New Student Photo Entry #16 COLUMBIA UNIVERSITY - SIPA Admissions Blog

New Student Photo Entry #16 COLUMBIA UNIVERSITY - SIPA Admissions Blog The first two photos come from incoming MIA student Kevin Hong. Location: Amhara region, Ethiopia Description: One morning, we were driving to a village for our research study and saw people lined up outside an old church with pieces of clothes on the ground. We got curious so we shouted out to the driver to stop, ran out of the car to take some pictures, and ran back in so there was no further delay in getting to the remote village we were heading for. Later I learned that it was for a religious holiday called Lideta (Saint Marys birthday). It is celebrated once a year on the first day of the month Ginbot, which is May 9 in the European calendar (Ethiopia maintains its own calendar separate from the Julian calendar and, for that matter, its own way to keep times. Look it up, its quite fascinating). On this day, orthodox christian churches hold a special ceremony. The poor from the surrounding area come and spread their clothes on the ground outside the churches. People attending the ceremony would then bring grains from their homes and give a   handful or so to each person lined up outside the church before and after attending the ceremony. Furthermore, after the givers get back home, they prepare food and drinks and invite the poor and neighbors to feast together. People from this region is by no means very rich. I thought it was such a wonderful tradition to celebrate and share with people less fortunate than you are even though you may not have all you want. Location: Ramanathaswamy Temple, Rameswaram, Tamil Nadu, India Description: I personally love this photo not only because of the beautiful setting of the temple corridor lined with countless stone carved pillars and filled with afternoon sun streaming through but also because of the circumstance I managed to capture this shot. The temple was absolutely stunning and when I saw this man walking toward me, I saw a perfect shot. So I took out my camera out of a bag and aimed it at him. As I started to shoot a few frames, two temple guards starting to run towards me and shouting Do you have a permit ticket for the camera!?. So I had to stop myself and show them that I had paid to take pictures in the temple. By the time I was done with the guards, the composition wasnt quite what I wanted and I thought I missed a good shot. But when I developed the film, this shot emerged and I was quite taken with it. This is one of the reasons why I love still using films. To me, the serendipity and patience films require is almost   like an act of meditation and o ccasional pleasant surprises like this one is personally unmatched by the instant gratification offered by digital cameras. _________________________________ The next three photos come from incoming MIA student Regina Jun. Paraguay_Chacotaxi.jpg was taken in the Chaco region in Paraguay in 2005.   During my service as a rural economic development volunteer in the Peace Corps Paraguay, we took a trip to the Chaco, which is the arid and sparsely populated northwest region of the country.   When we stopped for lunch along the highway, we saw a local taxi service parked outside the restaurant. Brazil_streetfood.jpg was taken in Olinda, Brazil in 2007.   I enjoy trying local foods wherever I travel.   I loved the creativity of the ladies who made a portable stove with earthen pots for insulated and safe charcoal burning and small pans to cook stuffed tapioca dumplings at the square as the group of young adults practiced their drums at a nearby square for the upcoming carnaval. Turkey_camelwrestling.jpg was taken in Selcuk, Turkey in 2008.   While I lived in Istanbul, I had the opportunity to visit Selcuk for annual camel wrestling championship staged next to the ancient ruins of Ephesus.   The event was very festive, graceful and intricate despite the gigantic sizes of the bull camels.   The winner camel receives only a carpet as material prize, but much respect and bragging rights for its owners and handlers.

