navy seals Essay -- essays research papers

SO YOU WANT TO BE A NAVY SEAL? From Sea, Air, and Land, the U.S. Navy Seal Teams are the most feared and respected commando forces in the U.S military if not the world. The Seal Teams are the most elite and highly trained forces on the face of the earth. President John F. Kennedy formed the teams in 1962 as a seagoing counterpart to the U.S Army Special Forces. Most Seal missions are unreported and unknown to the general public. The Seals are trained to operate in small units, one or two men, or a platoon consisting of sixteen or more men. Not all Seal teams are made for everyone, in fact 80% of the men who attempt to become one, fail or will drop out. To become a Seal you must have dedication, hardwork, and a lot of commitment. The process of becoming a seal is broken down into three different phases, Phase 1, Phase 2, and Phase 3. â€Å"The first phase starts with a bang and ends with a boom,† says Travis Schweizer, a twenty-three year-old Seal. Phase 1 consists of a two and three-mile timed run, physical training, one to two mile ocean swims, and a gut burning obstacle course. These items are a part of everyday delight for these men. Phase 1 lasts for approximately eight weeks and that is only if you do not get set back. The First five weeks the student’s learn life saving, knot tying, underwater knot tying, basic first aid, and surf passages in small inflatable boats. Along with this is a 50-yard underwater swim, which must be completed and the students are often revived when they pass out. Also throughout out the whole six months of BUD/S (Basic Underwater Demolition School), the Seal Teams go through many torturous events and lessons. One of these being surf torture. This is where the entire class must wade into the surf zone to their waistline, then sit down with arms linked. Just to let you know the water in Coronado, California never gets above sixty-eight degrees during the summer and fifty-eight degrees during the winter. There the men with linked arms will sit there for hours at a time, soon the cold sucks out all of their body warmth and the whole class is shivering in unison as the waves crash over there heads. After this the men will find themselves doing hours of calisthenics to warm up, only to go back in the cold water for a few more hours. This is a very effective way to teach a potential Seal to mentally resist the effects of hypothermia,... ...o the students who are in SEAL training, but have not yet completed all 3 phases). The twenty or so men who graduate with stern faces and hardened bodies, show little resemblance to the wide eyed kids who arrived on the quarter-deck six and half months earlier to set sail on the journey of a lifetime. The moment of reflection and rest is short lived though. For now it is off to jump school, then assigned to a Seal team on the East or West Coast. Once on the Seal Team, it becomes clear that training has just begun. From now on they must prove worthy of wearing the coveted â€Å"Trident† Naval Warfare emblem. Once at Jump School these determined men will now start learning the proper techniques of jumping out of a perfectly good plane. This is known as Post BUD/s training. This is a thirty-week course that teaches you everything you need to know about war combat, and jumping techniques.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Though grueling and tedious, the rewards for hard work and studying are priceless. You leave the military with a whole new meaning of life. To be able to protect your friends, family, and country is an honor that anyone should be able to enjoy.

