Use of Rhetorical Appeals and Diction in Richard Wright’s Autobiographi

Use of Rhetorical Appeals and Diction in Richard Wright’s Autobiographical Work, Black Boy In his autobiographical work, Black Boy, Richard Wright wrote about his battles with hunger, abuse, and racism in the south during the early 1900's. Wright was a gifted author with a passion for writing that refused to be squelched, even when he was a young boy. To convey his attitude toward the importance of language as a key to identity and social acceptance, Wright used rhetorical techniques such as rhetorical appeals and diction. In Black Boy, Wright used many rhetorical appeals. For example, in passage one, Wright was describing his first day on a job working for a white family. The white woman gave him stale bread and moldy molasses for breakfast and he refused to eat it. This is an appeal to emotion, or the pathos appeal. It is heartbreaking that this woman would only give Richard inedible food to eat for breakfast and then be shocked when he refused to eat it. This passage also makes the reader’s pride swell when Richard refused to eat the food. Also in the first passage the whit...

Analysis of She Walks in Beauty by Lord Byron Essay -- Poem Poetry Lor

Analysis of She Walks in Beauty by Lord Byron She Walks in Beauty is a poem in which the author speaks of the physical beauty of a woman; a female who the author encountered. This encounter lead him to visualize a great distinct physical image of her so he began to speak of this phenomenal attractiveness. A special quality in her was being able to be identified with the heaven. Beautiful like the stars and clearly visible as a cloudless night. The poem ?She Walks in Beauty? came by as an inspiration to the author. This occurred at an event attended by the author where he meet his cousin which is the woman the author speaks about in the poem. The author lord Byron wrote this poem which is found in the Hebrew Melodies. This publication is found with many other lyrics completed in 1815. The poem speaks through the usage of imagery. The poem is highly rhythmic with meaningful tones. Essentially the female in this poem is evaluated in terms of the physical world. For example, the author does not provide a detailed appearance of the woman. She is instead shown responding to the world around her. George Gordon was born in London in 1788. Gordon was the son of Captain John ?Mad Jack? Byron and his second wife, Catherine Gordon, a Scots heiress. The next ten years were difficult for George. One of the reasons was because of his clubfoot. The second reason was because of his mother displaced resentment against his father onto him, and George Gordon had later been tended by a Calvinist nurse whom awakened his sexuality. In 1798 his great-uncle the fifth Baron Byron, died childless, and just after his tenth birthday Byron inherited his title. In 1801 Byron was sent to school at Harrow; in the same year he ... ...imself. The rhyme scheme shows a different pattern on each stanza; and its meter shows a consistent beat on each line. The tone perceived in Byron?s poem is of romanticism inspired by the woman?s beauty; and its theme is of the immediate impression of a man towards a beautiful lady. There are also many poetic devices like alliteration , simile and internal rhyme shown throughout the poem. Thus making of this poem a delight to the mind, and an enjoyable literary masterpiece. Bibliography: Robert Di Yanni, Literature: Reading Fiction, Poetry, Drama, and the Essay (Boston, Massachusetts: Mc Graw Hill, 1998). The Penguin Group. ?World of Classics.? The Longman Anthology of British Literature. 24, Sep. 2000 . ?Poetry Series Supplement.? Masterplots II, Vol. 9 (Pasadena, California: Salem Press, 1998).

Muffler Magic

They are young, energetic and willing to learn from the ground up. For Intermediate technicians. I recommend trade school and trade school graduates. These individuals have more than the basic skill set and have chosen their career path. For senior technicians, I recommend to first look to hire within. These individuals know the business and are familiar with the daily operations and company expectations. Next I would look at advertising in the local paper, internet and Job fairs. B. My recommendation for selecting these Individuals would consist of a rigorous here prong assessment of their skill level.This would consist of a Job knowledge test, a structured interview and work sample simulations (Desire, 2010) to test the validity of their knowledge. I also recommend background checks and references. C. My recommendation for training would consist of various skill assessments for all levels of employees. This would include new employee orientation for all newly hired employees' regar dless of skill level. I recommend that a classroom environment be established so that each level (novice, intermediate and senior) to chive the proper training.This could ensure that they receive the proper training to any oral, written, and on-the-job training for all certifications. The classroom should have several automobiles for safe and more detailed hands on experience. II. The following are my suggestions for three questions that Ron Brown should Include In a structure EAI Interview Tort experienced technicians. A. â€Å"One of our company's biggest challenges is safety. How would you deal with b. â€Å"Have you accomplished something you didn't think was possible? † c. â€Å"How long would you stay with the company? Ill.If I were Ron Brown, I would implement the professor's recommendation to start paying for sick days, because of the following: a. The first reason I would implement paying sick days is that safety should be priority one! Both the safety of our emplo yees and that of our customers. An employee could lack the necessary attention to detail if they are on some type of over the counter medication. This could cause some type of accident, either in the shop or with a customer's automobile while it is on the road. This could lead to sever doily injury and potential lawsuits. . Work production could come to a near halt if one contagious employee comes in and contaminates the entire shop. Instead of one employee out, you end up with four-five. C. Due to time constraints to ensure the vehicle get in and out in a timely manner, it is imperative that each employee is working at their Max potential. While 50% production might be better than zero, it means nothing if the work is not done properly. ‘V. Ron Brown should implement the professor's skill-based pay plan in its present form, because of the following: .This would allow for each employee to know where they stand in regards to compensation with their skill set and abilities. This could help motivate employees to acquire more skills; this would intern lift the overall skill set of the shop b. If they are looking for career progression, this would provide them with a clear set of goals for each to strive for. C. If employees know that the possibility for progression is there and is attainable, it could also help cut down on turn-over. V. Ron Brown should not implement the professor's incentive pay plan, because of he following: a.This could create a divided shop as each team would be in constant competition wilt can toner. You would a nave to ensure Tanat all teams were AT equal strength with the same amount of team members all trained on the same level. This could create a hostile work environment if one team is under staffed or under trained. B. This could promote individuals coming in when sick or not taking the necessary time off that they might need. Again, the safety of the employees and customers should be the priority. C.There is the appearance on so many different variables that it would be difficult to properly determine if a team has been more productive that another. You have to factor in the type of work done, how labor extensive, time-off for employees, safety and you still have to ensure that each technician still receives the proper training in the proper environment. Employees would be so busy competing for money. This could be a time consuming process that ends up costing more than its worth. Desire, G. (2010). Human Resource Management. New Jersey: Prentice Hill.