Narrative Analysis Narrative Therapy - 757 Words

Narrative therapy is one of the post-modern therapies used today. Narrative therapy helps individuals identify their values, skills, and knowledge they have to effectively face problems in their lives. The key ideas of narrative therapy are: people’s stories give meaning to their lives, stories are shaped by emotional themes, a person’s story shapes his/her personality, people seek counseling when their stories do not match their lived experiences, and people who have less social power benefit greatly from Narrative Counseling. The concern is with meaning making and there is an emphasis on mindfulness and positive psychology. The process of Narrative therapy starts in the initial stage exploring the client’s issues. It then transitions into the insight stage to a deeper understanding of the issues. The insight stage is followed by the action stage, where the client and therapist work to change the story and therefore change the outcome. Lastly, there is the termi nation phase. Narrative counseling seeks to be respectful and a non-blaming approach to counseling; the client is the expert of his or her own life. Similar to Client Centered Therapy in which the client has the innate ability to self-actualize without the direction of the therapist. Additionally, Narrative Counseling separates the client from their problem and believes that he/she has the resources to face the problems in their lives. Client Centered Therapy also focuses on the client and separates the clientShow MoreRelatedNarrative Analysis : Narrative Therapy2375 Words   |  10 PagesThe premise of narrative therapy was developed as a way of removing the blame in sessions. This could allow the opportunity in hopes of gaining empowerment within the client. Narrative therapy is thought of as more of a collaboration between the therapist and the client to allow recognition of his or her natural competencies, expertise and unique skills that one possesses. By practicing the nar rative therapy process it is conceived that the client can then return with a sort of plan or outlineRead MoreNarrative Analysis : Narrative Therapy1838 Words   |  8 PagesIntroduction Narrative therapy was created as a way of removing the blame in sessions. An opportunity to hopefully empower the client. Narrative Therapy is more of a collaboration between the therapist and the client to allow recognition of the natural competencies, expertise and unique skills that one possesses, which can in return help guide them towards a more productive and hopeful change within their lives. Humans are viewed as separate from their problems, and in this way, a therapist canRead MoreNarrative Analysis : Narrative Family Therapy 1570 Words   |  7 PagesNarrative Family Therapy in Practice Introduction When narrative therapy first came into my life, I was not able to realize its brilliance. I had the misconception that the modality found where problems stemmed from and then showed clients how to cope with problems when they reoccur. Then I saw narrative therapy in action during a session with clients of my colleagues. The idea of problems being outsiders intruding on the system was fascinating and co-authoring a new narrative with a client soundedRead MoreNarrative Therapy and Family Therapy1303 Words   |  6 PagesResearch Question Why is externalising a central technique in narrative therapy today, and what are the limitations and successes of this technique? Research The research complied for this report was gathered from various Journals dedicated to the discourse surrounding the practices of narrative therapy and family therapy. Search terms used to collect relevant articles were ‘narrative therapy’, ‘Michael White’ and ‘externalising’. The results from these terms were extensive and required narrowingRead MoreFamily Counseling Approach - Narrative Therapy Essay2804 Words   |  12 PagesFamily Counseling Approach – Narrative Therapy Kristi Sabbides Moos Liberty University Marriage and Family Counseling I May 13, 2011 Dr. Suhad Sadik, Instructor Abstract Narrative therapy focuses on helping clients gain access to preferred story lines about their lives and identities and takes the place of previous negative and self-defeating narratives about themselves. An overview of the Social Construction Model, Narrative Therapy, is presented, as well asRead MoreFamily Counseling Approach: Narrative Counseling3210 Words   |  13 PagesAbstract Through narrative therapy a counselor can help clients gain access to preferred story lines about their lives and identities taking the place of previous negative and self-defeating narratives that destroy the self. Presented in this paper, is an overview of the Narrative therapy and the Social Construction Model and several facets of this approach including poststrucuralism, deconstructionism, self-narratives, cultural narratives, therapeutic conversations, ceremonies, letters and leaguesRead MoreNarrative Therapy1612 Words   |  7 PagesNarrative therapy is a family counseling approach that continues to evolve and gain popularity in the field of therapy (Chang Nylund, 2013). Given the continued strides of narrative therapy this is a family counseling approach worthy of research. This paper will detail the beginnings of narrative therapy and those responsible for its development. Although White and Epston are the leading figures of narrative therapy many individuals with varyin g backgrounds and beliefs influenced their thinkingRead MoreReview Of Alice Morgans On Narrative Therapy1500 Words   |  6 PagesBook review What is narrative therapy? An easy-to-read introduction by Alice Morgan In her book on narrative therapy, Alice Morgan offers social workers a simple and comprehensive guide to the broader theoretical approaches of narrative therapy. In this way, Morgan parallels the core principles of narrative therapy to her own therapeutic conversations with clients to provide context and weight to narrative therapy theory. The principles follow a linear order, opening with acknowledging ‘people asRead MoreHuman Change Implies More Than An Absence Of Problems†¦1011 Words   |  5 PagesHuman change implies more than an absence of problems†¦ life is more than an absence of suffering, said by Alphons Richert, the author of Integrating Existential and Narrative Therapy: A Theoretical Base for Eclectic Practice (p. 367). In a society that interprets psychological problems and distress in terms of a physical illness that is treated with a variety of pharmaceuticals, the combination of postmodern approaches and existential approaches could help define psych ological problems for whatRead MoreTherapy Had Stronger Effects Than Ipt And Miscellaneous Interventions1587 Words   |  7 PagesTherapy had stronger effects than IPT and miscellaneous interventions. As expected, effects of interventions by the diagnostic composition of the sample, the presence of comorbidity and the type of control group† (Pinquart, Duberstein, Lyness 2007 p. 654). Another fact I found in the study was that, the patients with lower level depression are likely beneficiaries of therapy induced increase in abilities to manage the pressures in which contribute or exacerbate the severances of the mood disorders