Philosophy for a Society in this Day and Age of Virtual Reality :: Philosophy Philosophical essays

Philosophy for a Society in this Day and Age of Virtual Reality ABSTRACT: Virtual reality is more than only high tech. We encounter this phenomenon in everyday media worlds and economy. The sign dominates the signed. Philosophy can describe this phenomenon by means of a different ontological analysis following Poppers theory of the three worlds and can prepare new ontological categories for knowledge of acting. After twenty minutes the test person seems to be absent. With a cyberhelmet on his head he looks around the virtual room. Whereever he looks, he faces a computer landscape from every perspective. The hand in the cyberspace glove gropes for its way like in a vacuum space. But it touches the things which cross the way. The test person is located in the middle of a virtual world. In the room, where the computer is located, other people wait for the test. If the topic is virtual reality, scenes like described above are associated: High tech cyberspace on fast parallel comuters - if possible with a complete datasuit that allows to immerse almost completely into artificial worlds -, hovering through space, digital labyrinths and yet not built houses. But this examples only describes the tip of the iceberg. Under the watersurface of the extraordinary there is a wide ranging phenomenon of virtual realities: The economy with its big companies, transfers capital and networks dissolves to virtual entities. People get lost in entertainment in virtual landscapes and make friends via chatting. Scientists investigate phenomena of nature by reconstructed simulation and practicians design the future by a CAD program. People order pizza by internet, they flirt, make business, take journeys, join further education or talk with a coach. There is a virtualisation of the whole being. The classical differenciation between appearance and reality becomes blured. The simulation, in which people can walk around, is not fictive. It is not pure imagination, but something realized. It is reality although it is virtual. Economy makes it clear: Money and Capital are virtual entities. They determine our everyday life and they often decide about prosperity and poverty. The autonomy of virtual reality is even growing while gathering momentum. A computer simulation for example generates itself without external influence. That could be compared with numerous experiments with cellular machines (Herber P. Franke, Das P-Prinzip. Naturgesetzt im rechnenden Raum, Frankfurt am Main 1995). But also media worlds have their own dynamic. Tv world news and ezines do not only report, but create own realities.

American history Empire, War, and propaganda

Japanese and Chinese cultures have many similarities owing to the fact that the latter has exerted a major cultural influence on the former. As is mentioned in the De Bary’s book on Japanese tradition, the Japanese started recording their after they had contact with the Chinese. In fact the earliest existence of Japan is in the Chinese Dynastic histories around the 1stCentury BCE, written by Chinese historians who were known to compile fairly reliable accounts of their present day world (p.  3, 4).The native accounts of Japanese were written around the 8th century CE, by which time the Japanese were already heavily influenced by the Chinese traditions. Hence, there are a lot of cultural similarities between the two countries. This paper compares and contrasts the two cultures with respect to their religion, tradition, literature and philosophies. Traditions and Philosophies in China and Japan Chinese Chinese philosophy and religion seems to begin with Confucius and his teach ings.While there are certain records which are supposed to pre-date Confucius, according to De Bary in his book on Chinese Tradition these works are suspected to be compiled after the time of Confucius (p. 1). The traditional history consists of many semi-divine culture heroes who supposedly were responsible for bringing civilization among the people of China. These were followed by three rulers of exceptional wisdom – Yao, Shun and Yu, as is mentioned in the books by De Bary on Chinese Tradition (p. 2).However, the most famous of the Chinese religion and Philosophy is of course the teaching of Confucius who adopted the teachings and examples of these rulers in his teachings. In fact according to De Bary the life of Chinese for the past 2000 years can be characterized in a word to be Confucian. The second most important and influential native philosophy of Chinese is more religious in nature and is known as Taoism. Many of the present day philosophers comment that the two phi losophies complement each other.While Confucianism concerns itself with the social responsibilities and human aspects of life, Taoism contends itself with a spiritual outlook towards life. De Bary mentions that these two philosophies give two different aspects of an individual – one that is related to his work and responsibilities and the other which is related to his spiritual side (p. 48). The work of Confucius was further refined to make it a more moralistic and righteous, such that people were honor bound to fulfill their duties and responsibilities.These were other philosophies at work in China. One of these was Legalism which was proposed by Shang Yang and is considered to be yet another classical school of thought in China. The theory however was explained in detail by Han Fei, who is considered as the father of this philosophy. De