Mission Command Reflection Paper - 1583 Words

A Reflection on Mission Command In the early morning hours of 04 June 2010, I was flying high in a C-17 Airforce Aircraft above Fort Bragg, North Carolina. I was fully rigged for a combat equipped parachute jump onto one of Fort Bragg’s drop zone. I was assigned as a platoon sergeant and the senior leader of the squadron reserve force for this mission. The reserve force consisted of twelve paratroopers and three combat loaded humvees ready to be heavy dropped by parachute. The paratroopers and humvees were cross leveled onto multiple aircraft. After a short flight, the rear ramp of the aircraft I was riding in lowered and the parachute rigged humvee shot out the back of the aircraft like a rocket and into black sky. The ramp closed†¦show more content†¦He then cross leveled all personnel and equipment, maneuvered the vehicles into their positions, and sent all reports to the squadron headquarters. He did all of this without me, his platoon sergeant. He understood the mission, commanderâ€⠄¢s intent, key tasks, implied tasks, and he took the initiative to complete the mission. He could have just as easily stood by the vehicles and waited for me to finally get there. Future Warfare In 2017, the Chief of Staff of the Army General Milley, said â€Å"We are going to have to empower and decentralize leadership to make decisions and achieve battlefield effects in a widely dispersed environment where subordinate leaders, junior leaders†¦ may not be able to communicate with their higher headquarters, even if they wanted to.† https://www.army.mil/article/187293/future_warfare_requires_disciplined_disobedience_army_chief_says As a future operations or command sergeant major, I plan to apply mission command at every level of my organization. This doesn’t just apply toShow MoreRelatedMission Elements Of Mission Command Essay1030 Words   |  5 Pages Reflection of Mission Command Mission Command is one of the foundations of Unified Land Operations that uses a philosophy, a methodology executed throughout the authority and direction of the commander using mission command warfighting functions that incorporated mutually supported task that is enable by a mission command systems. This paper will provide my reflection about mission command, and how I will incorporate principles of mission command such as build cohesive teams through mutualRead MoreDo You Know That The Alchemists In The Ancient Ages Melted1297 Words   |  6 Pagesa committed, self-aware, and adaptive military leader. My experience with him was positive, yet profoundly challenging. This crucible experience forced me into deep self-reflection to reexamine my values, judgement, and potentials. 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Essay about Positive Outcomes of the French Revolution

A common theme of the historical French Revolution of the 1790s is the bloodshed associated with a new execution device, the guillotine. This negative connotation of the Revolution resides in the minds of the French and foreigners alike. However, although the French Revolution has contained a fair amount of bloodshed, its aftermath on the French has been overall positive. To begin, there were several contributing factors to the Revolution. Even though theorists have divergent opinions on the factors that started the rebellion, there are three widely accepted causes: financial status of the country, rapid overpopulation, and the relative unfairness of the French political system (â€Å"French Revolution,† Columbia). The French government was†¦show more content†¦This traditional system consisted of three â€Å"estates†. All three factions voted on legal issues, ranging from laws to wages for different occupations. The three groups consisted of the nobility, the clergy, and the commoners. Because the nobility controlled the clergy, nearly all the voting in the old regime was done in favor of the nobility and clergy, who composed only five percent of the French population (â€Å"Social Causes†). The beginnings of the revolution started with the changing of the political workings of France. In 1789 at the city of Versailles, members of the three Estates had an argument on whether or not they should vote by head, thereby giving the common class the advantage, or by estate, as was customary. Because the representatives of the common estate was larger than the other two and often started arguments in favor of head count voting, the royal officials, who were in favor of the upper two estates, decided to lock the lower class representatives outside of their meeting hall on June 20. In retaliation, the third estate arranged for a rendezvous in the royal tennis court and pledged not to disband their group until their demands were met. Their m ain goal was to overthrow the old political system with a new constitution. This pledge, later known as the