American Civil War Battles of Fort Wagner

The Battles of Fort Wagner were fought on July 11 and 18, 1863, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Quincy Gillmore5,000 men Confederate Brigadier General William TaliaferroBrigadier General Johnson Hagood1,800 men Battles of Fort Wagner - Background In June 1863, Brigadier General Quincy Gillmore assumed command of the Department of the South and began planning operations against the southern defenses of Charleston, SC. An engineer by trade, Gillmore initially achieved fame the year before for his role in the capture of Fort Pulaski outside Savannah, GA. Pushing forward, he sought to capture the Confederate fortifications on James and Morris Islands with the goal of establishing batteries to bombard Fort Sumter. Marshaling his forces on Folly Island, Gillmore prepared to cross over to Morris Island in early June. First Attempt on Fort Wagner Supported by four ironclads from Rear Admiral John A. Dahlgrens South Atlantic Blockading Squadron and Union artillery, Gillmore dispatched Colonel George C. Strongs brigade across Lighthouse Inlet to Morris Island on June 10. Advancing north, Strongs men cleared several Confederate positions and approached Fort Wagner. Spanning the width of the island, Fort Wagner (also known as Battery Wagner) was defended by thirty-foot high sand and earth walls which were reinforced with palmetto logs. These ran from the Atlantic Ocean in the east to a thick swamp and Vincents Creek in the west. Manned by a 1,700-man garrison led by Brigadier General William Taliaferro, Fort Wagner mounted fourteen guns and was further defended by a moat studded with spikes which ran along its landward walls. Seeking to maintain his momentum, Strong attacked Fort Wagner on July 11. Moving through thick fog, only a single Connecticut regiment was able to advance. Though they overran a line of enemy rifle pits, they were quickly repulsed with over 300 casualties. Pulling back, Gillmore made preparations for a more substantial assault which would be heavily supported by artillery. Second Battle of Fort Wagner At 8:15 AM on July 18, Union artillery opened fired on Fort Wagner from the south. This was soon joined by fire from eleven of Dahlgrens ships. Continuing through the day, the bombardment did little actual damage as the forts sand walls absorbed the Union shells and the garrison took cover in a large bombproof shelter. As the afternoon progressed, several Union ironclads closed and continued the bombardment at close range. With the bombardment underway, Union forces began preparing for the assault. Though Gillmore was in command, his chief subordinate, Brigadier General Truman Seymour, had operational control. Strongs brigade was selected to lead the assault with Colonel Haldimand S. Putnams men following as the second wave. A third brigade, led by Brigadier General Thomas Stevenson, stood in reserve. In deploying his men, Strong accorded Colonel Robert Gould Shaws 54th Massachusetts the honor of leading the assault. One of the first regiments composed of African American troops, the 54th Massachusetts deployed in two lines of five companies each. They were followed by the remainder of Strongs brigade. Blood at the Walls As the bombardment concluded, Shaw raised his sword and signaled the advance. Moving forward, the Union advance was compressed at a narrow point in the beach. As the lines of blue neared, Taliaferros men emerged from their shelter and began manning the ramparts. Moving slightly west, the 54th Massachusetts came under Confederate fire approximately 150 yards from the fort. Pushing forward, they were joined by Strongs other regiments which attacked the wall closer to the sea. Taking heavy losses, Shaw led his men through the moat and up the wall (Map). Reaching the top he waved his sword and called Forward 54th! before being struck by several bullets and killed. Under fire from their front and left, the 54th continued to fight. Incensed by the sight of African American troops, the Confederates gave no quarter. To the east, the 6th Connecticut achieved some success as the 31st North Carolina had failed to man its part of the wall. Scrambling, Taliaferro gathered groups of men to oppose the Union threat. Though supported by the 48th New York, the Union assault bogged down as Confederate artillery fire prevented additional reinforcements from reaching the fight. On the beach, Strong desperately tried to get his remaining regiments forward before being mortally wounded in the thigh. Collapsing, Strong gave the order for his men to retreat. Around 8:30 PM, Putnam finally began advancing after receiving orders from an incensed Seymour who could not understand why the brigade had not entered the fray. Crossing the moat, his men renewed the fight in the forts southeast bastion begun by the 6th Connecticut. A desperate battle ensued in the bastion which was worsened by a friendly fire incident involving the 100th New York. Attempting to organize a defense in the southeast bastion, Putnam sent messengers calling for Stevensons brigade to come up in support. Despite these requests, the third Union brigade never advanced. Clinging to their position, the Union troops turned back two Confederate counterattacks when Putnam was killed. Seeing no other option, Union forces began evacuating the bastion. This withdrawal coincided with the arrival of the 32nd Georgia which had been ferried from the mainland at the order of Brigadier General Johnson Hagood. With these reinforcements, the Confederates succeeded in driving the last Union troops out of Fort Wagner. Aftermath of Fort Wagner The fighting ended around 10:30 PM as the last Union troops either retreated or surrendered. In the fighting, Gillmore sustained 246 killed, 880 wounded, and 389 captured. Among the dead were Strong, Shaw, and Putnam. Confederate losses numbered only 36 killed, 133 wounded, and 5 captured. Unable to take the fort by force, Gillmore pulled back and later laid siege to it as part of his larger operations against Charleston. The garrison at Fort Wagner ultimately abandoned it on September 7 after enduring supply and water shortages as well as intense bombardments by Union guns. The assault on Fort Wagner brought great notoriety to the 54th Massachusetts and made a martyr of Shaw. In the period preceding the battle, many questioned the fighting spirit and ability of African American troops. The 54th Massachusetts gallant performance at Fort Wagner aided in dispelling this myth and worked to bolster recruitment of additional African American units. In the action, Sergeant William Carney became the first African American winner of the Medal of Honor. When the regiments color bearer fell, he picked up the regimental colors and planted them atop Fort Wagners walls. When the regiment retreated, he carried the colors to safety despite being twice wounded in the process. Sources CWPT: Fort Wagner and the 54th MassachusettsCWSAC Battle Summaries: Battles of Fort WagnerHistoryNet: Fort Wagner the 54th Massachusetts Volunteer Infantry