The At The Bank Until 11 - 2144 Words

Although we were not scheduled to meet Luisa at the bank until 11:00 o’clock, we arrived in Marsciano early the next morning to wander around town. As soon-to-be home-owner and part time residents, we looked at everything from a new perspective. Marsciano was going to be our home town, where we would attend community events, the weekly market, shop, dine in restaurants and make new friends. As we did with Johannes, we parked the car near the community elevator and took the lift up to the historic center. We acknowledged passerby when our eyes met and bid them Bouna giornata; a Good day. We window-shopped at the boutiques on the Corso Umberto, somewhat surprised at the high quality merchandise for sale in such a humble village.†¦show more content†¦I felt as if we were in a charming Italian movie. How could this possibly be real? Our lunch was more delicious than the first time we dined at this restaurant and our conversation was more spirited. We vowed to take I talian lessons as soon as we returned to California. Instead of relinquishing Power of Attorney to Casambiente, Vince was bound and determined to attend the Deed Signing ceremony in Perugia in May which meant that he would sign on my behalf so that I could accumulate my vacation time until the Fall, when we planned to furnish the apartment and move in. I asked Vince to paint each room, acquire a bed, a table and chairs while he was there, so that when I arrived in September the apartment was spic-and-span clean and we had a place to sleep and eat. It was gently raining and already dark when we arrived at the front door of BB Garibaldi in the early evening. Vince inserted the key into the front door lock, when much to his surprise, he felt the key snap in two as he turned it to unlock the door, leaving the stem in the keyhole. â€Å"Oh great! Now what do we do?† Vince said as he pulled the remaining part of the key out of the lock and looked at it bewildered in his hand. à ¢â‚¬Å"I don’t know† I answered. â€Å"David emphatically asked us not to ring the doorbell because his grandmother was always asleep. Let’s try knocking on the door or calling his name. I believe that’s his balcony.† â€Å"I’m not going to yell out his name in the street† Vince