Tennis Court Oath, only temporarily paid off, though; the French King convinced the other two classes to join the side of the third group, but he also secretly called the military forces toShow MoreRelatedIndustrial, French, and American Revolutions: Common Social Revolutions?764 Words   |  4 Pageshistory there have been many important revolutions that have help to shape society as it is today. There are different causes, from political to religious, economic to social. Any revolution affects those in society, and creates changes for the people in the society. There are three important revolutions that took place in the late 18th century that changed the world for the better. The French Revolution, the American Revolution, and the Industrial Revolution all took place in the late 1700s. 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Aristotle Life Story Free Essays

Aristotle was born in Greece approximately 384 B. C. , to parents Nicomachus and Phaestis. We will write a custom essay sample on Aristotle Life Story or any similar topic only for you Order Now His father Nicomachus was physician to King Amyntas of Macedon, and his mother was of a wealthy family from the island of Euboea. When he was 17 he went to study at Plato’s Academy in Athens, where he stayed for around 20 years. Aristotle did very well at the Academy, but when Plato died he was not chosen to be among the leaders. Soon after Plato’s death he left to tutor Prince Alexander, later to be known as Alexander the Great. Aristotle later returned to Athens to open his own school which is known as the Lyceum. Aristotle was more interested in science than other philosophers in his time, maybe because his father was a doctor. He’s sometimes referred to the father of science. One of Aristotle’s most important contributions was sorting and classifying the various knowledge of science into branches. He thus laid the foundation of science today. Aristotle is also thought to be the father of the scientific method. In ancient times, gods were thought to be the cause of events in nature. Early Greek philosophers questioned the roles of gods as the cause of these events. If the gods weren’t the cause of these events, who was? Philosophers advanced explanations based on philosophical principles and mathematical forms. Aristotle found that unsatisfactory. He was the first to realize the importance of empirical measurement (measurement based on observation and experience), believing that knowledge could only be gained from building on what was already known. Aristotle’s contributions were measurement and observation, which is what science, is built upon. He was the first to propose the idea of induction as a tool to gaining knowledge, and understood that theoretical thought and reasoning had to be supported by real world findings. His method is summarized as follows; Study what others have written about the subject, look for the general consensus about the subject, and perform a systematic study of everything even partially related to the topic. This is the very first sign of a scientific method. Aristotle loved categorizing and organizing things. For instance, with the soul he thought it was composed of two components: a rational and irrational part. The rational half was subdivided into â€Å"scientific† and â€Å"calculative† sections, and the irrational half was made up of a â€Å"desiderative† (desire) part and a â€Å"vegetative† part. A person operates by combining all the workings of these parts. The vegetative part may be hungry. The desiderative part may want lots of candy instead of, say, vegetables, but the scientific part knows candy will be bad for teeth and weight. The calculative part will then try to work out a compromise. Problem solved! Aristotle assumed that there must be some basic commodities that combine to make all things. These basic four groups are, earth, water, air and fire, and each of these are a combination of two of four opposites, hot and cold, and wet and dry. For example, fire is hot and dry. He claimed that all materials were made from various combinations of these elements. His love of categories also led him to divide people into three groups. The big group, who loved pleasure, a smaller group -includes politicians- that love honor, and the smallest, but most elite group, who love contemplation. The latter were the philosophers. Aristotle’s next task was to find the key reason that separated humans from animals. His answer was our ability to reason. Aristotle’s really great contribution was that of biology. Having established the division between humans and animals he set out categorizing all he could of the biological world. He grouped animals with related characteristics into genera and then divided these genera into species. This same process is used today, though subsequent research has caused some of the individuals to be