Bary says that growth of this philosophy was due to a need for a more rational organization for society than the traditional feudalistic sy stem, which had started to disintegrate even during the Confucian period (p. 122).Legalism was inherent in the Han Empire and was made palatable by adopting Confucianism as the state ideology. As will be seen in the section below Legalism combined with Confucianism was one of the philosophies that was widely accepted and followed in Japan after they decided to abandon their clan-based society for a more rational one. Japanese Prior to Chinese influence, Japan consisted of a number of tribes ruled by individual kings. These tribes were supposedly from many different parts of Asia including Korea and proceeded to settle in the Japanese islands.While the early traditional influences of Japanese people remain obscure, Chinese writings mention Japanese people as performing sun worship, which might account for the name of the country. These writings also mention the people as being honest, polite, displaying gentleness in peace and bravery in war, love for liquor and mountains and religio us rites of purification and divination as is mentioned by De Bary in his book on Japanese tradition (p. 5). This type of nature worship was the oldest type of religion found in Japan and was known as Shintoism.As the tribes began to exert their sphere of influence, they turned towards the Chinese philosophies and examples for both political and cultural guidance. Hence, the Japanese culture is very closely intertwined with the Chinese culture, and it is not the other way round. De Bary mentions that many of the imperial edicts issued during the Great Reform period which began in the 645 CE consisted of Chinese based administration systems (p. 63). For instance the old political system which was based on tribal clans was changed to the Chinese system of systematic territorial administration.Also there was an attempt to abolish private property, nationalize the land and redistribute it based on the family size which was the system followed in China. De Bary says that these systems we re so meticulously followed that the records that have been found of this period are almost identical to those found in China (p. 64). However, the influence exerted by the Chinese on Japanese traditions was not just political during this period. As is already mentioned above, Chinese life has been mostly influenced by the teachings of Confucius.Needless to say these traditions were adopted by Japanese also and formed one of the integral parts of study for the scholars during the period. However, these teachings cannot be found in their original formed as debaryhas confirmed in his books (p. 69). There have been many changes because the people tended to imbibe their existing religion and philosophies with those of the new order proposed by the Chinese philosophers during that period. Buddhism in China and Japan Chinese Buddhism came to China via India in the first century AD, where the religion originated.Buddhism came divided into a number of sects, said to be eighteen in number be fore it came to China. When Buddhism entered China some of these sects were introduced and assumed newer forms under the Chinese influence. In addition Chinese themselves developed many strong sects. Initially when it came to Japan Buddhism encountered stiff opposition and remained a foreign religion for over two centuries after which it started getting accepted. The problem as is told by De Bary was that the Chinese did not know about the sectarian nature of Buddhism, and considered whatever words were written to be the words of Buddha.This resulted in confusion due to the many contradictory statements of various sects. Mahayana Buddhism or the Greater Vehicle took on a Chinese character and evolved into several schools such as Tien-Ttai, Hua-yuen, Pre Land and Chan Japanese Buddhism is one of the major religions practiced in both China and Japan. The religion was introduced to Japan in the 7thcentury AD. The most popular types of Buddhism followed here were Pure Land and Zen Buddh ism, a offshoot of Chan Buddhism (p. 120). In Japan, Buddhism became closely intertwined with the principles of Shinto.This was initially done to make the religion more acceptable to the local public. The first clear indication of a merger between Shinto principles and Buddhism according to De Bary was in the middle of Nara period which was more than 200 years after the religion was introduced in the country. De Bary further states that the mutual relationship of the Buddhism with the Shinto developed and by the Kamakura period there existed detailed explanations of Shinto gods as the concrete manifestations of Buddhist deities (p.121). Here, the Buddhism and its various rites differ from the Chinese versions because there are no such deities present in the Chinese versions, where the Buddhism was based primarily on the Taoist principles of the beauty of nature and relation between Buddhism with the various environmental issues. Literature influence The influence of Chinese literatu re in Japanese culture is clearly evident by the fact that Japanese follow the Chinese pictographic script in writing.The reason for this is mentioned by De Bary in his book where he says that the Chinese way of philosophy and political code was adopted directly by the Japanese rulers. An understanding of the corresponding script was hence considered to be necessary and such a script was considered to be a must for being considered as a scholar whether literal