8,726,400 SOS Its Coming Home (by it, I mean me)

8,726,400 SOS It’s Coming Home (by it, I mean me) Theory: *written by Rukia H. 21 as a part of the 8,726,400 Seconds of Summer guest post series* Theory: If we were to use the World Cup as an analogy for my life right now, I just lost a group stage match, but I still managed to progress beyond the group stage and into the knockout round. Background (why the World Cup): I have been obsessed with the World Cup for the past month, which is strange considering none of the teams I support qualified for it (the US and the Dutch). But anyone who knows me well enough knows that if you sit me in front of a TV and give me a game to watch, I’ll end up passionately supporting someone within ten minutes. I get heavily invested during soccer matches; it’s a fact. I can barely stay still in my seat as I urge players to run faster, jump higher, and save the impossible. I give them nicknames and scream loudly at the television screen as if they can hear me. I yell when they fail to do the incredible (ironic considering my athletic ability is that of a peanut). And I cry with them when it’s over. Observations (of the World Cup): One of the best parts for me when it comes to watching a game is listening to the pundits comment on the players and the game because you can learn a lot in the process (side note: this one time, I thought one of the Belgium players was so slow and a terrible player overall, but the commentators then were like “look at that amazing play by *player x*” and I was like rip, so much for my soccer knowledge) One comment I’ve been hearing a lot about is how players grow into the World Cup and what they mean by that is that as teams progress, they start playing better. They may be a bit shaky at first (this applies to all players, no matter how great you are!) but then you learn as you go and become better. A great example of this would be France. I remember waking up at 3 AM to watch them churn out an unconvincing win in the group stage and how disappointing it was to see that, but now look at them! They’re world champions and rightfully so! They regrouped and managed to defeat impressive teams from the difficult end of the bracket to reach the final and then won it all. Evidence (from real life): Early on, during second semester, I booked my plane ticket home. Being from California, I didn’t get many chances to go back home and see my family during the year; in fact, I only went home once and that was during winter break. So I booked the ticket and that was the end of it. Or at least it would have been, had I been at any other school. As spring semester began to dwindle down, everyone seemed to have summer plans like exciting internships, going abroad, or new/continuing UROPs. I was starting to feel the pressure as the inevitable question arose repeatedly about my own plans for the summer. And so I frantically applied to anything within fifty miles of my house… and got rejected from all of them. When I got on that plane, I’ll admit it sucked. I felt like I was falling behind again, producing some lackluster performance that was definitely not worth an admittance to MIT. Because clearly someone who goes to MIT would get the internship (Elle Woods: like it’s hard?) and excel and change the world all in three months. Because that’s what they do. Because that’s what I want them to do. But I’m home and after a month and a half, I know it will be fine. The first few days were tough because I missed the fast-paced MIT lifestyle. I spent those days agonizing over the fact that I had nothing to do and how it was such a waste of time. Now one day seems to blend into the next and it doesn’t worry me anymore. I like waking up late and staying up, doing whatever I want everyday. I like having this relaxed, lazy, maybe even boring summer because in the back of my mind, it’s feeding my ambition to do more. Doing nothing makes it painfully obvious what exactly you want to do and I know precisely what I want to do for this upcoming year and the summer following it. So maybe on paper, this summer was a bust for me, but in the long run, I think it will be a major stepping stone to something incredible. Conclusion: Group Stages (Results) Surviving freshman year at MIT = +3 Going home = +3 Getting rejected by internships/not really having summer plans = +0 Notes: I still made it through despite not getting the result I wanted! Knockout Rounds (TBD) Sophomore Year Junior Year Senior Year Notes: I still have all these matches to play! Using what I know now, I can make the appropriate changes to produce the results I want. I’m definitely still growing as a MIT student and that’s okay! And who knows, maybe with time, I’ll be up on that podium, drenched in rain, but holding the greatest prize of them all. ¹ Also, what’s pretty cool about life is that unlike the World Cup, you can’t really get knocked out. You may not always get what you want at a certain time, but you always get the chance to try again and bring the trophy (aka your happiness) home :) ¹ diploma? pirate’s license? the key to the city? the world may never know Post Tagged #8726400 Seconds of Summer #Home #World Cup

Jane Eyre And Oedipus Mason Essay - 915 Words