moved around. He wrote in detail about five hundred different animals in his works, including a hundred and twenty kinds of fish and sixty kinds of insect. He was the first to perform dissections on living things, so he could try to make sense of how they worked. He described how a chick develops within an egg and realized that dolphins and whales were different from fish. He noted that ruminant animals, like cows, had multi-chambered stomachs, something that separated them from simple-stomached animals. Not only did he study large animals, but small ones as well, such as bees. He also made lead way in botany. He attempted to classify over 500 plants into trees, shrubs, and herbs and, while he was not entirely successful in this, he certainly understood which features of plants were necessary for making distinctions. This time he has earned the title of father over botany. Aristotle made many other contributions to science, one of which was proving the Earth was a sphere, although he wrongly thought that Earth was the center of the universe. Plato disagreed with this theory; he sided with Copernicus who rightly thought the sun was the center of the universe. Aristotle also studied physics. He did not have many tools for experimentation so he could not measure time or speed. He did not allow for invisible forces, so he did not study gravity. Things fell to Earth and the moon circled the earth because that’s what they did. In spite of his limitations, Aristotle made some remarkable contributions to physics and laid the groundwork for Galileo, Newton, and Einstein. He reasoned that infinite velocities could not exist, that time and movement are continuous and inseparable, and that time was even flowing, infinite, and the same everywhere at once. These are all true, and are part of Einstein’s Theory of Relativity. That’s amazing considering the limitations he had to work with. Anti-Macedonian feeling broke out in Athens around 323 BC. The Athenians accused Aristotle of irreverence. He chose to flee, so that the Athenians might not â€Å"twice sin against philosophy† (by killing him as they had Socrates). He fled to Chalcis on the island of Euboea. Aristotle died in 322 BC. After he died a lot of his work and research was lost. It is thought that today we only have about 1/3 of what he had originally written. Aristotle was an amazing scientist, but even he was not without mistakes. For example, he wrongly assumed that force is required to keep an object moving at constant speed. This error held progress back for years. He also, as I stated before, thought the Earth was the center of the universe. But, really isn’t that what science is about? Trial and error, make mistakes then learn from them, that’s how you make real progress in science. Aristotle is proof of this. Look at all the progress we have made today, from his mistakes. Bibliography Bibliography 1. http://www. ucmp. berkeley. edu/history/aristotle. html 2. http://www. enotes. com/topics/aristotle 3. http://www. philosophypages. com/ph/aris. htm 4. http://jcmooreonline. com/2010/12/28/aristotles-enduring-contribution-to-scien ce-education-and-physics/ 5. http://www. iep. utm. edu/aristotl/ 6. http://galileo. phys. virginia. du/classes/109N/lectures/aristot2. html 7. http://www. valpo. edu/geomet/histphil/test/aristotl. html 8. http://plato. stanford. edu/entries/aristotle-biology/#LifWor 9. http://leavis. tripod. com/science. htm 10. http://www. experiment-resources. com/history-of-the-scientific-method. html 11. http://www. sciencekids. co. nz/sciencefacts/scientists/aristotle. html 12. http://www. hist oryforkids. org/learn/greeks/philosophy/aristotle. htm 13. http://www. mlahanas. de/Greeks/AristotleBiol. htm 14. http://www. thocp. net/biographies/aristoteles. html 15. Info from class 16. Physical Science Book How to cite Aristotle Life Story, Essay examples

Im Nobody! Who Are You free essay sample

â€Å"I’m Nobody! Who are You? † is a poem written by Emily Dickinson. The poem conveys the main idea of being alone, isolated from the society – or being â€Å"nobody†. This is partly influenced by the social gender status of Dickinson’s time – 19th century featured the inequality of sexes, where females were expected to stay at home and serve their husbands, thus disconnected from the society. As a result Dickinson had adapted and perhaps taken pleasure into being an outsider, whilst she found it boring to be part of the society – or to be a â€Å"somebody†. These are all various ideas reflected through Emily Dickinson’s poem. The poem has 2 stanzas very typical of Emily Dickinson’s style. Her choice of language in this poem is also very simple and succinct – but at the same time meaningful and pithy. The first line, â€Å"I’m nobody! †, shows how Dickinson admits to be a â€Å"nobody† willingly. Being a â€Å"nobody† can mean an outsider – a person who is isolated, alienated