or political (p. 48). However, the Chinese script being very difficult to its pictographic nature had to be simplified when it was adopted by the common man. Hence, the Japanese also have sound based writing system which is not present in the Chinese script.Political influence Chinese influence can be seen in almost every aspect of Japanese life. On the political side De Bary gives the example of the Imperial rule which is sometimes called Tennoism. This type of imperial rules gives the ruling family a divine status. In Japane se society, this translated to the ruling family having an unbroken tie with the Sun Goddess who was the primary deity worshiped by the Japanese people. The chief difference between the Chinese and Japanese ruling systems was that the former was merit based while the later was hereditary in nature.The Chinese rulers were theoretically subjected to the criteria of merit and rulers or dynasties could forfeit the mandate to rule if they did not live up to them. This principle was absent in case of Japanese ruling family, which was primarily governed by the hereditary principle and the merit principle did not apply at all to the ruling family (p. 69) Conclusion As has been already mentioned above, the Chinese and Japanese traditions and cultures are closely inter related due to the strong influence the former had in the development of the latter.The cultural vein has flowed from Chinese to the Japanese people, which included the spread of Buddhism in the country. The principles were no doubt changed according to the dictates of the society, but the binding ties can be clearly seen between the cultured of the two countries. Works Cited De Bary WT (2001), Sources of Japanese Tradition, 2nd Edition, Columbia University Press, West Sussex De Bary WT (1960), Sources of Japanese Tradition Vol. 1, Columbia University Press, West Sussex

A Day in the Life of Project Manager

A Day in the Life of a Project Manager 1. How effectively do you think Rachel spent her day? Project is a complex, non-routine, one time effort that is limited by time, budget, resources and performance specifications and it’s implemented to meet the customer requirements. The following activities performed by Rachel are project related: a. Review project reports and prepare for the weekly status meeting – 25 min b. Participate in the progress review meeting – 45 min c. Reviewing project assignments – 30 min d. Listening to team mates – 20 min e.Discussing the problem with John – 30 min f. Exploring and getting the necessary equipments for the project – 30 min g. Exchanging information about technical requirements – 60 min h. Discussion with Mary (marketing manager), where she agreed to talk to her team members – 40 min i. Reviewing the impact the client’s requests could have on project schedule – 30 min j. Reviewing emails and project documents – 30 min A few things are ordinary daily work that requires doing the same work repetitively. Time spent on these routine activities: a. Reviewing her schedule – 15 min . Discussing the project with her boss – 20 min c. Updating boss on the key events of the day – 20 min Time spent on non-project activities: a. Socializing and catching up on personal news – 10 min b. Getting to her office and settling in – 10 min c. Project status meeting delayed – 15 min d. Gossiping with Edie – 30 min e. Everyone getting on conference call and checking emails – 15 min f. Waiting in Mary’s office – 10 min g. Going home – 30 min Her efficiency would be calculated as:- Total spend time Efficiency = Direct project related work * 100 = 340/515 * 100 = 66. 02%She has an efficiency of 66. 02% on the project. She is an efficient project manager to some extent. She has spent only 23. 3 % of her time on non project activities. 2. What does the case tell you about what it is like to be a project manager? A project manager provides direction, coordination and integration to the project team * Solve out the problems and direct the team members for the solution. * Discuss with the team members whenever there is an issue and get their ideas involved in the project * Keep regular project status meetings, small discussions to coordinate and integrate.This will provide all the team members an insight on how the project is progressing Involved in organization planning * Good relationship with managers, team members and other individuals. * Coordinating with the boss and updating him/her on daily tasks * Maintains great integration with other managers when solving an issue, e. g. integration with senior marketing manager Improving the project’s success rate with better leadership * Leading courageously * Influencing others * Act with resilienceManaging the overall sch edule to ensure work is assigned and completed on time and within budget * She has been helping Victoria on her project as it was behind the projected time Project Managers have a huge responsibility and authority over a project, it involves identifying, tracking, managing and resolving project issues * She attended a meeting in order to fix a project issue and tried to fix them * Also she found that several clients are requesting features that are not on the project, and she conveyed to her team members that she will get on this issue right away Communication skills One good example is where Rachel goes and talks to the purchasing agent assigned to her project on getting necessary equipments to the project site earlier than planned. * She also walks down to the marketing manager’s office to clarify on the problem they came up with.

