortion). Other notable examples of music used in the play to represent doom are songs like Paper Moon, that Blanche herself sings. Say it’s only a cardboard moon, sailing over a paper sea, but it wouldn’t be make believe, if you believed in me. Without your loveIt's a honky-tonk parade Without your love It's a melody played in a penny arcade It's a Barnum and Bailey world Just as phony as it can be Paper Moon by Ella Fitzgerald, a song about make-believe and props for show, is quite fittingly sung by Blanche, who all this while has lived in her make-believe world of her former glory. Such songs surfacing in the play, especially by the perpetrator herself cements the idea to audiences that Blanche is in fact a phony in her own right, and thus cannot survive in the very â€Å"real† world of New Orleans.It is yet another indicator that Blanche cannot and has not accepted the harsh future and reality of this life. It is extremely befitting to Blanche that it is true that if someone believed and truly loved her, she need not live out a make-believe world, where she is as white and as beautiful and as false as a paper moon. As such, songs like Paper Moon show audiences that Blanche embodies the person who cannot move from fantasy out to reality, and is doomed to live out in her fantasy world where she is like a paper moon – a move that ultimately spells her insanity in the harsh real world of New Orleans.The foreshadowing of Blanche’s doomed destiny is also portrayed through other minor characters actio ns. The Mexican flower seller, an old lady close to death, sells flowers for the dead, as if to foreshadow Blanche’s imminent â€Å"death† from reality, while Shep Huntleigh’s continued absence as Blanche’s â€Å"saviour† shows not only her disillusions about who she really is now as a woman, as well as serve as a reminder to audiences that it seems nothing can pluck Blanche out from her dire situation in New Orleans.Blanche is stuck in New Orleans miserable with the increasingly abusive Stanley, and no former beau can offer escape. Williams hints from the very beginning of the play that Blanche is doomed, but it is events throughout the play that signal her refusal and inability to move from fantasy to reality, that cement with audiences that Blanche has little hope of being released from her predicament.A Streetcar Named Desire is littered with small but extremely significant events to show that Blanche is still the paper moon she sings about, an d thus leads to her ultimate fall from the pititful facade of grace we were introduced to at the start of the play, to the hopeless state of delusion she ends up in after New Orleans and the people in it are unable to fed her fantasy anymore.

Valentines Day Essay

Valentines Day Essay Valentine's Day Essay Valentine's Day Essay This is a free sample essay on Valentine's Day. If you need custom assistance with Valentines Day essay writing, do not hesitate to request professional help of our essay writers! Let our writing experts help you with writing your unique, interesting, and original Valentines Day essay especially for you! Our writing services are legal, safe, and reliable! It happens around this time every year. We men undergo a transformation. This transformation is not by choice. In fact, we have no say in it whatsoever. It's the time of the year when the women in our lives transform us from ordinary guys to Valentines. It's the time of the year when we start to look a little better, our annoying hang-ups become cute idiosyncrasies and our previous miscues are forgotten in the eyes of women. It's the time of the year when we have a little more potential, the kind women say they can work with. And it's the only time when women say they like us just the way we are.Whether you know it or not, you're in somebody's sights, you're on some woman's short list of potential Valentine's Day dates. It could be the new woman in your office, the lead singer in the church choir who always manages to look your way sometime between the halle and the lujah, or the checkout girl at the convenience store who always gives you too much change, but she is so cute that you give it back to her because you don't want her to get in trouble. Indeed, Valentine's Day is upon us, and the pressure will be on all Brothers to do right by their lady. But there's no need to fear it, no need to try to hide out until it's all over.Where many of us make our mistake is in thinking February 14th is the sole day of the year to be romantic. When, in fact, Valentine's Day should be embraced, welcomed with open arms each year as the culmination of being thoughtful and considerate, imaginative and sincere during the previous 364 days of the year.So you say you're not the romantic type? Well, I'm here to help. Start with these nine imaginative things you can do all year long to assure yourself a place in your lady's heart before, on and after Valentine's Day.