Napoleonic Era Essay Example for Free

Napoleonic Era Essay Napoleon I is one of the most influential military and political leaders in the history of Europe. He led the French soldiers during the French Revolution in their invasion of Russia. Under his leadership, the French was able to defeat their opponents through employing Napoleons military innovations and tactics. During Napoleons reign, France turned into a nationalist power, extending their influence and territory over Italy and other states (â€Å"Napoleonic Europe†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Napoleon was able to develop a fair few number of tactics which highly influenced and modernized the French army. His tactics were proven to be among the most prominent, and as such, are being studied by scholar all over the world. Given Napoleons success in his endeavors, he is being regarded as one of the most successful and famous military commanders in the history.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Frances ruler, Napoleons one of the most important legacies in French history is the establishment of the Napoleonic Code or the French Civil Code, which became the foundation of the modern French state (Holtman, 1967). His achievements, policies and massive influence in the French history proclaimed him as one of the most famous tyrants by his opponents.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even though the French Revolution failed, Napoleons leadership became strongly imbibed within the French system, thus his influences were difficult to eradicate totally. In addition, Napoleon instilled a distinct sense of nationalism towards the French. His example of nationalism meant that people must fight against their conquerors and oppressors even until defeat (â€Å"Napoleons Legacy†).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, there were negative opinions generated by Napoleons autocratic leadership. While he was able to instill nationalism amongst the people, individual rights in Europe became suspended during his reign. Being an influential and powerful figure, he was able to impose his policies on the people. And as such, freedom became a rather limited right in France (â€Å"Napoleons Legacy†). References Holtman, R.B. (1967). The Napoleonic Revolution. Retrieved July 23, 2008, from http://mars.wnec.edu/~grempel/courses/wc2/lectures/napoleon.html Napoleonic Europe. (n.d). SparkNotes. Retrieved July 23, 2008, from http://www.sparknotes.com/history/european/napoleonic/summary.html Napoleons Legacy. History Wiz. (2005). Retrieved July 23, 2008, from   http://www.historywiz.com/legacy.htm

Autonomy and Responsibility The Decision to Drop the Atomic Bombs on Ja

Autonomy and Responsibility The Decision to Drop the Atomic Bombs on Japan Along with being a world superpower comes a long list of resposiblilities. One such responsibility is the decision of how to deal with other nations when they get out of line. People will always point fingers at who they think is at fault when a nation has to go to war with another. One such example of this is when the United States was brought into the Second World War because of the bombing of Pearl Harbor. By becoming involved in World War Two, the U.S. had to fight Japan, which led to the most important decision of the century. This decision was whether or not to drop the atomic bombs on Hiroshima and Nagasaki. This decision was mainly placed on the shoulders of President Harry Truman. Truman did not jump to the idea of using the atomic bombs on Japan right away. In fact, he and other military officials came up with a few strategies for invading the Philippines initially (1, 17). Some military officials first proposed creating a blockade in the Pacific with carriers (1,18). Another plan was a two-phase amphibious assault on the island of Kyushu (1,18). In this plan the first landing would be followed by a larger second invasion (1,19). With this plan, though, it was estimated that Japan would not surrender until late 1946 (1,21). Also, it meant the use of British troops, and Great Britain could not afford to spare any because of the campaign in Europe (1,21). This meant that far too many lives would be lost on both sides, with a startling amount of half a million on the American side. By now the idea of using the first atomic bomb on Japan was being born. Due to the difficulty of fighting the Japanese in the Philippines, partially because of... ...deal world no bombs would be needed at all because there would be no wars,†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.but lets face the fact that that will never happen. There will always be conflicts between nations that can only be resolved through war. Works Cited 1)Fogelman, Edwin. Hiroshima: The Decision to Use the A-bomb. New York: Scribner. 1964. 2)Lifton, Robert Jay. Hiroshima in America. New York: Putnam's Sons. 1995. 3)Sherwin, Martin J. A World Destroyed. New York: Alfred A. Knopf, Inc. 1975. 4)Skates, John Ray. The Invasion of Japan: Alternative to the Bomb. Columbia: University of South Carolina. 1994 5)Hiraoka, Takashi. "Hiroshima" August, 1998. Online posting. 5 Feb. 1999 < http://www.igc.apc.org/napf/hiroshima98.html>. 6)Bernard, Tony. "Atomic Bombs" 1995 Online Posting. 3 Sep. 1997 < http://www.city.hiroshima.jp/City/ABombDamage/01.html>