The Need for Academic Integrated Conflict Resolution in Education Free Essays

The conflict between individuals aged 13 to 19 is so high that the need for academically integrated conflict resolution programs is quickly becoming a focal point of those involved in the educational world. Parents, teachers, and psychologists alike have all expressed horror that the rising number of youth offenders, violence in the schools, racial intolerance and the like has rapidly risen among their teenaged children, students, and clients. It has become second nature for students to solve their conflict with verbal confrontations and physical altercations. We will write a custom essay sample on The Need for Academic Integrated Conflict Resolution in Education or any similar topic only for you Order Now Tragically, the use of guns either aimed at the person that they believe to be the cause of their angst or at themselves in suicidal attempts is sometimes the heartbreaking epilogue of an inability to properly deal with conflict. It seems as though students don’t know how to peacefully resolve the conflicts that they find themselves in on a day-to-day basis. A conflict resolution-training program that is integrated into a student’s academic program will encourage students to learn the methods of peaceful mediation. It will induce students to apply the methods of conflict resolution into their day-to-day disputes not to mention the positive impact that it will have on their academic achievement. â€Å"A conflict exists when actions come into opposition. Conflict can occur within an individual, group, organization, institution, or nation. Conflicts can cross boundaries. They can occur between individuals and institutions, and across cultures. How we manage or resolve conflicts is the central issue. Today, underlying the violence that surrounds our schools, neighborhoods, and communities are conflicts which have never been addressed or have been improperly resolved. Indeed in a diverse and complex society, Conflict Resolution Programs are much needed and an important component of all schools. In the 60’s and 70’s this need was understood by the Quakers and peace activists. In the early 1980’s, Educators for Social Responsibility examined alternative strategies of dealing with violence. The Children’s Creative Response to Conflict, the Community Board’s Program, and the Peace Education Foundation were in the forefront of the movement. In 1984 the National Association of Mediation (NAME) was formed which served as a clearinghouse for information and training for school- based conflict resolution programs. In 1983 the National Institute of Dispute Resolution (NIDR) was formed to promote the development of conflict resolution tools and processes. Several types of programs have now emerged in schools of a collaborative and cooperative problem-solving approach involving processes such as negotiation, conciliation, mediation, fact finding, and arbitration. The Gandhian method of conflict resolution, called â€Å"satyagraha†, or truth force, is concerned with human needs and recognizes the importance of resolving the â€Å"conflict triangle†: the attitude, the behavior, and the goal incompatibility itself. For Gandhi the desired outcome of a conflict is in the creation of a better social structure, and a greater degree of human unity. † (C. W. Post Library on Nonviolence). Conflict resolution in the inner city schools is quickly becoming an epidemic. Many schools have implemented preventative programs which include both uniformed and undercover armed guards to metal detectors to metal detectors in the school hallways. â€Å"†¦ Though one New York City study suggests the effectiveness of metal detectors, many experts fear that detectors do little more than create a false sense of security in schools† (Witkin, 1998). The purpose of this study is to evaluate the effects that a conflict resolution program that is integrated into an English literature class has on students in an urban high school in New York. According to Johnson and Johnson (1996), conflict resolution programs can be divided into three ways. There is the cadre or total student body approach, which trains certain students to become peer mediators or training every student in the school in constructive conflict management, respectively. Levy (1989) and Maxwell (1989) divide conflict resolution programs into two categories: curriculum-based programs and peer mediation programs. Curriculum based programs are preventative in nature and focus on teaching students to about conflicts and the alternatives to violence as a method of resolution. They emphasize social skills, empathy training, stress and anger management, attitudes about conflicts, and bias awareness. The third division is a division of skills-oriented approaches and academically oriented approaches. Opotow (1991) has found skills-oriented approaches to be those in which students are taught the interpersonal and small-group skills which are needed to resolve conflicts constructively (D. W. Johnson, 1997; D. W. Johnson F. Johnson, 1997); in the academic approach students are taught the intellectual procedures and cognitive skills for managing conflicts such as academic controversy (D. W. Johnson R. Johnson, 1979, 1995a), violence prevention (Prothrow-Stith, Spivak, Hausman, 1987), and critical thinking (Paul, 1984; Seigel, 1988); and the last approach is the structural-change approach which emphasize changing the school structure from a mass-manufacturing approach to a team based, high-performance organizational structure (D. W. Johnson R. Johnson, 1994) and providing a cooperative context for a management of conflict (Deutsch, 1973; D. W. Johnson R. Johnson, 1994). How to cite The Need for Academic Integrated Conflict Resolution in Education, Essay examples