American Football and High School

ballFootball is life. football change everything. i started playing football when i was eleven years old. but before that, my father want me to play basketball. it was not nice playing basketball for me because i do not fit on these game. Here comes football which was introduce to me by may childhood friend. we always play a small sided game in our village and then i found out that i was good on it. so i trained to play football. i have been playing football for six and a half years and now, i am in college. ut football here in the Philippines is not well organize and they do not recognize it. i do not want to end my career as a football player and i do not want to end my career as a football player with no good things happened. my dream, is to go to a country that organize football and to be a professional football player like the the young super star Cristiano Ronaldo and the like. God gave me a gift to play football and the skill to play football so i am going to use it to work an d train hard to make may dreams come true.My family can not afford to send me abroud to play football or to enroll me in to a football school. so i am just hoping that miracle could happen and a school or somebody would conact me and offer me a full scholarship or to sponsor me in to a football school . My contact number is09065885273  or you can email me at  [email  protected] com if you know someone who could help me please tell them about my situation and contact me. Becoming a professional football player is a dream of many young men around the country.While many dream of the opportunity only a few get to make it a reality. If you're serious about being a football player and think you have what it takes, keep reading. To become a professional football player, you'll not only need be very good at playing football, but also to think strategically and make the best use of your talent. There are things you can do in both high school and college to boost your chances of being a ble to join a league, including developing your skills, knowing how to perform for scouts, and choosing the right school for your skill level.You may want to consider putting together a press kit to send out to college and league recruiters. If you're having trouble getting schools or leagues interested in you, you might want to work with a  sports agent  as well. If you can't get into the  National Football League  (NFL) or United Football League (UFL) immediately, then it's important to try to keep playing in another one, like the Canadian Football League (CFL) or  Arena Football  League (AFL); or a semiprofessional league. Pre-College Experience While you're in high school, it's essential to develop your physical skills and play as much as possible.Most college football players are scouted from high school teams, and getting a scholarship to play football is seen as a good indicator of talent. You can also join local football leagues and camps to help develop yourself physically and build your sports resume. Make sure to find out what scouts in your area or college of choice are looking for — common criteria include  agility, jump height, the amount of weight you can bench press, and your 40 yard dash time. If possible, try to make highlight videos of yourself to send to  coaches  and schools, and attend any college football camps that you can.You should also start considering which colleges you want to go to while you still have a few years of high school left. Most professional leagues tend to recruit from bigger schools, but if you think you'll be in over your head or won't get any playing time, then look at smaller schools where you know you can excel. If you do end up needing to go to a smaller college, then try to choose one that's near a bigger college that gets a lot of scouts, as recruiters will be more likely to visit your school if they're already in the area.You can start looking for open tryouts at this time. Though mos t college football teams send personal invitations before allowing players to try out, some hold open tryouts for anyone interested. You can check out the teams’ official websites to keep updated on any information, such as the dates, venues, and other requirements and documents needed for enlistment. If you start getting a lot of media buzz or interest from colleges, you should make sure you understand the recruiting process in your country.In the US, college football recruiting is done under the National Collegiate Athletic Association's (NCAA) guidelines, which include regulations on the ways, times, and frequency with which college recruiters can contact players. They also detail the legal aspects of National Letters of Intent (NLI), which is a legally binding agreement in which a high school student agrees to play for a specific college for at least one year. If you don't get any invitations or scholarship offers, then you can try to go to a school that plays in