from the rest of the world and society. The second phrase of the line – â€Å"Who are you? † shows that the poem is directly written to a target. This person – shown on the second line of the first stanza, is a â€Å"nobody† too – perhaps even a friend of Dickinson. The poet also realizes the fact that being a â€Å"nobody† is to be loathed by the society. This is shown in line 3, when she advises the other â€Å"nobody† not to tell, as she states in line 4 â€Å"They’d banish us†. The word â€Å"They† in the beginning of lines 3 and 4 suggests the rest of the society – people who are â€Å"somebody†, as opposed to Dickinson’s â€Å"nobody’. The use of dash in line 3 shows the furtiveness of the phrase â€Å"don’t tell! †, emphasizing the hatred or dislike they face from the society. The same effect is achieved by the use of exclamation mark in line 3. Lines 3 and 4 can also be interpreted as that after she finds another â€Å"nobody†, they are a pair – not longer belong to a group of â€Å"nobodies†. She does not want to be banished from the status of being â€Å"nobodies†. A conclusion can be drawn that she feels more secure to be a â€Å"nobody†; she feels comfortable to be treated as a â€Å"nobody† by the rest of the society. The second stanza sees a noticeable change in Dickinson’s tone. The repetitions of â€Å"How† and â€Å"To† in the beginning of each line give a more secure and commanding tone. This can be explained by the â€Å"discovery† of another â€Å"nobody† stated by the poet in the first stanza – she feels more assured that to be a â€Å"nobody† is not too unacceptable as she is not the only one. Also perhaps because she feels more secure to be with a person who feels the same as she does and understands her, she is more willing and daring to express her more inner feelings. The poet states that it is â€Å"dreary to be somebody† in line 5 of the second stanza. â€Å"Dreary† refers to being boring or dull; and â€Å"to be somebody† suggests to be recognized by the society and belong to it. Hence Dickinson is suggesting that to be part of a society is tedious and meaningless to her, which can also implies being a â€Å"nobody† is the contrary – interesting and meaningful. A further implication may be that being â€Å"nobody† allows her to write poetry – as it is not part of the â€Å"traditional role† of women at her time to write poetry, and instead women were expected to serve only their husbands. However, being a â€Å"nobody† in the society helps her to escape her role of being a â€Å"women†, granting her freedom instead. Hence we can see that poetry is meaningful to her. She also compares that to be â€Å"somebody† is like to be â€Å"public†, another indication that Dickinson likes isolation – which is proven correctly as one would learn that she locked herself in her house for the majority of her life. Dickinson uses a simile to compare â€Å"somebody† to a â€Å"frog† in line 6. This can be explained by the fact that â€Å"frogs† are considered noisy with the sound they generate. Combining with line 8, â€Å"To an admiring bog! †, it suggests the idea that frogs create noise to be noticed – but only by â€Å"an admiring bog†. A bog is the environment in which a frog dwells – this creates an irony. Emily Dickinson is suggesting that although being a â€Å"somebody† means being noticed by the public, but the public to â€Å"somebody† is like a bog to a frog – it is not really a relationship, or friendship, as no one would say that a bog is the friend of a frog. Also the word â€Å"admiring† creates a whole sense of sarcasm to the idea – and the technique of personification is used to describe the â€Å"bog† as well, perhaps to emphasize the sarcasm of the simile. Overall the poet suggests that to be â€Å"somebody† might mean to be well-known, accepted by the society; however the relationships are often shallow, distanced or impersonal. The rhyming of the words â€Å"frog† and â€Å"bog† also suggests a congenial relationship between â€Å"Somebody† and her targeted audience – conveying the idea that the poem is a direct criticism against the â€Å"somebody† – the general public. Through the use of contrast and irony between â€Å"Nobody† and â€Å"Somebody†, her strong will to be a â€Å"nobody† is shown, as well as her despise towards â€Å"somebody†. This poem reflects Emily Dickinson’s life and perhaps her more inner and cryptic feelings – it was probably written from the heart. She imprisoned herself for the most of her life, completely isolated from the rest of the world. This may contribute to the reason why she thinks being an â€Å"outsider† is better than being â€Å"somebody†, and that she does not value â€Å"friendship† in the same way as normal people do. However at the same time it was also proven in the poem – for instance she found another â€Å"nobody† in the first stanza – that she is not totally a recluse, and that she treasures the very few friendships she had.