* Talk to her. Having a woman fall head over heels in love with you starts with the realization that, for women, love has more to do with emotions than with physical traits. So don't always start off in fifth gear, don't get stuck on sex talk all the time. Talk about other topics of mu tual interest. Talk about her job, your job, world issues. But in order to talk, you have to have something to talk about. Stay abreast of current events. Work on adding a little substance to her style.* Sweet-talk her. Leave a trail of chocolate kisses from the front door to the bedroom, right up to the bed. Leave a note on the bed that reads I kiss the ground you walk on.* Write to her. Write a love note or poem on a piece of paper and then cut it up into puzzle-like pieces. Send one a day to her.* Kiss her. Spend one solid hour exploring various kissing techniques. And every now and then, surprise her with a kiss before she can finish a sentence.* Praise her. Tell the world how great she is. Build your lover a Web page expounding your love for her. Mention special moments and add some photos. Surf the Web with her one day and just stumble upon it. Or have someone send her an anonymous e-mail with the link inviting her to the special page.* Surprise her. Before she takes a shower, write the words I love you with your finger on the bathroom mirror. It will magically appear in the condensation as she showers.* Flirt with her. Flirting is a basic instinct, a part of human nature. Ask her how she's doing. Talk to her with an open mind. Listen, really listen, to her. Laugh at her jokes. Make eye contact. But not just eye contact. Hold it a second or two longer than you normally would. Compliment her routinely. Brush the lint off her jacket. Touch her hand in the midst of sharing a laugh.* Pique her curiosity. It should be your goal to always leave your lady wanting more. Put a single red rose on the seat of her ear before she goes to work. On that day at work, she'll think about how great you are all day long. On occasion, play romantic games with her. Take a picture of yourself in the sexiest outfit possible. Hide it in a secret spot in your house and leave her clues on how to find it.* Take her for a ride. Put a blindfold on her and drive to a place where you h ave a blanket, candles, strawberries, sparkling drinks, and a rose.If you follow these simple tips, you're practically guaranteed to have a Valentine's Dayand a lasting romanceto remember.

Admiral David Dixon Porter in the Civil War

Admiral David Dixon Porter in the Civil War David Dixon Porter - Early Life: Born at Chester, PA on June 8, 1813, David Dixon Porter was the son of Commodore David Porter and his wife Evalina. Producing ten children, the Porters had also adopted the young James (later David) Glasgow Farragut in 1808 after the boys mother had aided Porters father. A hero of the War of 1812, Commodore Porter left the US Navy in 1824 and two years later accepted command of the Mexican Navy. Traveling south with his father, young David Dixon was appointed a midshipman and saw service aboard several Mexican vessels. David Dixon Porter - Joining the US Navy: In 1828, Porter sailed aboard the brig Guerrero (22 guns) to attack Spanish shipping off Cuba. Commanded by his cousin, David Henry Porter, Guerrero was captured by the Spanish frigate Lealtad (64). In the action, the elder Porter was killed and afterwards David Dixon was taken to Havana as a prisoner. Soon exchanged, he returned to his father in Mexico. Unwilling to further risk his sons life, Commodore Porter sent him back to the United States where his grandfather, Congressman William Anderson, was able to secure him a midshipmans warrant in the US Navy on February 2, 1829. David Dixon Porter - Early Career: Due to his time in Mexico, the young Porter possessed more experience than many of his midshipman peers and the junior officers above him. This bred a brashness and arrogance than led to clashes with his superiors. Though nearly dismissed from the service, he proved a capable midshipman. In June 1832, he sailed aboard the flagship of Commodore David Patterson, USS United States. For the cruise, Patterson had embarked his family and Porter soon began courting his daughter, George Ann. Returning to the United States, he passed his lieutenants exam in June 1835. David Dixon Porter - Mexican-American War: Assigned to the Coast Survey, he saved sufficient funds to allow him to marry George Ann in March 1839.   