How I became a Nurse Essay

Have you ever thought about becoming a nurse? Growing up, becoming a nurse had never crossed my mind. I didn’t grow up around anyone who worked in the nursing field nor was I used to being in and out of hospitals; whether it be for me or because of family. Although I wasn’t around many nurses or had much experience, I knew at one time or another I would be a huge part in changing the lives of others. Even though I haven’t always wanted to be a nurse, helping others has definitely been a huge priority in my life. It never occurred to me that being a nurse would give me the opportunity to help others until the end of my sophomore year in high school. That is when I decided a career in nursing would be perfect for me. Throughout my first two years of high school, I took class after class about where I was going to attend college and what my major would be. In the beginning I thought my decision was made and I knew exactly what my plan was going to be. I was going to be a Cosmetologist. From the time I was little I was always playing with hair and I just knew that was what I would do as a career one day. However, it seemed that God had a different plan for me. At my high school students were given the choice to take 2 electives. Whether it was choir, art, parenting, band, or a foreign language the decision was ultimately up to the student. My sophomore year I decided to take the parenting class as one of my electives. This class was the type that students assumed would be an easy grade and would not be a top priority. Little did I know this course would be the one to finalize my decision about life after high school and have a massive impact on my life. Throughout the class I watched many videos and had to complete projects on what it is like to be pregnant and all the things that come with having a child. I will never forget the final project that was assigned to the class. Each student in the class was assigned a computerized baby to care for over the course of a weekend. We had to watch this baby and care for it as if it were our very own. There were a variety of keys that came with the baby and each one had a reason as to why the baby might be crying. So, as  the â€Å"parent† of this baby, when he or she started to cry we had to determine whether it was hungry, needed a diaper change, burped etcetera. This was an extremely difficult weekend for me, but even after all of the crying and staying up all night, I enjoyed the project. In addition to caring for the computerized baby, we had to wear a pregnant belly suit for a day. This belly suit was designed to help students experience the feeling of a full term pregnancy. While wearing this suit I experienced a few things that an actual pregnant woman would feel. There was a 30 pound weight gain, fetal movements, shortness of breath, bladder pressure and frequency of urination. Even though I only had to wear the belly suit for a day, I felt that it was a very good experience and I was able to get an understanding of what it is like to be pregnant. Both of these p rojects taught me a lot about caring for an infant and the importance of good parenting skills. I was also intrigued by the medical aspects of labor and delivery and I began to think of the possibility of becoming a nurse. Throughout the many weeks of this class I had numerous talks with my friends and family and by the end of the course I knew my career path had changed. I wanted to be a nurse. During my remaining time in high school I began to focus more on classes that would be an asset to furthering my education in the healthcare field. My guidance counselor also worked closely with me to explore all my options in the nursing field. After much thought, I made my final decision to become a labor and delivery nurse. At the end of my senior year I started my prerequisite classes at Butler Tech to prepare for the LPN program that I would ultimately begin in January 2011. LPN school was extremely intense from the very beginning and at times I was ready to give up. Although it was very difficult, I learned that through hard work, diligence and sometimes tears, I can accomplish mo re than I ever thought possible of myself. Even though becoming an LPN was just a stepping stone to achieving my ultimate goal, I knew it was what I needed to do. I have enjoyed working as an LPN and I will continue to use my skills and knowledge to work towards becoming a labor and delivery nurse one day. Overall, there have been many events in my life that are very special to me and will forever be a part of who I am today. I believe making the choice to take part in a parenting class back in high school is one of the major events in my life and is the reason I am where I am today. Looking back, I realized how  important this class really was to me and the significance it had on my life. Taking this class was a main factor of why I became a nurse and I may not be where I am today if I had not taken part in it. I am very grateful I took the class, and I will never forget the impact it had on my life.