Evil lurks around every corner, even within oneself and other persons, waiting for an opportunity to sneak up and ruin plans, inject pain and triumph over happiness. Often this malevolence hides in a familiar face as a hidden demon. This hidden demon is also often on display in literature having dramatic consequences in everyday life. In Charlotte Bronte’s Jane Eyre Bertha Mason serves as the hidden devil character for Jane, causing the destruction of everything she desires; likewise, Sophocles’ Oedipus Rex contains a devil figure, ironically Oedipus himself, who causes the loss or poisoning of all he holds dear. In Jane Eyre and Oedipus Rex, the hidden demon serves as a vehicle for the downfall of the protagonist. Bertha Mason, simply†¦show more content†¦The final prophecy brings about the revelation that Oedipus is â€Å"a wretch, in birth, in wedlock cursed, / A parricide, incestuously, triply cursed!† (Sophocles, 66). He has indeed married his mother and killed his father; thus the course of his life is set by the gods regardless of his desires. These two themes: of mighty gods and powerless mortals, fits with what Sophocles may have been trying to convince his audiences of, in his time the belief in the gods was under attack. This self-fulfilling prophecy makes Oedipus his own self’s demon and seals the genre of tragedy, it is all the more saddening and inspires more pity for Oedipus that there was no way for him to escape fate. Rather than being a blind fool, this theme makes him a tragic hero. Oedipus must go through the agony of discovering who he is and facing his own demon. Jane, unlike Oedipus, is not fated to pain; she chooses the agony of being separated from Mr. Rochester over a life she knows is wrong. It is the main example of Jane Eyre’s prominent theme: independence. This self-inflicted pain marls the differences in the themes revealed by these stories’ hidden devil characters. While Oedipus is fated to suffer and destroy himself, Jane chooses to face the pain that her devil character instigates and overcome it. It takes the journey to Moor house, Jane’s employment as a solitary teacher, and the loveless proposal of St. John, all started by Bertha being married to Rochester, to show Jane how to stand on her

A New Term Has Emerged In Education Recently That Has...

A new term has emerged in education recently that has teachers unease with how they feel about it. The ever so emerging â€Å"flipped classroom† technique is starting to become integrated in several classrooms today. The reason so many teachers are suspicious of the technique, is because it is foreign and rather new. Traditional styled teachers are struggling to accept the new style due to the deranged forms of learning. Whereas the newer teachers are excited to track progress and learn new techniques. I personally feel that educators need to respect the fundamentals of education, and embrace the ever so changing society. Central Methodist University should flip their writing courses because it enhances student learning and collaboration,†¦show more content†¦Technology has been advancing rapidly during this generation, in turn, causing members of this generation to be highly dependent on technology. The flipped classroom utilizes technology to enhance learning insid e and outside of the classroom. Allowing students to learn on a device which suits their comfortability level, makes learning a subject less scary or intense. â€Å"By obtaining videos from other sources the students indicate they are more engaged and found the information refreshing,† (Schmidt) . Many teachers see the technology aspect of flipped classrooms as the deciding factor. Some teachers feel that some children will not have access the videos then resulting in students lacking the lesson. However, on the flip side teachers have combated this problem by providing students with technology when they are in the classroom. Utilizing technology in the classroom has enhanced learning capabilities, and has maximized the potential for several students. Using technology also allows students that are absent to have access to the videos online. Living in Missouri we experience a lot of miserable weather, with a flipped classroom students can continue to make progress at home with the videos online. An advanced placement chemistry class was able to almost complete a whole unit on their own when out of school for a week due to snow (Hardy) . Having to review the videos and lectures that they post online, teachers are now double checking their work. In order for theShow MoreRelatedThe Case Of Epperson V. Arkansas953 Words   |  4 Pagescase of Epperson v. Arkansas (1968) was argued before the Supreme Court. The case originated in 1965, when Susan Epperson was hired to teach 10th grade biology at Little Rock Central High School. The local school board had recently adopted, as a part of an approved curriculum, a new biology textbook that included a section on evolution. Immediately, Epperson recognised her dilemma; that to teach the required curriculum would put her at risk for dismissal under the â€Å"anti-evolution† statute. 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Principles and practice of mental health nursing Free Essays