The Need for Academic Integrated Conflict Resolution in Education Free Essays The conflict between individuals aged 13 to 19 is so high that the need for academically integrated conflict resolution programs is quickly becoming a focal point of those involved in the educational world. Parents, teachers, and psychologists alike have all expressed horror that the rising number of youth offenders, violence in the schools, racial intolerance and the like has rapidly risen among their teenaged children, students, and clients. It has become second nature for students to solve their conflict with verbal confrontations and physical altercations. We will write a custom essay sample on The Need for Academic Integrated Conflict Resolution in Education or any similar topic only for you Order Now Tragically, the use of guns either aimed at the person that they believe to be the cause of their angst or at themselves in suicidal attempts is sometimes the heartbreaking epilogue of an inability to properly deal with conflict. It seems as though students don’t know how to peacefully resolve the conflicts that they find themselves in on a day-to-day basis. A conflict resolution-training program that is integrated into a student’s academic program will encourage students to learn the methods of peaceful mediation. It will induce students to apply the methods of conflict resolution into their day-to-day disputes not to mention the positive impact that it will have on their academic achievement. â€Å"A conflict exists when actions come into opposition. Conflict can occur within an individual, group, organization, institution, or nation. Conflicts can cross boundaries. They can occur between individuals and institutions, and across cultures. How we manage or resolve conflicts is the central issue. Today, underlying the violence that surrounds our schools, neighborhoods, and communities are conflicts which have never been addressed or have been improperly resolved. Indeed in a diverse and complex society, Conflict Resolution Programs are much needed and an important component of all schools. In the 60’s and 70’s this need was understood by the Quakers and peace activists. In the early 1980’s, Educators for Social Responsibility examined alternative strategies of dealing with violence. The Children’s Creative Response to Conflict, the Community Board’s Program, and the Peace Education Foundation were in the forefront of the movement. In 1984 the National Association of Mediation (NAME) was formed which served as a clearinghouse for information and training for school- based conflict resolution programs. In 1983 the National Institute of Dispute Resolution (NIDR) was formed to promote the development of conflict resolution tools and processes. Several types of programs have now emerged in schools of a collaborative and cooperative problem-solving approach involving processes such as negotiation, conciliation, mediation, fact finding, and arbitration. The Gandhian method of conflict resolution, called â€Å"satyagraha†, or truth force, is concerned with human needs and recognizes the importance of resolving the â€Å"conflict triangle†: the attitude, the behavior, and the goal incompatibility itself. For Gandhi the desired outcome of a conflict is in the creation of a better social structure, and a greater degree of human unity. † (C. W. Post Library on Nonviolence). Conflict resolution in the inner city schools is quickly becoming an epidemic. Many schools have implemented preventative programs which include both uniformed and undercover armed guards to metal detectors to metal detectors in the school hallways. â€Å"†¦ Though one New York City study suggests the effectiveness of metal detectors, many experts fear that detectors do little more than create a false sense of security in schools† (Witkin, 1998). The purpose of this study is to evaluate the effects that a conflict resolution program that is integrated into an English literature class has on students in an urban high school in New York. According to Johnson and Johnson (1996), conflict resolution programs can be divided into three ways. There is the cadre or total student body approach, which trains certain students to become peer mediators or training every student in the school in constructive conflict management, respectively. Levy (1989) and Maxwell (1989) divide conflict resolution programs into two categories: curriculum-based programs and peer mediation programs. Curriculum based programs are preventative in nature and focus on teaching students to about conflicts and the alternatives to violence as a method of resolution. They emphasize social skills, empathy training, stress and anger management, attitudes about conflicts, and bias awareness. The third division is a division of skills-oriented approaches and academically oriented approaches. Opotow (1991) has found skills-oriented approaches to be those in which students are taught the interpersonal and small-group skills which are needed to resolve conflicts constructively (D. W. Johnson, 1997; D. W. Johnson F. Johnson, 1997); in the academic approach students are taught the intellectual procedures and cognitive skills for managing conflicts such as academic controversy (D. W. Johnson R. Johnson, 1979, 1995a), violence prevention (Prothrow-Stith, Spivak, Hausman, 1987), and critical thinking (Paul, 1984; Seigel, 1988); and the last approach is the structural-change approach which emphasize changing the school structure from a mass-manufacturing approach to a team based, high-performance organizational structure (D. W. Johnson R. Johnson, 1994) a nd providing a cooperative context for a management of conflict (Deutsch, 1973; D. W. Johnson R. Johnson, 1994). How to cite The Need for Academic Integrated Conflict Resolution in Education, Papers