MIS and Decision Making Essay - 1960 Words

American University of Culture and Education Badaro Campus Management Information System The Role of MIS in the Decision-Making Process Problem solving and decision-making are two important skills for any business process. Problem solving often involves decision-making, which is mainly important for management and leadership. According to BusinessDictionary.com, decision-making is â€Å"The thought process of selecting a logical choice from the available options.† Thus, logical decision-making is an important part of all science-based professions, where specialists apply their knowledge in a given area to make suitable decisions. For example, medical decision-making often involves making a diagnosis and selecting an†¦show more content†¦Ã¢â‚¬Å"Information systems are becoming of ever greater interest in progressive and dynamic organizations.† (Adeoti-Adekeye). The need to obtain access easily, quickly and more economically makes it vital to create procedures for the design, management and application of databases in organizations. Management information and information systems, in particular tho se related to effective decision-making processes in an organization, are observed as valuable organizational resources. In fact, the increased value of information as a basic concept in recent times, coupled with the continued rise of computer-based information systems and the integration of separated information systems led Getz in 1982 to suggest coalescence as an expected chance. To explain the coalescence, Getz has seen the manager of an organization that results from this coalescence as a generalist, with a solid understanding of technology but with a better understanding of business conditions and needs. 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Problem Solving for Yoga Teacher Free Essays