Assessment and Feedback Essay

Many of my lessons involve embedding literacy into a topic so it is more meaningful for the learners. There are various ways of assessing work which are used. One method that is used is initial assessment, where the learners at the beginning of their induction into our pre-16 program do an online BSKB initial assessment in Maths, English and ICT. This is to ensure that the learner is at the right level of learning. These tests are formative and convergent where choices of multiple choice questions give indications of gaps in the learner’s knowledge. Once the learner has  completed an initial assessment they are then given the diagnostic BSKB assessment to see what subject strengths and weaknesses they have. These learners tend not to have attended much school therefore it is difficult to assess the work they produce as very often little or no work is achieved. Assessment is about making a judgment to make sure that learning is taking place. It is about identifying the strengths and weaknesses of the learner so that the learner is progressing with the work that is set. Assessment in all forms that involve making a judgment and it includes an element of subjectivity by me. It should be objective, fair and transparent. It plays an important role in the education process as it determines the work students undertake and affects their approach to learning. There are varying degrees of assessment that are designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence. However, an assessment activity can help learning if it provides information that I can use and can give students feedback. Feedback can be used to modify teaching and learning activities in which the learners are engaged in. Such assessment becomes formative when  the evidence is actually used to adapt the teaching work to meet learning needs. Much of what teachers and learners do in the classroom is assessment based. Tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. How the learners respond and interpret this can give indications of how their learning can be improved. Verbal feedback and discussion tends to be the main method that I use where opinions can be discussed and attainment of knowledge can be assessed during lessons. This is classed as affective learning where topics can gain an emotional response or a tone of interest/values that the  learner may have prior knowledge or experience. These types of responses are 1 usually focused on the learner’s feelings, and they are often difficult to measure in quantifiable terms. However, in my classroom, I want the learners to feel that their work is valued and that the effort has been worthwhile. During lessons, informal assessment is the preferred choice for me and my pre-16 colleague as students are wary of tests or exams. The reason for this maybe the learner’s previous experience of learning or the fact that they feel vulnerable when the word test, exam or assessment occurs within the learning environment. Informal assessment is easily incorporated into classroom routines and learning activities. It can be used at any time without interfering with teaching. The results give indication of the learner’s performance on the skill or subject of interest. However, it is not intended to give a broader view of the learner’s ability apart from the lesson that took place. This is not to say that informal assessment is spontaneous or absent from accuracy. Formal tests assume a single set of expectations for all students and come with prescribed criteria for scoring and interpretation. Informal assessment, on  the other hand, requires a clear understanding of the levels of ability the students bring with them. Only then may assessment activities be selected that students can attempt reasonably. Measuring the validity and reliability of informal assessments is achieved by expected goals and objectives outcomes. Once the work is completed, I assess the knowledge that the learners have gained by their attempted completion of the tasks. Scoring procedures can be used to measure progress and achievement in content areas and literacy skills can be measured by oral, reading and written work. Reliability is a statistical measure of which we can trust the results of a given writing test. Reliability estimations and their interpretations will vary according to particular assessment contexts and purposes. In real practice, high score reliability is indeed necessary and feasible in large-scale assessment, where the actual tests are the main source of interpretable information. In more local contexts (e. g. classrooms), reliability measurements are to a great extent unfeasible and, simultaneously, other sources for qualitative evaluation are available. The work that the learners produced enabled me to assess their level of  understanding and