a lower division and work your way up, or you can try to join a ollege team as a walk on. College Experience Once you're in college playing for a team, you should continue to hone your physical skills. Look for players on professional teams who are in the position you want to play, and try to get to the point where you can match their playing statistics. You should develop your sense of teamwork and character as well, as this is an important aspect to many league scouts. It's important to have a good relationship with your coach too, since many coaches know scouts and having a good recommendation from them can make a big difference in whether you get chosen or not.Similarly to when you were in high school, try to play as much as you can and generate media buzz, especially if you're from a smaller school or one that plays in a lower division. If a scout does visit your school, it's crucial that you are on your best behavior before, during, and after practice. Besides the physical aspects, sc outs look for things like how you treat your teammates, what your relationship with your coach is like, how energetic you are during warm ups, and whether or not you have a good attitude. If you get scouting feedback that's negative, use it as an opportunity to improve.You should start thinking about what league you want to join, and educate yourself about their recruiting process and what specific things they look for in players. Though many college players hope to be drafted by the National Football League (NFL), if that doesn't happen immediately you shouldn't give up. Keep playing for any league you can so that you can keep yourself in top shape and you won't have gaps in your playing experience. Press Kit Whether you're in high school or in college, you can often benefit by having a resume or press kit that you can send to teams you want to play for.Your resume should include your basic information, the position you play for, and your accomplishments as a football player. A pre ss kit, on the other hand, can include copies of articles where you or your team had been previously mentioned, photographs, and even a CD that contains a video of some of your best performances on the field. All these will help you stand out among other candidates and increase your chances of becoming a professional football player. It is important that you follow up on your submissions by calling or sending e-mails, to express your sincerity and to keep track of our application status. Working with an Agent You may also want to find your own sports agent who will help establish your career as a professional football player. An agent often has connections with football teams and can represent and endorse you as a competent and valuable player. He or she keeps your best interest at heart by being involved in contract and  salary  negotiations, finance management, and even in monitoring your practice schedules. In this way, you can focus on honing your football skills without hav ing to worry much about the legal and financial issues that come with being a professional athlete.How to Become a Professional Football Player Answer This Question Report as Glamorousbulb:1 year ago Join your high school football team. The road to football stardom usually begins in high school. Scouts regularly check standout high school seniors, and performing well in high school is what leads to a college scholarship. Then, know and understand the game. You can't hope to be a professional football player if you don't understand how the game works from all sides. It's not just important for you to know your position, but all the positions on the field and how they work together to create the game. Next, practice.Become the best at whatever your position is. There are thousands of boys around the country who are vying for the same opportunity so the more you practice the better your chances of being a standout at your position. Also, land a scholarship to a D-1 school. If you follo w Steps 1 through 3 then you will position yourself to get that all-important scholarship. If you don't get a scholarship, attend a D-1 university and walk onto the team. This makes it a lot harder to become a professional football player but your chances will be better than sitting at home uneducated. Become a standout on your college team.However you make it onto the team you want to make sure you're one of the star players of that team. This means applying Steps 2 and 3 to your college career. Get an invite to the Combine and impress the scouts. If you've been a standout on the college team and garnered some All-American honors you may be asked to the Combine. This is your chance to impress the scouts who are responsible for drafting for the pro teams. While not getting invited doesn't mean you won't be in the NFL, it definitely increases your chances. Lastly, sit back and wait to be drafted. Your dream of being a professional football player is around the corner.