The couple would ultimately have six children, four sons and two daughters, that survived to adulthood. Promoted to lieutenant in March 1841, he briefly served in the Mediterranean before being ordered to the Hydrographic Office. In 1846, Porter was dispatched on a secret mission to the Republic of Santo Domingo to assess the new nations stability and to scout locations for a naval base around the Bay of Semana. Returning in June, he learned that the Mexican-American War had begun. Assigned as the first lieutenant of the sidewheel gunboat USS Spitfire, Porter served under Commander Josiah Tattnall. Operating in the Gulf of Mexico, Spitfire was present during the landing of Major General Winfield Scotts army in March 1847. With the army preparing to lay siege to Veracruz, Commodore Matthew Perrys fleet moved to attack the citys seaward defenses. Knowing the area from his days in Mexico, on the night of March 22/23 Porter took a small boat and mapped a channel into the harbor. The next morning, Spitfire and several other vessels used Porters channel to run into the harbor to attack the defenses. Though this violated orders that Perry had issued, he applauded his subordinates boldness. That June, Porter took part in Perrys attack on Tabasco. Leading a detachment of sailors, he succeeded in capturing one of the forts defending the town. In reward, he was given command of Spitfire for the remainder of the war. Though his first command, he saw little subsequent action as the war moved inland. Seeking to improve his knowledge of emerging steam technology, he took a leave of absence in 1849 and commanded several mail steamers. Returning in 1855, he was given command of the storeship USS Supply. This duty saw him employed in a scheme to bring camels to the US for use by the US Army in the Southwest. Coming ashore in 1857, Porter held several positions before being appointed to the Coast Survey in 1861. David Dixon Porter - Civil War: Before Porter could depart, the Civil War began. Approached by Secretary of State William Seward and Captain Montgomery Meigs, US Army, Porter was given command USS Powhatan (16) and dispatched on a secret mission to reinforce Fort Pickens at Pensacola, FL. This mission proved a success and was a demonstrative show of his loyalty to the Union. Promoted to commander on April 22, he was sent to blockade the mouth of the Mississippi River. That November, he began advocating for an attack on New Orleans. This moved forward the following spring with Farragut, now a flag officer, in command. Attached to his foster brothers squadron, Porter was placed in command of a flotilla of mortar boats. Pushing forward on April 18, 1862, Porters mortars bombarded Forts Jackson and St. Philip. Though he believed that two days of firing would reduce both works, little damage was inflicted after five. Unwilling to wait any longer, Farragut ran past the forts on April 24 and captured the city. Remaining by the forts, Porter compelled their surrender on April 28. Moving upstream, he aided Farragut in attacking Vicksburg before being ordered east in July. David Dixon Porter - Mississippi River: His return to the East Coast proved brief as he was soon promoted directly to rear admiral and placed in command of the Mississippi River Squadron that October. Taking command, he was tasked with aiding Major General John McClernand in opening the upper Mississippi. Moving south, they were joined by troops led by Major General William T. Sherman. Though Porter came to despise McClernand, he formed a strong, lasting friendship with Sherman. At McClernands direction, the force attacked and captured Fort Hindman (Arkansas Post) in January 1863. Uniting with Major General Ulysses S. Grant, Porter was next tasked with supporting Union operations against Vicksburg. Working closely with Grant, Porter succeeded in running most of his fleet past Vicksburg on the night of April 16. Six nights later he ran a fleet of transports past the citys guns as well. Having assembled a large naval force south of the city, he was able to transport and support Grants operations against Grand Gulf and Bruinsburg. As the campaign progressed, Porters gunboats ensured that Vicksburg remained cut off from reinforcement by water. David Dixon Porter - Red River the North Atlantic: With the citys fall on July 4, Porters squadron began patrols of the Mississippi until being ordered to support Major General Nathaniel Banks Red River Expedition. Beginning in March 1864, the endeavor proved unsuccessful and Porter was fortunate to extract his fleet from the rivers receding waters. On October 12, Porter was ordered east to take command of the North Atlantic Blockading Squadron. Ordered to close the port of Wilmington, NC, he transported