A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Battle of waterloo Essay

The Battle of Waterloo was fought thirteen kilometres south of Brussels between the French, under the command of Napoleon Bonaparte, and the Allied armies commanded by the Duke of Wellington from Britain and General Blucher from Prussia. The French defeat at Waterloo drew to a close 23 years of war beginning with the French Revolutionary wars in 1792 and continuing with the Napoleonic Wars from 1803. There was a brief eleven-month respite when Napoleon was forced to abdicate, exiled to the island of Elba. However, the unpopularity of Louis XVIII and the economic and social instability of France motivated him to return to Paris in March 1815. The Allies soon declared war once again. Napoleon’s final defeat at Waterloo marked the end of the Emperor’s final bid for power, the so-called ‘100 Days’, and the final chapter in his remarkable career. The Protagonists Napoleon Bonaparte had always been driven by his desire to make France a European empire and was an experienced warlord and leader. He had carried out a coup against the government of the First Republic of France (the ‘Directory’) in 1799 and established himself as ruler and First Consul, eventually to declare himself First Consul for life and Emperor in 1804. In 1802 the French Republic was officially ecognised and the Peace of Amiens signed. Napoleon had higher ambitions and pursued his desire to make France the most powerful country in Europe by conquering other countries including Britain. In 1803, Britain declared war on France and the ensuing ‘Napoleonic Wars’ were fought between France and various Allied coalitions over the next 1 1 years. The Allies successfully invaded in 1814 and forced Napoleon to abdicate at the Treaty of Fontainbleau. The European powers were meeting in Vienna to re-establish the territorial balance in Europe when news came of Napoleon’s escape from Elba on 1st March 181 5 and is re-entry into Paris on 20th March. The powers immediately renewed their declaration of war on Napoleon and the 7th Coalition between Britain, Austria, Prussia and Russia was formed on 25th March. They began assembling their troops in readiness for war, intending to attack along the French borders and march on Paris from different directions with enough strength to crush the French. In the event, only the armies of Wellington and Blucher were in place in Belgium. The Austrians and Russians arrived after Napoleon had been defeated. The Allied army under the Duke of Wellington was a coalition of British, Dutch, Belgian and German oldiers. Napoleon described Britain as ‘the most powerful and most constant of my enemies’. Arthur Wellesley, Duke of Wellington, had never been beaten by the French and had a reputation as a talented coalition general. He came to prominence in India and then successfully directed the Peninsular Campaign of 1811 when the British went to support Portugal and Spain against Napoleon. He was made a duke at the end of that war and appointed ambassador to the restored Bourbon court in 1814. Gebhard Leberecht von Blucher was the commander of the Prussian army. He was 72 at the time ot the Battle ot Waterloo and he only man to nave beaten Napoleon more than once. Age and experience meant that Blucher was less afraid of Napoleon than any other commander. His self-confidence and career record had a positive effect on his army, helping to keep morale amongst the Prussians high. Strategies After his return to France, Napoleon developed his strategy to defeat the Allies. He re-established himself in Paris and began building up his army in preparation for an invasion of Belgium, his goal was to capture Brussels. His battle plan was to mount an offensive attack on the Allied troops gathering in Belgium and to destroy them. In order to do this he wanted to divide the armies before defeating them separately, forcing Wellington’s army to retreat back to the Belgian coast in the west and the Prussians to retreat to the east. With speed he deployed his army along the French border and centred his headquarters at Beaumont Just across the border from Belgium. He was ready to attack on 15th June 1815. In order to separate Wellington and Blucher’s troops, Napoleon ordered Marshal Ney to advance on Quatre-Bras, a crossroads on the roads between Brussels and Charleroi and Nivelles and Namur. Allied Dutch-Belgium troops under Prince William of Orange were already positioned around the area and succeeded in holding off the French attack until reinforcements arrived. They continued to hold their ground, resulting in stalemate on 16th June. The result may have been a coincidence of timing. Had Marshal Ney attacked Quatre-Bras earlier the outcome could have been very different as, until the reinforcements arrived, the French army greatly outnumbered the Allies and their chances of victory were good. If the Allies had been defeated, they may have retreated completely rather than regrouping at Mont St Jean, a few kilometres north of Quatre-Bras. Wellington admitted surprise at the direction of the French attack; ‘Napoleon has humbugged me’, he declared. At Ligny, the Prussian army occupied strongholds of walled gardens, stone houses and farmhouses and lined up on the forward slope of the Ligny Brook with the right guarding the villages of St Armand and St Armand Haye. Heavvy fghting ensued with casualties on both sides, but the Prussians were forced to commit more and more troops. Although the French were victorious, they failed to totally destroy the Prussian army. They were able to retreat, albeit with numerous injured and dead, north to Wavre (about 18 kilometres east of Waterloo) Napoleon had succeeded in his aim of keeping the two Allied armies apart but mistakenly believed the Prussians were defeated. He was confident that Wellington could also be defeated. Preparing for battle On the morning of 18th June 181 5, Wellington was occupying the ridge of Mont St Jean, Just south of Waterloo, and Napoleon that of La Belle Alliance across the valley. The corps were divided into three under the commands of Lord Hill, Prince William of Orange and Sir Thomas Picton. Wellington was short of well-trained infantry and the cavalry were inexperienced, but he believed in the use of carefully deployed firepower. They had some 156 cannon and the standard gun for the infantry, a smoothbore mus et k titted with a bayonet on a socket over the barrel ot a gun Observing that his troops were outnumbered by the French, Wellington decided that his best plan was to stand firm until the Prussians could come to his aid.