General Patton essays

General Patton essays General Patton was one of the greatest commanders in World War 2. George Smith Jr. Patton was born in San Gabriel, California on November 11, 1885. His parents were George Patton and Ruth Wilson. Patton was in a family of distinguished soldiers. Patton as a little boy wanted to become a hero. When his dad Read to him about ancient Greece, Patton would always dream about being a big hero as his favorites Homer, Iliad, and Odyssey. He was a smart boy Patton at the age seven he had learned how to read maps. Unusual for a normal child, though Patton didnt read words until he was twelve. Later he was sent to Stephen Cutter Clarks Classical School, where he caught up on all the missed work. He always wanted to go to West Point, to reach all his goals as a general. There were no openings so he had to attend a Military Institute in Virginia. As soon as there was an opening at West Point, he jumped for the opportunity. There in west Point he played football. While playing football he, suffered from broken nose and arms. He was a great athlete. In 1909 he graduated, ranked 46th out of 103. Later in that same year he met Bee Ayer and married her. Soon afterward, in 1942 he commanded for one year in World War 2. Patton and his anger got him delayed until August for slapping a soldier in 1944. That same year he was promoted to be the permanent rank of major general in 1944, he was also given command of the 3rd Army. He was removed in October 1945 to take control of the U.S 15th Army. Also in July 1943 he commanded the 7th Army invasion. Through all his wars and armies he got the name of Old Blood and Guts because of all his tough language. In 1942 1943 North African campaign was against Field Marshal Pommels forces in Tunisia. His help liberated five towns in just a month. General Patton was a great Man for all the battles he fought during his ...

The Siege of Lucknow in the Sepoy Mutiny (1857)

The Siege of Lucknow in the Sepoy Mutiny (1857) The Siege of Lucknow lasted from May 30 to November 27, 1857, during the Indian Rebellion of 1857. Following the beginning of the conflict, the British garrison at Lucknow was quickly isolated and besieged. Holding out for over two months, this force was relieved in September. As the rebellion swelled, the combined British command at Lucknow was again besieged and required rescue from the new Commander-in-Chief, Lieutenant General Sir Colin Campbell. This was achieved in late November after a bloody advance through the city. The defense of the garrison and the advance to relieve it were viewed as a show of British resolve to win the conflict. Background The capital city of the state of Oudh, which had been annexed by the British East India Company in 1856, Lucknow was the home of the British commissioner for the territory. When the initial commissioner proved inept, the veteran administrator Sir Henry Lawrence was appointed to the post. Taking over in the spring of 1857, he noticed a great deal of unrest among the Indian troops under his command. This unrest had been sweeping across India as sepoys began to resent the Companys suppression of their customs and religion. The situation came to head in May 1857 following the introduction of the Pattern 1853 Enfield Rifle. The cartridges for the Enfield were believed to be greased with beef and pork fat. As the British musket drill called for soldiers to bite the cartridge as part of the loading process, the fat would violate the religions of both the Hindu and Muslim troops. On May 1, one of Lawrences regiments refused to bite the cartridge and was disarmed two days later. Widespread rebellion began on May 10 when troops at Meerut broke into open revolt. Learning of this, Lawrence gathered his loyal troops and began fortifying the Residency complex in Lucknow. Fast Facts: Siege of Lucknow Conflict: Indian Rebellion of 1857Dates: May 30 to November 27, 1857Armies Commanders:BritishSir Henry LawrenceMajor General Sir Henry HavelockBrigadier John InglisMajor General Sir James OutramLieutenant General Sir Colin Campbell1,729 rising to approx. 8,000 menRebelsVarious commanders5,000 rising to approx. 30,000 menCasualties:British: approx. 