troops under Major General Benjamin Butler to attack Fort Fisher that December. The attack proved a failure when Butler showed a lack of resolve. Irate, Porter returned north and requested a different commander from Grant. Returning to Fort Fisher with troops led by Major General Alfred Terry, the two men captured the fort in the Second Battle of Fort Fisher in January 1865. David Dixon Porter - Later Life: With the end of the war, the US Navy was rapidly downsized. With fewer sea-going commands available, Porter was appointed Superintendent of the Naval Academy in September 1865. While there, he was promoted to vice admiral and embarked on an ambitious campaign to modernize and reform the academy to make it the rival of West Point. Departing in 1869, he briefly advised Secretary of the Navy Adolph E. Borie, a novice in naval affairs, until his replacement by George M. Robeson. With Admiral Farraguts death in 1870, Porter believed that he should be promoted to fill the vacancy. This did occur, but only after a protracted fight with his political enemies. Over the next twenty years, Porter was increasingly removed from the US Navys operations. After spending much of this time writing, he died at Washington, DC on February 13, 1890. Following his funeral, he was buried at Arlington National Cemetery. Selected Sources CWPT: David D. PorterArlington Cemetery: David D. Porter

Loke (second treatiseof government, and machiavelli Essay

Loke (second treatiseof government, and machiavelli - Essay Example In a nutshell, emergency involves making preparations before an event. Emergency planning also aims at creating preparedness (Perry 7). It has an influence on response and recovery. Emergency plans guide operational decisions during the management of agent-generated and response-generated demands (Phelan, 2008). On the other hand, emergency operations majorly focus on performance (Phelan 16). Such operations require the use of a set of guidelines presented in terms of a plan. Every decision made during an emergency operation should be based on the guidelines outlined in the plan guide. The success of emergency operations depends on the availability of resources for use and frequent assessment of demands by responders as needs arise. Responders must be alert in order to identify any arising demands and should be creative when addressing such demands. The success of emergency operations also relies on the use of pre-event lists checklists. However, such checklists do not guarantee maxi mum success. Personnel must improvise them in order to achieve higher accomplishments. Actions taken by response personnel and emergency managers are what constitute an emergency operation. 2. Planning Process It is noted with concern that the emergency planning process is more important than the emergency plan itself. Emergency planning ensures that communities achieve disaster preparedness. As a process planning involves consultation, training, equipping, and critiques (Perry 28). The end result of such a process is an improvement in the ability of a community to handle risks. A significant number of individuals think that written plans are used in defining preparedness. I agree with such a line of thinking but the same people should be careful not to equate a plan with preparedness. The process is more important than the plan because it is practical. The plan is only but a picture presentation of the planning process at a specific time and does not guarantee the presence of a haz ard. On the other hand, the process of emergency planning involves practical steps such as ongoing monitoring, personnel training, and system exercising hence providing a definition for preparedness. It is important that organizations and jurisdictions adopt a continuous planning process because preparedness is dynamic in nature. Such a process should include continual monitoring of the environment so as to identify threats and discover new technology that can be used in handling such threats. Resources, threats, and even organizational structure may change over time. Moreover, lack of continuous training may result in the disappearing of performance skills. Such eventualities can only be addressed by ensuring that organization and jurisdictions establish a continuous emergency planning process. Despite the usefulness of the emergency planning process, the process may face some resistance. One main reason for such resistance is apathy. Apathy arises when individuals do not like to t hink about disasters (Phelan 22). Therefore, they develop the idea that emergency planning takes resources hence they end up not supporting the process of emergency planning. 3. Preparedness Exercises Organizations and j