Marshal Michel Ney - Napoleonic Wars Biography

Michel Ney - Early Life: Born in Saarlouis, France on January 10, 1769, Michel Ney was the son of master barrel cooper Pierre Ney and his wife Margarethe. Due to Saarlouis location in Lorraine, Ney was raised bilingual and was fluent in both French and German. Coming of age, he received his education at the Collà ¨ge des Augustins and became a notary in his hometown. After a brief stint as an overseer of mines, he ended his career as a civil servant and enlisted in the Colonel-General Hussar Regiment in 1787. Proving himself a gifted soldier, Ney swiftly moved through the non-commissioned ranks. Michel Ney - Wars of the French Revolution: With the beginning of the French Revolution, Neys regiment was assigned to the Army of the North. In September 1792, he was present at the French victory at Valmy and was commissioned as an officer the next month. The following year he served at the Battle of Neerwinden and was wounded at the siege of Mainz. Transferring to the Sambre-et-Meuse in June 1794, Neys talents were quickly recognized and he continued to advance in rank, reaching gà ©nà ©ral de brigade in August 1796. With this promotion came command of the French cavalry on the German front. In April 1797, Ney led the cavalry at the Battle of Neuwied. Charging a body of Austrian lancers that were attempting to seize French artillery, Neys men found themselves counterattacked by enemy cavalry. In the fighting that ensued, Ney was unhorsed and taken prisoner. He remained a prisoner of war for a month until being exchanged in May. Returning to active service, Ney participated in the capture of Mannheim later that year. Two years later he was promoted to gà ©neral de division in March 1799. Commanding the cavalry in Switzerland and along the Danube, Ney was wounded in the wrist and thigh at Winterthur. Recovering from his wounds, he joined General Jean Moreaus Army of the Rhine and took part in the victory at the Battle of Hohenlinden on December 3, 1800. In 1802, he was assigned to command French troops in Switzerland and oversaw French diplomacy in the region. On August 5 of that year, Ney returned to France to marry Aglaà © Louise Auguià ©. The couple would be married for the remainder of Neys life and would have four sons. Michel Ney - Napoleonic Wars: With the rise of Napoleon, Neys career accelerated as he was appointed one of the first eighteen Marshals of the Empire on May 19, 1804. Assuming command of the VI Corps of the La Grand Armà ©e the following year, Ney defeated the Austrians at the Battle of Elchingen that October. Pressing into the Tyrol, he captured Innsbruck a month later. During the 1806 campaign, Neys VI Corps took part in the Battle of Jena on October 14, and then moved to occupy Erfurt and capture Magdeburg. As winter set in, the fighting continued and Ney played a key role in rescuing the French army at the Battle of Eylau on February 8, 1807. Pressing on, Ney participated in the Battle of Gà ¼ttstadt and commanded the right wing of the army during Napoleons decisive triumph against the Russians at Friedland on June 14. For his exemplary service, Napoleon created him Duke of Elchingen on June 6, 1808. Shortly thereafter, Ney and his corps were dispatched to Spain. After two years on the Iberian Peninsula, he was ordered to aid in the invasion of Portugal. After capturing Ciudad Rodrigo and Coa, he was defeated at the Battle of Buà §aco. Working with Marshal Andrà © Massà ©na, Ney and the French flanked the British position and continued their advance until they were turned back at the Lines of Torres Vedras. Unable to penetrate the allied defenses, Massà ©na ordered a retreat. During the withdrawal, Ney was removed from command for insubordination. Returning to France, Ney was given command of the III Corps of the La Grand Armà ©e for the 1812 invasion of Russia. In August of that year, he was wounded in the neck leading his men at the Battle of Smolensk. As the French drove further into Russia, Ney commanded his men in the central section of the French lines at the Battle of Borodino on September 7, 1812. With the collapse of the invasion later that year, Ney was assigned to command the French rearguard as Napoleon retreated back to France. Cut off from the main body of the army, Neys men were able to fight their way through and rejoin their comrades. For this action he was dubbed the bravest of the brave by Napoleon. After taking part in the Battle of Berezina, Ney helped hold the bridge at Kovno and reputedly was the last French soldier to leave Russian soil. In reward for his service in Russia, he was given the title Prince of the Moskowa on March 25, 1813. As the War of the Sixth Coalition raged, Ney took part in the victories at Là ¼tzen and Bautzen. That fall he was present when French troops were defeated at the Battles of Dennewitz and Leipzig. With the French Empire collapsing, Ney aided in defending France through early 1814, but became the spokesman for the Marshals revolt in April and encouraged Napoleon to abdicate. With the defeat of Napoleon and restoration of Louis XVIII, Ney was promoted and made a peer for his role in the revolt. Michel Ney - The Hundred Days Death: Neys loyalty to the new regime was quickly tested in 1815, with Napoleons return to France from Elba. Swearing allegiance to the king, he began assembling forces to counter Napoleon and pledged to bring the former emperor back to Paris in an iron cage. Aware of Neys plans, Napoleon sent him a letter encouraging him to rejoin his old commander. This Ney did on March 18, when he joined Napoleon at Auxerre Three months later, Ney was made the commander of the left wing of the new Army of the North. In this role, he defeated the Duke of Wellington at the Battle of Quatre Bras on June 16, 1815. Two days later, Ney played a key role at the Battle of Waterloo. His most famous order during the decisive battle was to send forward the French cavalry against the allied lines. Surging forward, they were unable to break the squares formed by the British infantry and were forced to retreat. Following the defeat at Waterloo, Ney was hunted down arrested. Taken into custody on August 3, he was tried for treason that December by the Chamber of Peers. Found guilty, he was executed by firing squad near the Luxembourg Garden on December 7, 1815. During his execution, Ney refused to wear a blindfold and insisted upon giving the order to fire himself. His final words were reportedly: Soldiers, when I give the command to fire, fire straight at my heart. Wait for the order. It will be my last to you. I protest against my condemnation. I have fought a hundred battles for France, and not one against her... Soldiers Fire!† Selected Sources Napoleonic Guide: Marshal Michel NeyNNDB: Marshal Michel NeyTrial of Marshal Ney