also their literacy progress. Feedback was given in written format on the activity worksheet, to identify strengths and weaknesses of each individual 2 learner. All the learners attempted the worksheet and I gave feedback in the format of Petty (2004) medals and missions. Medals (sometimes called positive reinforcement) are given when the learner has done something well, such as spellings or written something in their own words although most of the learners just wrote down what was on the computer screen. This was what I commented on as missions where the learners need to improve, correct or work upon. Written tasks, alongside oral questioning, should encourage students to develop and show understanding of the key features of what they have learned. Opportunities are given during lessons for the learners to respond to comments made about their work and advice is given on what areas they are struggling on. The key point to feedback is for it to be effective and for the learners to think about the good and bad points in their work and that clear goals can be achieved. The negative aspect of feedback for disaffected learners is that low self-esteem influences their reaction to feedback. Building self-esteem and confidence is one of the main aspects in my classroom. Low self-esteem can knock confidence and ability and their previous experiences of learning can have a considerable impact on their academic ability. In this environment learners are in a vulnerable position and in some cases their low esteem can be forgotten by teachers due to distractions and challenging behaviour. The comments I make have to be sensitive and constructive so that the comments do not impact on the learner’s self-esteem and confidence. The comments are to be constructive and build on their learning capabilities. When I  ask the learners whether or not they understood the feedback given regarding their work, the learners give the appearance that they are not bothered about the feedback or acted disinterested. Students find the feedback messages hard to understand and complex in their meaning especially in the written form. However, when feedback is used as dialogue within the lesson it provides opportunities for feedback and feedforward. This is a good scenario as the learner responds to initial feedback with their opinions. This gives the chance for the teacher to help the learners develop their understanding and has an instant response in correcting  misunderstandings. Although, the response to verbal feedback regarding the learners knowledge, skills and understanding is feasible in the classroom, further development of feedback and feedforward is required so that the student can improve and grow in their 3 understanding of the subject and true learning has taken place. When I assess a learner this has an impact on my teaching. The feedback I get from the students gives me the opportunity to reflect on my practices and adjust accordingly so that the learners are engaged, focused and completing the tasks given during lessons. However, learners’ indifference to learning and feedback can cloud my judgement about what I am doing right or wrong. In my sessions I need to develop the dual narrative where the learners work together as a group but also there are one to one opportunities. This would work towards full differentiation where students are working independently but within a whole group setting. This has been difficult to achieve yet it is possible; progress has been made with the learners providing work that can be assessed verbally or written. However, it has taken six months to gain  trust, confidence and self-esteem of the learners to provide any work at all. Nonetheless, with a longer time restraint development of feedback and feedforward can be achieved. The learners need to see feedback as a reflection on their work not that it’s personal to them, the problem these learners face is to understand what feedback is and what its intentions are. The trouble is that once the disaffected learners arrive at Rathbone they already feel that school as failed them therefore feel disengaged with the learning environment. This can be a contributing factor to the way they feel towards assessments. The attitude towards motivating and engaging the learners towards learning objectives is a more social context. Therefore, the attitude of Rathbone and its staff is to gain confidence, trust and self-esteem so that learning is more enjoyable to them. This then becomes a platform for the learners to want to learn post 16. As their teacher, the environment is complex and challenging however I feel that the learners are starting to become aware of what is required of them in the classroom. This means that I am doing something right and that my assessments, judgement and feedback are starting to be acknowledged.