What is a problem? A problem is a situation in which there is a goal, but it is not clear how to reach the goal. Main Problems faced by a Yoga teacher: 1. Classes with only a few students Yoga teachers may sometimes teach a small class, maybe less than 5 students, here brings a great challenge to a yoga teacher since you need to build up a good connection with your students to really look into the needs of each of the students rather than in generalized terms. We will write a custom essay sample on Problem Solving for Yoga Teacher or any similar topic only for you Order Now This takes time for you to know more about each of his/her students. 2. Teaching classes in different locations Being a yoga teacher, you may have to work in different locations for each class, this will involve a high travelling cost and frustration. 3. Problems on marketing your classes and workshops This is essential for you to be an effective marketer in order to grow your business. Even you are working in a large yoga school providing all the marketing collateral for you, you still have to clearly articulate. If you are not working in such a large company, you must be able to answer a question â€Å"Why students should chose you but not these in the large yoga school? 4. Not enough time to practice yoga for own self Many people may have a misunderstanding that when a yoga teacher is teaching yoga, he/she is practicing yoga as well, however, this is not true, and the yoga you are teaching in a class is never the one you are practicing on your own. You may find that you don’t have enough time to practice yoga. 5. Managing illness and scheduled day-off You must have a clear concept t hat if you don’t teach, you won’t be paid. This is very important to have a good time management on your working schedule. 6. Thinking yourself is not good enough Teaching yoga is an on-going process, sometimes you may face a situation that the way you are teaching is unfamiliar with your colleague. This may make you think you are not better than the others. Lack of confidence in own teaching style is a big problem in teaching yoga. 7. A class with students in different cultures Sometimes a yoga class may not only have local students, but also students from all over the world. This may lead to a communication problem to these from other countries. Strategies to solve problems Heuristic – Heuristic is a strategy in thinking under uncertainty. It is a solution strategy based on past experiences. Thinking with heuristic will give a quick answer, it may, however, lead an incorrect answer or even no answer, as past experiences may not be exactly the same to the current situation. Algorithm – Algorithm is a step by step problem solving procedure that guarantees a correct answer to a problem. Which Strategy should be chosen as being a yoga teacher? The answer is Heuristic. Although algorithm guarantees a correct, this is very time-consuming. The most important thing is the problem you faced in being a yoga teacher is not a simple mathematics question with an exact answer. For example, you are facing a class with on more than 5 students, which teaching methods should be used? In this situation, you even have no time to take a step and step procedure to solve the problem, a quick action must be done! Also, there is no exactly correct answer to you which methods must be better, this is based on your past experience. To know more about your problem solving styles! There are two kinds of problem solving styles: Representativeness Heuristic and Availability Heuristic Representativeness Heuristic is a heuristic for judging the probability of membership in a category by how well an object resembles (is representative of) that category. In general, the representativeness heuristic leads to a bias toward the belief that causes and effects will resemble one another. Availability Heuristic is a phenomenon in which people predict the frequency of an event, or a proportion within a population, based on how easily an example can be brought to mind. An event may be prominent in our memories because it happened recently or because it is particularly striking or vivid. Questions: Which kinds of problem solving styles you are using Situation 1: When you are teaching a class with foreigners, let says students from USA, they are very aggressive and always ask a lots of questions, so you assume all the students from USA have that kind of culture. Next time when you teach USA students, you refer to your past experience to apply in this situation. Ans: Representativeness Heuristic Situation 2: How to cite Problem Solving for Yoga Teacher, Papers