string(158) " Client may come up with thought like: I am not good at preparing speeches; I will make a fool of myself, or what will people think if I say the wrong thing\." Introduction This essay will discuss the development of Cognitive Behavioural Therapy (CBT) and its role in mental health nursing. A brief definition of CBT will be given, and treatment modalities used before the advent of CBT for the treatment of anxiety will be explored. The essay will evaluate the principles and practice of CBT, and equate this with the recovery process. We will write a custom essay sample on Principles and practice of mental health nursing or any similar topic only for you Order Now The essay will also explore two CBT approaches that can be use to work with anxiety. The limitations of CBT will be discussed, likewise the relevance CBT to mental health nursing. The essay will be concluded by highlighting the learning I derived by writing this essay. CBT is an umbrella classification of the different approaches in psychotherapy treatment which helps patients to understand how their thoughts and feelings influence their behaviour. CBT is evidenced based, collaborative, structured, time limited, and empirical in approach (Westbrook et al, 2007). According the National Institute for Health and Clinical Excellence CG22 guideline, (2010) it should be recommended to patient and carers for the management of major mental health problems. The CBT process normalise recovery which is important in therapeutic alliance as oppose to the medical model of care which pathologies recovery. The socialization process fit with that of the recovery model both of which are patient centred, giving hope and optimism to the patient, and using a set of outcomes set by the patients (Till, U. 2007). According to Hersen, M (2008), the earliest origin of CBT can be traced back to the times of Siddhartha Gautama (563-483 BC) and Epictetus (A.D. 50-138) both of whose work reflected the concept of CBT in their teaching. CBT was developed from two parts way: ‘Behaviourism’ and ‘Psychoanalysis’ Behavioural therapy was developed from the principles of animal learning to humans from two main principles called classical and operant conditioning (Shawe-Taylor Rigby, 1999). Classical conditioning theory was based on the work of Pavlov (1927) while â€Å"Operant Conditioning† theory was based on the work of Skinner (1938). Psychoanalysis was developed by Sigmund Freud and looks at the functioning and behaviour of human. BT arose as a response to the psychodynamic image, when Freudian psychoanalysis was questioned for its lack of a scientific base. The application of behavioural science resulted in merging CT BT approaches, resulting to the treatment of anxiety disorder and inappropriate behaviours, and little progress in depression and psychosis (Shawe-Taylor and Rigby, 1999). However, the failure and criticism following the use of strict behavioural concept to explain complex behaviour brought about the emergence of the cognitive behavioural therapy. The major difference between the two approaches is the inclusion of the meditational approach in CT. (Hersen, M and Gross, A. 2008). Rational emotive behavioural therapy (REBT), developed by Albert Ellis (1913-2007) was one of the treatment approach used during this period. CT was developed in the 1960’s by Aaron Beck, and this approach became popular for its effective treatment of depression. The significant result from the merge of BT CT was the outcome of treatment for panic disorder by both Clark and Barlow in the UK and US respectively. Their combination in the 80’s and 90’s has resulted in CBT being a sort after therapy for mental health disorders. Anxiety is an example of a mental health problem. Anxiety is a common and treatable mental health disorders which manifest as feelings of uneasiness such as worry or fear which could be mild or severe, and a normal part of human condition Barker (2009). The feelings of fear and worry are sometimes helpful in psychologically preparing us to face the problem and physically triggering the flight and flight response. This affects 1 in every 10 people (RCPSYCH, 2010). The major types of anxiety disorder are: generalised anxiety disorder, panic disorder, obsessive compulsive disorder (OCD), post traumatic stress disorder and social phobia or social anxiety disorder. The symptoms of anxiety manifest through the mind via frequent worries, lacking concentration, feeling irritable, feeling tired and sleeping badly. While in the body symptoms include palpitations, sweating, muscle tension, fast breathing and faintness (RCPSYCH, 2010). Social anxiety disorder is use for discussion in this essay. Treatment modalities before the coming of CBT include those from psychoanalysis and Behaviourism. Anxiety treatments available before CBT include: refraining people from excess exercise in other not to increase the strain on the nervous system, administering Strychnine, arsenic and quinine and applying a white hot iron along the spine in severe cases. Exposure treatment which is still being use till date, use of Radionics by attaching patients to various devices with the belief that healthy energy is vibrated to unhealthy parts of the body, Use of Rational emotive behaviour therapy (REBT), and the use of Gamma-amino-butyric acid (GABA) facilitating drugs. Insulin shock therapy was also used (Marlowe, J 2011) Cognitive approaches use in working with social anxiety is: cognitive restructuring and exposure therapy. Cognitive restructuring according to Heimberg and Becker (2002) is the identification and challenging of irrational thoughts, which include beliefs, assumptions and expectations and replacing them with those that are rational, realistic and adaptive. The principle is not only challenging the negative thinking pattern that contribute to the anxiety, it also helps to replace them with more positive and realistic thought pattern by suggesting alternatives and by reinforcing the client belief