Galileo Essay Essay Example

Galileo Essay Essay Galileo Galilei. a world-renowned physicist. was born in Pisa. Italy on February 15. 1564. He was the oldest of seven kids. His male parent was a musician and wool bargainer. who wanted his boy to analyze medical specialty as there was more money in medical specialty. At age eleven. Galileo was sent off to analyze in a Jesuit monastery. After four old ages. Galileo had announced to his male parent that he wanted to be a monastic. This was non precisely what male parent had in head. so Galileo was hurriedly withdrawn from the monastery. In 1581. at the age of 17. he entered the University of Pisa to analyze medical specialty. as his male parent wished but neer completed it because of his acute involvement in mathematics and doctrine. We will write a custom essay sample on Galileo Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Galileo Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Galileo Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At age 20. Galileo noticed a lamp singing overhead while he was in a cathedral. Curious to happen out how long it took the lamp to swing back and Forth. he used his pulsation to clip big and little swings. Galileo discovered something that no 1 else had of all time realized. which was the period of each swing was precisely the same. The jurisprudence of the pendulum. which would finally be used to modulate redstem storksbills. made Galileo Galilei immediately celebrated. In 1592. he was appointed to the place of a mathematician at the University of Padua and it was during his clip. he began his work on the telescope. While in Padua. he met Marina Gamba and in 1600 their girl Virginia was born. In 1601 they had another girl Livia and in 1606 a boy Vincenzo. Galileo’s research was specialized in the gesture of inclined planes. gesture of the pendulum and the gesture of freely falling organic structures. He is known for his discovery finds and besides his controversial beliefs which allowed for a more modern and practical scientific discipline. Galileo was the first individual to direct a refractile telescope out into the dark sky and he decided to analyze the Moon. One of his largest finds was that there were four Moons revolving Jupiter. Another one of Galileo’s observations through his telescope was that the planet Venus went through stage alterations similar to our Moon. Galileo had noticed that the discernible size of Venus as seen through his telescope is related to the place of the planet relation to the Sun. This observation had pushed Galileo to believe that the Earth and other planets had to go around around the Sun or it would non be executable for Venus to hold a stage alteration. This is known as the Copernican System. For Galileo Galilei. stating that the Earth went around the Sun changed everything since he was beliing the instructions of the Church. While some of the Church’s mathematicians wrote that his observations were clearly right. many members of the Church believed that he must be incorrect and accused him of perpetrating â€Å"heresy† . which was a really serious affair. However. Galileo was found inexperienced person of all charges but was cautioned non to learn the Copernican System. In 1634. while Galileo was under house apprehension. his girl. Virginia died. At this clip he began work on his concluding book. Discourses and Mathematical Demonstrations refering Two New Sciences. This book was smuggled out of Italy and published in Holland. Galileo died early in 1642. Due to his strong belief. he was buried obscurely in 1737.

Which career field would be the all time best for me

Which career field would be the all time best for me Picking a career can be a tough decision. There are endless possibilities so how do you choose the perfect match? Well, it all starts with what you enjoy doing as well as what you’re good at.  If you still can’t seem to decide this quiz can help you. Finding the perfect career can help jumpstart the beginning to the rest.  Source [ Playbuzz ]