Reflection on Learning and Teaching Adults with depression Essay

Reflection on Learning and Teaching Adults with depression - Essay Example This means that they may not be in a position to take the appropriate diet and thus find themselves deficient of essential nutrients that their body requires. This means that their bodies may not recover from the mental problems and will also develop other nutrition related ailments that will cause them more problems to their health. This teaching session was based on wellbeing and nutrition and was being offered to five adults over the age of 65 suffering from depression and who are at risk of malnutrition. Aims and Outcomes All initiatives have aims that they wish to accomplish. In conducting the teaching session we aimed at several things. First the teaching session was aimed at giving the people information as concerns their health and well-being. It is important that sick people get to understand what they are suffering from so that they are better able to deal with their problems. Many authors say that psychological well-being of a person is very important to their recovery. Th us when people understand what they are suffering from, it is easier for them to positive about the things they are told to do and in so doing they are able to get well as soon as possible. This teaching therefore aimed at informing about the effects that depression brings on adults and how they could avoid being depressed and the available options in place that could help them. Second aim after information concerning the illness was teaching them on the various interventions that are available for them as patients suffering from depression. Our core concern was the people’s well-being and thus they needed to know what interventions are there to ensure that they can cope with the mental problem. A variety of options were given to them here including specialized hospitals, possible medications and primary interventions such as a stress free environment. The third aim was getting them to learn about their nutrition and how it was important to their development as patients. Depr essed patients tend to think a lot and lack appetite and thus the resultant effects may not be good. These people require close monitoring so that they can take food and in the right quantities so that they do not starve or take unbalanced diet. Our intended outcomes for the initiative was a detailed understanding by the patients on the ailment that they are suffering from, the various interventions that are available for them and the various nutritional requirements that they need it order to recover from their ailments. Due to the lack of concentration by the patients, it is important to teach them using tools that attract their attention and thus a lot of animations were used and a number of role playing tasks were also used to enable the patients concentrate while learning at the same time. It was also important that the patients be put in a room to avoid their minds wandering away in an open environment. Professional ethics were also to be observed such that the session was sup posed to be carried out with the consent of the patients and this was something that was difficult to get given the condition of the patients. Evaluation of sources of information used Nice (2010:17) describes depression as â€Å"

Healthcare Information Systems - Hardware and Software Essay

Healthcare Information Systems - Hardware and Software - Essay Example The device features an embedded touch screen so that physicians can update patient information regardless of a keyboard. Likewise, physicians can update patient information, process menu driven applications by just touching the screen and following instructions. Moreover, the device has an added unique sensitivity filter that can even work accurately, when physicians are equipped with hand gloves. In addition, the device also includes features such as (Tablet PC, ultra-mobile PC (UMPC) and mobile clinical assistant (MCA) systems, peripherals and accessories – TabletKiosk, n.d): Verifying patient’s information Scanning labels that are associated with medication and blood vial Image and data capturing suite Two dimensional bar code scanner Integrated 2.0 megapixel camera 13.56 MHz radio frequency identification reader that is integrated in the handheld device Another handheld input device named as Sahara Slate PC, provides two way input methods i.e. active digitizer and r esistive touch technology. As the size of the LCD screen is large, physicians can easily view patient related reports and documents without scrolling.