in the alternative interpretations and ideas suggested (Norman and Ryrie, 2009). For a person having a fear of public speaking in social anxiety disorder, the way he or she feels is not determined by the situation but by his or her perception of the situation, thus the thought, emotion and behaviour is important in therapy. The therapist, in collaboration with the client uses the situation-emotion-thought-behaviour (SETB) to structure how the treatment will go. Cognitive restructuring is done in three steps, with full collaboration between the client and the therapist after building up a working therapeutic relationship. The first step is identifying the content and occurrence of the unhelpful thought. The therapist will ask the client to write down his or her thoughts, using thought monitoring records. Client may come up with thought like: I am not good at preparing speeches; I will make a fool of myself, or what will people think if I say the wrong thing. You read "Principles and practice of mental health nursing" in category "Essay examples" The therapist sta rting question could be, â€Å"If we could make one thought go away, which one will you choose to make a difference in the way you feel†, or â€Å"what is the worst thing that could happen?† Such questions are asked to uncover underlying fear. (Norman and Ryrie, 2009, Padesky and Greenberger, 1995).The second step is challenging the negative thoughts. Here, the therapist will help to dispel the irrational thoughts and beliefs to loose much of its power over the patient at this stage. The third step is replacing the negative thoughts with realistic thoughts which are more accurate and positive, with the therapist teaching the client about realistic calming statements he/ she can say when such anxious situation comes up. Systematic desensitization is a type of behavioural therapy use to treat social anxiety. It was developed by Joseph Wolpe, a South African psychiatrist. Systematic desensitization also called graded exposure, is the process of facing the anxiety or fear producing triggers from the less feared to the most dreaded ones, and the pre – planned grading of the triggers for exposure is referred to as â€Å"hierarchy† while habituation is â€Å"the reduction of anxiety over time when a person encounters an anxiety or fear – provoking trigger without the use of safety behaviours† (Norman and Ryrie, 2009). Systematic desensitization helps a client to gradually challenge his or her fears or anxiety, build confidence over time and master skills for controlling his or her anxiety. The process involves the therapist first teaching the client some relaxation techniques like deep muscle relaxation and assesses their ability to utilise this. For example, a person who is a nxious of facing the public and due to give a lecture, the step is to create a hierarchy of the anxiety or fear experience. The questions the therapist can ask to evoke triggers are: â€Å"What places, thing or people make you uncomfortableâ€Å"What brings your fear/anxiety/worry on(Norman and Ryrie, 2009). Then the therapist ask the client to set an exposure task according to his hierarchy of triggers, which should be graded, focused, repeated, and prolonged using the daily exposure diary. The client then work through the list with the guardian of the therapist, and the goal is to stay in each situation until the anxiety or fear subsides. The whole process is carried out with both parties collaborating together to achieve the goal, first through â€Å"in vivo exposure, such as imagining giving a speech and when the situation become easier, then the client progresses to the situation in the real world. The use of home work is also use. Despite all the good attributes associated with CBT, it is not without its own limitations. CBT is very complex to implement having a poor outcome with substance users who have a higher level of cognitive impairment (Patient UK). The availability of well trained and experienced qualified therapist is hard to get in the rural communities (Robertson, 2010). CBT does not work for everybody, and requires high commitment from the patient who see the home work as difficult and challenging (Patient UK). Some aspects of CBT therapy cannot be applied on people with learning disability and language is a barrier for those who English is not their first language. Nurses interact and undertake more roles with patient, and they are the first contact complaints are made to, which could give them an opportunity to offer CBT skills in the nursing process if it was incorporated in their training. (Padesky and Greenberger, 1995) Thus, the teaching of basic CBT skills is now being incorporated into the curriculum of the Mental Health Nursing pre/post registration programme. According to Gournay, K (2005), mental health nurses are now taking up challenging roles in management and nurse prescribing, giving advantage of freeing up the psychiatrist to undertake the more complex cases. The case for a nurse cognitive-behavioural therapist has been made glaring by the shortage of qualified therapist as a result of the widening evidence base for the approach and the recommendation by the NICE guidance for the provision of CBT for the treatment of hallucination and delusions (National Institute for Clinical Excellence, 2002). As recovery is all about inspiri ng hope to the patients, the mental health nurses will be better equipped to offer a person centred care required for patient recovery. The