USS Monitor in the American Civil War

USS Monitor in the American Civil War One of the first ironclads constructed for the US Navy, the origins of USS Monitor began with changes in naval ordnance during the 1820s. Early in that decade, French artillery officer Henri-Joseph Paixhans developed a mechanism that allowed for shells to be fired with flat trajectory, high-powered naval guns. Trials using the old ship-of-the-line Pacificateur (80 guns) in 1824 showed that exploding shells could inflict significant damage on traditional wooden hulls. Refined over the next decade, shell-firing guns based on Paixhans design were common in the worlds leading navies by the 1840s. Rise of the Ironclad Recognizing wooden ships vulnerability to shells, Americans Robert L. and Edwin A. Stevens began the design of an armored floating battery in 1844. Forced to re-evaluate the design due to rapid advances in shell technology, the project came to a halt a year later when Robert Stevens fell ill. Though resurrected in 1854, the Stevens vessel never came to fruition. During this same period, the French successfully experimented with armored floating batteries during the Crimean War (1853-1856). Based on these results, the French Navy launched the worlds first ocean-going ironclad, La Gloire, in 1859. This was followed by the Royal Navys HMS Warrior (40) a year later. Union Ironclads With the start of the Civil War, the US Navy convened an Ironclad Board in August 1861 to assess potential designs for armored warships. Calling for proposals for iron-clad steam vessels of war, the board sought vessels capable of operating in the shallow waters along the American coast. The board was further spurred to action due to reports that the Confederacy was seeking to convert the captured remains of USS Merrimack (40) into an ironclad. The board ultimately selected three designs to be constructed: USS Galena (6), USS  Monitor (2), and USS New Ironsides (18) Monitor was designed by Swedish-born inventor John Ericsson who had previously had a falling out with the Navy in the wake of the 1844 USS Princeton disaster which had killed six people including Secretary of State Abel P. Upshur and Secretary of the Navy Thomas W. Gilmer. Though he had not intended to submit a design, Ericsson became involved when  Cornelius S. Bushnell consulted him regarding the Galena project. In the course of the meetings, Ericsson showed Bushnell his own concept for an ironclad and was encouraged to submit his revolutionary design. Design Consisting of a revolving turret mounted on a low armored deck, the design was likened to a cheese box on a raft. Possessing a low freeboard, only the ships turret, stacks, and small armored pilot house projected above the hull. This almost non-existent profile made the ship very difficult to hit, though it also meant that it performed badly on the open sea and was prone to swamping. Highly impressed by Ericssons innovative design, Bushnell traveled to Washington and convinced the Navy Department to authorize its construction. The contract for the ship was given to Ericsson and work began in New York. Construction Subcontracting the construction of the hull to Continental Iron Works in Brooklyn, Ericsson ordered the ships engines from Delamater Co. and the turret from Novelty Iron Works, both of New York City. Working at a frenetic pace, Monitor was ready for launch within 100 days of being laid down. Entering the water on January 30, 1862, workers began finishing and fitting out the ships interior spaces. On February 25 work was completed and Monitor commissioned with Lieutenant John L. Worden in command. Sailing from New York two days later, the ship was forced to return after its steering gear failed. USS Monitor - General Nation: United StatesBuilder: Continental Iron Works, Brooklyn, NYLaid Down: October 1861Launched: January 30, 1862Commissioned: February 25, 1862 Fate: Lost at sea, December 31, 1862 Specifications Type: Monitor-class ironcladDisplacement: 987 tonsLength: 172 ft.Beam: 41 ft. 6 in.Draft: 10 ft. 6 in.Complement: 59Speed: 8 knots Armament 2 x XI-inch Dahlgren smoothbores Operational History Following repairs, Monitor departed New York on March 6, this time under tow, with orders to proceed to Hampton Roads. On March 8, the newly completed Confederate ironclad CSS Virginia steamed down the Elizabeth River and struck at the Union squadron at Hampton Roads. Unable to pierce Virginias armor, the wooden Union ships were helpless and the Confederate succeeded in sinking the sloop of war USS Cumberland and frigate USS Congress. As darkness fell, Virginia withdrew with the intention of returning the next day to finish off the remaining Union ships. That night Monitor arrived and took up a defensive position. Returning the next morning, Virginia encountered Monitor as it approached USS Minnesota. Opening fire, the two ships began the worlds first battle between ironclad warships. Pounding each other for over four hours, neither was able to inflict significant damage on the other. Though Monitors heavier guns were able to crack Virginias armor, the Confederates scored a hit on their adversarys pilot house temporarily blinding Worden. Unable to defeat Monitor, Virginia withdrew leaving Hampton Roads in Union hands. For the rest of the spring, Monitor remained, guarding against another attack by Virginia. During this time, Virginia attempted to engage Monitor on several occasions but was refused as Monitor was under presidential orders to avoid battle unless absolutely required. This was due to President Abraham Lincolns fear that the ship would be lost allowing Virginia to take control of the Chesapeake Bay. On May 11, after Union troops captured Norfolk, the Confederates burned Virginia. Its nemesis removed, Monitor began participating in regular operations, including reconnaissance of the James River to Drurys Bluff on May 15. After supporting Major General George McClellans Peninsula Campaign in the summer, Monitor participated in the Union blockade at Hampton Roads that fall. In December, the ship received orders to proceed south to aid in operations against Wilmington, NC. Departing under tow by USS Rhode Island, Monitor cleared the Virginia Capes on December 29. Two nights later, it began to take water as it encountered a storm and high waves off Cape Hatteras. Foundering, Monitor sank along with sixteen of its crew. Though in service for less than a year, it profoundly influenced warship design and several similar ships were built for the Union Navy. In 1973, the wreck was discovered sixteen miles southeast of Cape Hatteras. Two years later it was designated a national marine sanctuary. At this time, some artifacts, such as the ships propeller, were removed from the wreck. In 2001, recovery efforts began to salvage the ships steam engine. The next year, Monitors innovative turret was raised. These have all been taken to the Mariners Museum in Newport News, VA for preservation and display.