New Directions in Planning Theory free essay sample

She examines the three approaches referred to above under the rubrics of: (1) the communicative del; sometimes called the collaborative model, emphasizes the planners role in mediating among stakeholders within the planning situation (2) the new urbanism; frequently labeled neo-traditionalism, paints a physical picture of a desirable city to be obtained through planning; ; (3) and the just city, which derives from the political economy tradition, while also outcome oriented, is more abstract than the new urbanism, presenting a model of spatial relations based on equity. The Communicative Model The communicative model draws on two philosophical approaches-? American pragmatism as developed in the thought of John Dewey and Richard Rotor and the theory of communicative rationality as worked out by Judger Habeas. 5 The two strands differ somewhat in their methodologies. Neo-pragmatism tends toward empiricism. Theoretical and Practical Deficiencies In its effort to save planning from elitist tendencies, communicative planning theory runs into difficulties. The communicative model should not be faulted for its ideals of openness and diversity. We will write a custom essay sample on New Directions in Planning Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page New urbanism have achieved considerable attention in the United States and, to a lesser extent, in Great Britain . Their orientation resembles that of the early planning theorists Benzene Howard, Frederic Law Limited, Patrick Geodesin their aim of using spatial relations to create a close-knit social community that allows diverse elements to interact. The new urbanism call for an urban design that includes a variety of building types, mixed uses, intermingling of housing for different income groups, and a strong privileging of the public realm CritiqueThe new urbanism is vulnerable to the accusation that its proponents oversell their product, promoting an unrealistic environmental determinism that has threaded its way throughout the history of physical planning THE JUST CITY In Socialism: Utopian and Scientific Frederica Engels (1 935, p. 54) presents the Marxian critique of utopianism: The final causes of all social changes and political revolutions are to be sought, not in minis brains, not in mans better insight into eternal truth and justice, but in changes in the modes of production and exchange.For Marx and Engels, social transformation could occur only when the times were ripe, when circumstances enabled the forces for social amelioration to attain their objectives. In their view utopian thinkers like Robert Owen and Fouri er could not succeed because they developed a social ideal that did not coincide with a material reality still dominated by capitalist interests. Only smashing the structure of class domination could create the conditions for achieving a just society.CONCLUSION In Her conclusion she defends the continued use of the just city mode and a edified form of the political-economy mode of analysis that underlies it, described below The three types of planning theory described in this essay all embrace a social reformist outlook. They represent a move from the purely critical perspective that characterized much theory in the seventies and eighties to one that once again offers a promise of a better life. Whereas reaction to technocracy and positivism shaped planning theory of that period, more recent planning thought has responded to the challenge of post- modernism.

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh She

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh Sherman was born on May 8, 1820 in Lancaster, Ohio. He was educated at the U.S. Military Academy and later went on to become a Union General in the U.S. civil war. Sherman resigned from the army in 1853 and became a partner in a banking firm in San Francisco. He became the president of the Military College in Louisiana(now Louisiana state University) from 1859-1861. Sherman offered his services at the outbreak of the Civil War in 1861 and was put in command of a volunteer infantry regiment, becoming a brigadier general of volunteers after the first Battle of bull run. He led his division at the Battle of Shiloh and was then promoted to major general of volunteers. Soon after Sherman fought in the battle of Chattanooga he was made supreme commander of the armies in the west. Sherman fought many battles with such people as Ulysses S. Grant, and against people such as Robert E. Lee before he was commissioned lieutenant general of the regular army. Following Grants election to presidency he was promoted to the rank of full general and given command of the entire U.S. Army. William Sherman published his personal memoirs in 1875, retired in 1883, and died in 1891. William Tecumseh Sherman, as you have read, was a very talented and very successful man. He is remembered by many accomplishments, but probably most remembered by his famous March to the sea. Sherman's march to the sea was probably the most celebrated military action, in which about sixty thousand men marched with Sherman from Atlanta to the Atlantic ocean, then north through South Carolina destroying the last of the souths economic resources. Bedford Forrest was in Tennessee, and with Atlanta secured, Sherman dispatched George H. Thomas to Nashville to restore the order there. John B. Hood threatened Thomas's supply line, and for about a month, they both fought north of A tlanta. Sherman decided to do the complete opposite of what the strategic plan laid down by Grant six months earlier had proposed to do. In that plan Grant had insisted that Confederate armies were the first and foremost objectives for Union strategy. What Sherman decided now was that he would completely ignore the Confederate armies and go for the "spirit that sustained the Confederate nation itself", the homes, the property, the families, and the food of the Southern heartland. He would march for Savannah, Georgia and the seacoast, abandoning his own line of supply, and live off the land and harvests of the Georgia Country. Grant finally approved Sherman's plan, so Sherman set off on his march eastward, "smashing things to the sea." On November 15, 1864, Sherman began his march to the sea. "I can make . . . Georgia howl!" he promised. Sherman left Atlanta, setting it up in flames as they left, with 62,000 men, 55,000 of them on foot, 5,000 on cavalry horses, and about 2,000 riding artillery horses. It was an army of 218 regiments, 184 of them from the West, and of these 155 were from the old Northwest Territory. This army was remembered as a lean and strong one. The bulk of the army was made up of Germans, Irish, Scotch, and English. Sherman and his army arrived in Georgia where there was no opposition, and the march was very leisurely. The army fanned out widely, covering a sixty mile span from one side to the other. The army destroyed, demolished and crushed whatever got in their way, the land, homes, buildings, and people. Bridges, railroads, machine shops, warehouses- anything of this nature that was in Shaman's path was burned and destroyed. As a result of this march eliminating a lot of the food to feed the Confederate army and its animals, the whole Confederate war effort would become weaker and weaker and weaker. Sherman went on toward the sea while the Confederacy could do nothing. S herman's march to the sea was a demonstration that the Confederacy could not protect its own. Many agree that Sherman was too brutal and cruel during the march to the sea, but Sherman and his men were effectively demolishing the Confederate homeland,