incorporation of CBT to mental health nurses curriculum will prepare nurses to be more collaborative in approach, and allow patients to have more input in their care which will improve the therapeutic relationship between the nurse and the patient and make nurses more approachable. With the advent of computer based CBT, the need for patients to meet with the therapist on a one on one basis is reduced, thus addressing the shortages of therapist and opening a new window for the people who are depressed or withdrawn to use the approach. (Robertson, 2010). There is prospect for mental health nursing considering the boost in career prospect this will bring to the profession and their position in the multidisciplinary team. This assignment has been an eye opener for me as a mental health student. It has exposed me to various issues in mental health, past present. And given me the opportunity to plan ahead of the future in shaping my direction in the profession. The essay has also given me the opportunity to know about the history of CBT and the various treatment approaches used before its era. It has given me the opportunity to see the interrelationship between CBT and recovery in care practice and also shown me that CBT skills will greatly enhance the quality of care provided by the mental health nurse. CBT should be made mandatory for all mental health nurses as a matter of necessity. REFERENCES Barker, P. (Ed) (2009) Psychiatric and Mental Health Nursing: The craft of caring 2nd edn. London: Hodder Arnold. Gournay, k. (2005) ‘The changing face of psychiatric nursing: revisiting mental health nursing’, Advances in psychiatry treatment, 11, pp. 6-11 RCPSYCH (Online). Available at: http://www.apt.rcpsch.org/cgi/c Hersen, M. and Gross, A. (2008) Handbook of Clinical Psychology. Volume 1. John Wiley Sons. Heimberg, R. and Becker, R. (2002) Cognitive-behavioural group therapy for social phobia: basic mechanisms and clinical strategies. 1st edt. New York: Guilford Press. Marlowe, J. (2011) ‘Historical treatments for anxiety’ (Online). Available at: http://www.ehow.com/facts_5681571_hist. Norman, I. and Ryrie, I. (2009) The Art and Science of Mental Health Nursing. 2nd edn. Milton Keynes: Open University Press. National Institute for health and clinical excellence (2010) Summary of cognitive behavioural therapy interventions recommended by NICE. Available at: http://www.nice.org.uk/usingguidance/com Padesky,C. and Greenberger, D. (1995) Clinicians Guide to Mind Over Mood. London. Guilford Press. Patient UK (2011) what is cognitive-behavioural therapyAvailable at: http://www.patient.co.uk/health/cognitive- RCPSYCH (2010) ‘Anxiety, Panic and Phobias’. Available at: http://www.rcpsych.ac.uk/mentalhealthinfof (Assessed: 4 March 2011). Robertson, D. (2010) The Philosophy of cognitive Behavioural Therapy: Stoicism as rational and cognitive psychotherapy. London: Karmac. Shawe-Taylor, M. and Rigby, J. (1999) ‘Cognitive behaviour therapy: its evolution and basic principles’, The Journal of The Royal Society for the Promotion of Health, 199(4), pp. 244-246. Till, R. (2007) ‘The values of recovery within mental health nursing’, Mental health practice, 11(3), pp.32-36. Westbrook, D. Kennerley, H. And Kirk, J. (2007) An Introduction to Cognitive Behaviour Therapy- skills and applications. London: Sage. How to cite Principles and practice of mental health nursing, Essay examples

Operating Plan Essays - Retailing, Payment Systems,

Operating Plan OPERATING PLAN ADMINISTRATIVE POLICIES Receiving orders for meals Transactions at the Home Cookin' restaurant will be done in a very simple, yet effective manner. In the store there will be a counter with an electronic cash register. All sales will be rung up using this register. Cash transactions will be the simplest and most straight forward. Customers wishing to pay with check must have identification. Visa, MasterCard, and American Express are expectable credit cards but must be verified first. Paying the supplier The suppliers will not be paid in cash. Our corporate office instead will pay them within 30 days. Inventory Control Inventory will be taken every Sunday and Wednesday night. The goal is to have the least amount of inventory left over as possible. Budgets Company budgets for all expense items will be monitored by corporate. Travel, phone usage, entertainment and other expense items may only be used for company related activities by the Managers. It is the responsibility of corporate to make sure these expenses do not exceed the amount budgeted by for each account. Security Systems Sonitrol security systems will be on during all closing hours. Cash will be secured through daily deposits in addition to keeping less than $200 in the cash drawer at all times. RISK ANAYLSIS Sales Projections If sales projections prove wrong we will take immediate steps to evaluate the cash flows, cut expenses and propose a new adjusted projection for sales. Competition There is much competition within the area of Muncie. If these competitors made an attempt to destroy our market place or initiate a price war, we would take the following actions: -Emphasize uniqueness through advertising and promotions -Lower prices too comparable price of competitor's items. -Negotiations with competition. Management Problems If problems with management were to arise, the corporation would need to access the problem and determine a solution. Steps to be taken would include warning, probation period, or termination.