Baumrind Parenting Styles Essays

Bronfenbrenner/ Baumrind Parenting Styles Essays Bronfenbrenner/ Baumrind Parenting Styles Paper Bronfenbrenner/ Baumrind Parenting Styles Paper Microsystem A system which is closest to the person and the one in which they have direct contact with (immediate relationships and activities). Mesosystem The interactions/relationships between the different parts of a persons microsystem. Exosystem a setting that does not involve the person as an active participant, but still affects them (Larger social settings such as communities). Macrosystem The cultural environment in which the person lives and all other systems that affect them. (Culture) Bioecologial Theory Theory describing the nested social and cultured contexts that shape development Authoritative Parenting High in Warmth but exerts firm control Authoritative Parenting This type monitors children closely, setting clear standards and communicating high expectations for behaviour. They are rational and supportive in their approach to discipline, and are willing to negotiate in disciplinary matters. Authoritative Parenting Often produce independent children. Authoritarian Parenting High in control and low in warmth and responsiveness. Discipline can be harsh and punitive. Authoritarian Parenting This type sets firm limits and expect their children to follow orders. They often have a because I said so kind of attitude. Authoritarian Parenting Often produce antisocial children who are not independent. Permissive/Indulgent Parenting This type is warm but they have little control over their children. Permissive/Indulgent Parenting This type of parenting has very few rules or consequences for their children. They also see themselves of more of a resource than a role model. Permissive/Indulgent Parenting Often produce spoiled children and the children are often more impulsive and prone to drug use. Neglectful-Rejecting Parenting Low in warmth and control (uninvolved) Neglectful-Rejecting Parenting This parenting style puts very little effort in and they take care of their own needs first. Often these parents have significant problems of their own, which limit or inhibit their ability to meet the needs of their children. Often these parents are depressed or battling with an addiction. Neglectful-Rejecting Parenting Children are more prone to antisocial behaviours when presented with this parenting style.

I am Essay Example | Topics and Well Written Essays - 750 words

I am - Essay Example figuration of my mother, it turned out to be chronologically three dimensional, typically impacted and shaped by the length of her relationship with me and the biases that she accrued to me owing to my close relationship with her. As per my mother, I was always a disciplined and good natured person who has evolved into a responsible and reliable personality. It goes without saying that while constructing this configuration; my mother was to a large extent biased pertaining to the selection of data she subscribed to, to shape my persona. The information that she relied on to typify my configuration was primarily obsolete, as she had either little information as to how I carried myself as a social and professional person, or she decided to ignore the information at her disposal, going by the choice of words that she used to define me. Not to mention that such a response from her was accurately in consonance with my expectations, though not in tandem with my innate self concept. I can s ay that my mother’s opinion of me was aimed at securing optimal relational satisfaction for her. The configuration contrived by my mother catered to my innate self concept that is adhered to a large extent to the stable set of perceptions that I held about myself. This indeed boosted my self esteem as it satiated that aspect of my, self concept that involved personal evaluations of my, self worth. I also need to mention that this particular interaction with my mother proceeded smoothly as her and mine communication was indeed impacted by a mutually evinced high self esteem. As my mother happens to be a ‘significant other’ in my life I must acknowledge that her evaluation of me was especially taken to be quiet influential. This evaluation was no way influenced by any viable and pragmatic social comparison. Wang had been working as my subordinate for the past ten months and in the context of personal expectations, I considered him to be quiet close to me, irrespective of him being

Balance sheet Essay Example | Topics and Well Written Essays - 500 words

Balance sheet - Essay Example However, the major underlying problem of Superior Foods is that total current liabilities figure has increased at a phenomenal rate of nearly 10% per annum during 2001 – 2003, whereas the growth rate of total current assets figure is well under 7% per annum. Therefore, it is justified to argue that Superior Food’s current ratio has been constantly declining in last 3 years. Indeed, current ration was between 2.1 – 2.3 in 2001 and 2002 but reduced to 2.0 in 2003. This is an alarming trend because it may deteriorate liquidity position in next 5 years. 1) Current Ratio = Current Assets / Current Liabilities (in thousands of US $) = 83900 / 41950 = 2.00 2) Net Working Capital = Current Assets – Current Liabilities = 83900 - 41950 = 41950 As far the liquidity / solvency of Superior Living is concerned, it should be pointed out that the current ratio indicates that for every $1 that Superior Living owes imminently, it has $2.0 of available liquid resource in fis cal year 2003. The financial experts usually argue that an excellent current is in the range of 1.5 – 2.0 because it enables the firms to easily pay off their debts and future financial obligations to creditors / lenders.