2,500 men killed, wounded, and missingRebels: Unknown First Siege Full-scale rebellion reached Lucknow on May 30 and Lawrence was compelled to use the British 32nd Regiment of Foot to drive the rebels from the city. Improving his defenses, Lawrence conducted a reconnaissance in force to the north on June 30, but was forced back to Lucknow after encountering a well-organized sepoy force at Chinat. Falling back to the Residency, Lawrences force of 855 British soldiers, 712 loyal sepoys, 153 civilian volunteers, and 1,280 non-combatants was besieged by the rebels. Comprising around sixty acres, the Residency defenses were centered on six buildings and four entrenched batteries. In preparing the defenses, British engineers had wanted to demolish the large number of palaces, mosques, and administrative buildings that surrounded the Residency, but Lawrence, not wishing to further anger the local populace, ordered them saved. As a result, they provided covered positions for rebel troops and artillery when attacks began on July 1. The next day Lawrence was mortally wounded by a shell fragment and died on July 4. Command devolved to Colonel Sir John Inglis of the 32nd Foot. Though the rebels possessed around 8,000 men, a lack of unified command prevented them from overwhelming Inglis troops. Havelock and Outram Arrive While Inglis kept the rebels at bay with frequent sorties and counterattacks, Major General Henry Havelock was making plans to relieve Lucknow. Having retaken Cawnpore 48 miles to the south, he intended to press on to Lucknow but lacked the men. Reinforced by Major General Sir James Outram, the two men began advancing on September 18. Reaching the Alambagh, a large, walled park four miles south of the Residency, five days later, Outram and Havelock ordered their baggage train to remain in its defenses and pressed on. Major General Sir James Outram. Public Domain Due to monsoon rains which had softened the ground, the two commanders were unable to flank the city and were forced to fight through its narrow streets. Advancing on September 25, they took heavy losses in storming a bridge over the Charbagh Canal. Pushing through the city, Outram wished to pause for the night after reaching the Machchhi Bhawan. Desiring to reach the Residency, Havelock lobbied for continuing the attack. This request was granted and the British stormed the final distance to the Residency, taking heavy losses in the process. Second Siege Making contact with Inglis, the garrison was relieved after 87 days. Though Outram had originally wished to evacuate Lucknow, the large numbers of casualties and non-combatants made this impossible. Expanding the defensive perimeter to include the palaces of Farhat Baksh and Chuttur Munzil, Outram elected to remain after a large stash of supplies was located. Rather than retreat in the face of the British success, rebel numbers grew and soon Outram and Havelock were under siege. Despite this, messengers, most notably Thomas H. Kavanagh, were able to reach the Alambagh and a semaphore system soon was established. While the siege continued, British forces were working to re-establish their control between Delhi and Cawnpore. Lieutenant General Sir Colin Campbell in 1855. Public Domain At Cawnpore, Major General James Hope Grant received orders from the new Commander-in-Chief, Lieutenant General Sir Colin Campbell, to await his arrival before attempting to relieve Lucknow. Reaching Cawnpore on November 3, Campbell, a veteran of the Battle of Balaclava, moved towards the Alambagh with 3,500 infantry, 600 cavalry, and 42 guns. Outside Lucknow, rebel forces had swelled to between 30,000 and 60,000 men, but still lacked a unified leadership to direct their activities. To tighten their lines, the rebels flooded the Charbagh Canal from the Dilkuska Bridge to the Charbagh Bridge (Map). Campbell Attacks Using information provided by Kavanagh, Campbell planned to attack the city from the east with the goal of crossing the canal near the Gomti River. Moving out on November 15, his men drove rebels from Dilkuska Park and advanced on a school known as La Martiniere. Taking the school by noon, the British repelled rebel counterattacks and paused to allow their supply train to catch up to the advance. The next morning, Campbell found that the canal was dry due to the flooding between the bridges. Interior of the Secundra Bagh after Campbells attack in November 1857. Public Domain Crossing, his men fought a bitter battle for the Secundra Bagh and then the Shah Najaf. Moving forward, Campbell made his headquarters in the Shah Najaf around nightfall. With Campbells approach, Outram and Havelock opened a gap in their defenses to meet their relief. After Campbells men stormed the Moti Mahal, contact was made with Residency and the siege ended. The rebels continued to resist from several nearby positions, but were cleared out by British troops. Aftermath The sieges and reliefs of Lucknow cost the British around 2,500 killed, wounded, and missing while rebel losses are not known. Though Outram and Havelock wished to clear the city, Campbell elected to evacuate as other rebel forces were threatening Cawnpore. While British artillery bombarded the nearby Kaisarbagh, the non-combatants were removed to Dilkuska Park and then on to Cawnpore. To hold the area, Outram was left at the easily held Alambagh with 4,000 men. The fighting at Lucknow was seen as a test of British resolve and the final day of the second relief produced more Victoria Cross winners (24) than any other single day. Lucknow was retaken by Campbell the following March.