Black Elks Oral Narrative essays

Black Elks Oral Narrative essays John Neihardt was the one person that Black Elk would share his visions with. Black Elk wanted to pass along to future generations some of the reality of Oglala life. For this reason, Neihardt should have felt privileged and made it his main goal to make sure he interpreted everything in as much detail as possible. For Neihardt to suppress unnecessary details, alter awkward expressions, and introduce a tone of reverence and solemnity, takes away from the story that Black Elk was trying to relay. Black Elk probably wouldnt have even told his story to Neihardt had he knew the way Neihardt would write his story with so many missing details. For most general readers, the story was easier to follow without the detailed omissions. Neihardt most likely made theses omissions for the reason that it would be easier to understand. However, the detailed omissions are significant to some people such as anthropologists and people of religion. The transcript has all the specific details, but Neihardts story fails at relaying all Black Elk wanted to share with future generations. Black Elk intended for his whole oral narrative to be translated and put into his story, and Neihardt failed him. The ending does transmute the oral narrative into literature. Neihardt was trying to make the story more reader friendly, but he should have realized that this particular story should have been told the way Black Elk told the story. Neihardt ended the story as though it was him writing his own story. Neihardt should have just ended the story the way it should have been ended, and that is with the words of Black Elk. Neihardt was definitely the speaker at the end because Black Elk would not have said anything about not being sure whether that part of the story happened or not. Neihardt was basically ending the story in a way that he felt was a good way to end the story from a literature standpoint. ...

Battle of Chattanooga in American Civil War

Battle of Chattanooga in American Civil War The Battle of Chattanooga was fought November 23-25, 1864, during the American Civil War (1861-1865) and saw Union forces relieve the city and drive away the Confederate Army of Tennessee. Following its defeat at the Battle of Chickamauga (Sept. 18-20, 1863), the Union Army of the Cumberland, led by Major General William S. Rosecrans, retreated back to its base at Chattanooga. Reaching the safety of the town, they quickly erected defenses before General Braxton Braggs pursuing Army of Tennessee arrived. Moving towards Chattanooga, Bragg assessed his options for dealing with the beaten enemy. Unwilling to incur the heavy losses associated with assaulting a well-fortified enemy, he considered moving across the Tennessee River. This move would force Rosecrans to abandon the city or risk being cut off from his lines of retreat north. Though ideal, Bragg was forced to dismiss this option as his army was short on ammunition and lacked sufficient pontoons to mount a major river crossing. As a result of these issues, and upon learning that Rosecrans troops were short on rations, he instead elected to lay siege to the city and moved his men into commanding positions atop Lookout Mountain and Missionary Ridge.   Opening the Cracker Line Across the lines, a psychologically shattered Rosecrans struggled with the day-to-day issues of his command and showed no willingness to take decisive action. With the situation deteriorating, President Abraham Lincoln created the Military Division of the Mississippi and placed Major General Ulysses S. Grant in command of all Union armies in the West. Moving quickly, Grant relieved Rosecrans, replacing him with Major General George H. Thomas. While en route to Chattanooga, Grant received word that Rosecrans was preparing to abandon the city. Sending word ahead that it was to be held at call costs, he received a reply from Thomas stating, We will hold the town till we starve. Arriving, Grant endorsed a plan by the Army of the Cumberlands chief engineer, Major General William F. Baldy Smith, to open a supply line to Chattanooga. After launching a successful amphibious landing at Browns Landing on October 27, west of the city, Smith was able open a supply route known as the Cracker Line. This ran from Kelleys Ferry to Wauhatchie Station, then turned north up the Lookout Valley to Browns Ferry. Supplies could then be moved across