Judas at the Jockey Club essays

Judas at the Jockey Club essays William H. Beezleys Judas at the Jockey Club provides the reader with an accurate in-depth view of a struggling and developing Mexico throughout the Porfirian era up to the year 1910. Beezley considers this period in Mexican history to begin around 1876 and states that the social, political and economic factors are considered as an argument that this period can be seen as the foundation for modern Mexico. The author also examines the ordinary aspects of the every day lives of Mexicans. From sports to recreation, from work to jobs, and from ceremonies to celebrations in order to illustrate the extent to which the two main culture groups of Mexican society, los de arriba (the elite) and los de abajo (the underclass) live their very separate lives. Beezleys research was extremely extensive, but organized to perfection. He used an impressive amount of different newspapers, magazines, and books to successfully cover the cultural separations and highly defined differences of the two social divisions in the developing nation of Mexico around the turn of the 20th century. The author uses over one hundred different sources to inform the reader that there is much more to Mexican life than seen by the naked eye. However, Beezley could have supported his views on the lower class with a further in-depth focus as he did so with the upper class. Overall, his research and argument was well written. He captures local Mexican views and standpoints of both the upper and lower classes and created a division that would make a reader, with any or little previous knowledge of Latin American study, understand with the greatest of ease. Judas at the Jockey Club is divided into three large sections of interest including Sport & Recreation (elite class), Rocks & Rawhide in Rural Society (lower class), and finally, one entitled Judas at the Jockey Club. The first section of sport and recreation is a true test of knowledge and an endless suppl...

How technology affect socitey Research Paper Example | Topics and Well Written Essays - 1500 words

How technology affect socitey - Research Paper Example According to Sutton (2013), incorporation of technology in schools has been essential for the success of students because of the shifting times and the increased demand for tech savvy people. Therefore, the study shows that the 21st century classrooms have adjusted to the technological revolution in order to prepare students for the technological world. Hence, technology managed to change the way society perceived classrooms in terms of chalk boards and writing of letters, this makes the 21st society demand technological advanced individual propelling classrooms to also require technological advances. This raises the concern that computers are taking away manpower which seems to be true; moreover, human experience is significant in learning, which raises the concern of reading literature on computers. In his work, Sutton assumes that people accept technology capabilities, which propel advancement of the human society while appreciating the new technologies. That author argues that al though it is easy to see the social issues associated with technology the impacts have to be addressed after a thorough understanding of what technology does to the society. The main social concern apart from the changes in interpersonal relations and the divide in social classes is the decreasing level of capability in individuals because of the technologies that seem to do almost everything. According to Lee (2002), the last few decades there has been increased development in computing and communication with indications that the progress and the use of information technology will carry on in a fast pace. Currently, innovations within information technology have wide reaching effects on various domains of the society with policy makers acting on issues such as economic productivity privacy protection, intellectual property rights as well as the affordability and access to