Moccasin Point to Chattanooga. Wauhatchie On the night of October 28/29, Bragg ordered Lieutenant General James Longstreet to sever the Cracker Line. Attacking at Wauhatchie, the Confederate general engaged Brigadier General John W. Gearys division. In one of the few Civil War battles fought entirely at night, Longstreets men were repulsed. With a way into Chattanooga open, Grant began reinforcing the Union position by sending Major General Joseph Hooker with the XI and XII Corps and then an additional four divisions under Major General William T. Sherman. While Union forces were growing, Bragg reduced his army by sending Longstreets corps to Knoxville to attack a Union force under Major General Ambrose Burnside. Armies Commanders: Union Major General Ulysses S. GrantMajor General George H. Thomas56,359 effectives Confederacy General Braxton BraggLieutenant General William Hardee44,010 men The Battle Above the Clouds Having consolidated his position, Grant began offensive operations on November 23, by ordering Thomas to advance from the city and take a string of hills near the foot of Missionary Ridge. The next day, Hooker was ordered to take Lookout Mountain. Crossing the Tennessee River, Hookers men found that the Confederates had failed to defend a defile between the river and mountain. Attacking through this opening, Hookers men succeeded in pushing the Confederates off the mountain. As the fighting ended around 3:00 PM, a fog descended on the mountain, earning the battle the name The Battle Above the Clouds (Map). To the north of the city, Grant ordered Sherman to attack the north end of Missionary Ridge. Moving across the river, Sherman took what he believed was the north end of the ridge, but was actually Billy Goat Hill. His advance was stopped by Confederates under Major General Patrick Cleburne at Tunnel Hill. Believing a frontal assault on Missionary Ridge to be suicidal, Grant planned to envelop Braggs line with Hooker attacking the south and Sherman from the north. To defend his position, Bragg had ordered three lines of rifle pits dug on the face of Missionary Ridge, with artillery on the crest. Missionary Ridge Moving out the next day, both attacks met with little success as Shermans men were unable to break Cleburnes line and Hooker was delayed by burned bridges over Chattanooga Creek. As reports of slow progress arrived, Grant began to believe that Bragg was weakening his center to reinforce his flanks. To test this, he ordered Thomas to have his men advance and take the first line of Confederate rifle pits on Missionary Ridge. Attacking, the Army of the Cumberland, which for weeks had endured taunts about the defeat at Chickamauga, succeeded in driving the Confederates from their position. Halting as ordered, the Army of the Cumberland soon found itself taking heavy fire from the other two lines of rifle pits above. Without orders, the men began advancing up the hill to continue the battle. Though initially furious at what he perceived to be a disregard for his orders, Grant moved to have the attack supported. On the ridge, Thomas men advanced steadily, aided by the fact that Braggs engineers had mistakenly placed the artillery on the actual crest of the ridge, rather than the military crest. This error prevented the guns from being brought to bear on the attackers. In one of the wars most dramatic events, the Union soldiers surged up the hill, broke Braggs center, and put the Army of Tennessee to rout. Aftermath The victory at Chattanooga cost Grant 753 killed, 4,722 wounded, and 349 missing. Braggs casualties were listed as 361 killed, 2,160 wounded, and 4,146 captured and missing. The Battle of Chattanooga opened the door for the invasion of the Deep South and the capture of Atlanta in 1864. In addition, the battle decimated the Army of Tennessee and forced Confederate President Jefferson Davis to relieve Bragg and replace him General Joseph E. Johnston. Following the battle, Braggs men retreated south to Dalton, GA. Hooker was dispatched to pursue the broken army, but was defeated by Cleburne at the Battle of Ringgold Gap on November 27, 1863. The Battle of Chattanooga was the last time Grant fought in the West as he moved East to deal with Confederate General Robert E. Lee the following spring. The Battle of Chattanooga is sometimes known as the Third Battle of Chattanooga in reference to the engagements fought in the area June 1862 and August 1863.