The Homeless Distribution Is Tested Using Spatial- Auto...

The homeless distribution was tested using spatial- auto correlation analysis (SACA). Near analysis was used to calculate the average distance between the homeless individuals and the closest feeding service and shelters in each of the six San Diego County regions. Furthermore, the ratio of total number of homeless individual per bed was calculated to determine whether or not there is an adequate supply of beds. The prevalent count was performed on Jan 29, 2016, from roughly 4 AM to 7 AM and covered 585 areas. This led to a visible count of homeless individuals and family members living on the streets, in automobiles, illegal camping, and other areas not intended for sleeping. Volunteers were all assigned to different areas collecting information based on a survey questionnaire and interviewing some individuals. Each team was then given a map of the census track. Categories indicated the location on the map of where homeless individuals are seen, either on the street, in a car, or tent/ hand-built framework. The volunteers are required to view an online training component the week of the PIT that goes over the charts, safety, and other protocols. Volunteers interviewed 24% of all homeless individuals counted to collect information on demographics, age, and locations. PITC provides information regarding numbers and features of people suffering from being homeless in San Diego on a single night. Unique initiatives were made to study a sample of all unsheltered homeless inShow MoreRelated_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto Statistics and Data Analysis This page intentionally left blank Introduction to Statistics and Data Analysis Third Edition Roxy Peck California Polytechnic State University, San Luis Obispo Chris Olsen George Washington High School, Cedar Rapids, IA Jay Devore California Polytechnic State University, San Luis Obispo Australia †¢ Brazil †¢ Canada †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States Introduction to Statistics and Data Analysis, Third Edition Roxy PeckRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 PagesNetworking Strategy 321 PART III Acquiring Information Systems 327 Chapter 8 Basic Systems Concepts and Tools The Systems View What Is a System? 329 329 330 Seven Key System Elements Organizations as Systems 330 334 Systems Analysis and Design 335 Business Processes 336 Identifying Business Processes 336 Business Process Redesign 336 Processes and Techniques to Develop Information Systems 339 The Information Systems Development Life Cycle 339 StructuredRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCan Jobs Be Redesigned? 242 †¢ Alternative Work Arrangements 245 †¢ The Social and Physical Context of Work 249 Employee Involvement 250 Examples of Employee Involvement Programs 251 †¢ Linking Employee Involvement Programs and Motivation Theories 252 Using Rewards to Motivate Employees 252 What to Pay: Establishing a Pay Structure 252 †¢ How to Pay: Rewarding Individual Employees Through Variable-Pay Programs 253 †¢ Flexible xii CONTENTS Benefits: Developing a Benefits Package 257 †¢ IntrinsicRead MoreFundamentals of Hrm263904 Words   |  1056 PagesHRM 28 PART 2 Chapter 3 Chapter 4 THE LEGAL AND ETHICAL CONTEXT OF HRM Equal Employment Opportunity 56 Employee Rights and Discipline 84 PART 3 Chapter 5 Chapter 6 Chapter 7 STAFFING THE ORGANIZATION Human Resource Planning and Job Analysis 110 Recruiting 132 Foundations of Selection 154 PART 4 Chapter 8 Chapter 9 TRAINING AND DEVELOPMENT Socializing, Orienting, and Developing Employees 182 Managing Careers 208 PART 5 Chapter 10 Chapter 11 Chapter 12 Chapter 13 MAINTAININGRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate

An Analysis of Palestrinas Missa Papae Marcelli and...

An Analysis of Palestrinas Missa Papae Marcelli and Vivaldis Four Seasons Giovanni Pierluigi da Palestrina was an Italian Renaissance composer born in either 1525 or 1526 and dead in 1594. His Missa Papae Marcelli was composed in 1562 during the final session of the Council of Trent, wherein the Catholic Church outlined its catechism in opposition to the Protestant errors in Europe. This Mass fell in the middle of Palestrinas career but is considered to be one of his most popular works. Antonio Vivaldi, on the other hand, was an Italian Baroque composer born in 1678 and dead in 1741. One of his most famous pieces is The Four Seasons, which unlike Palestrinas sacred Mass composition is a secular set of four violin concertos. It was composed in 1723, midway through his career, and is meant to represent as its title suggests the seasons of the year. This paper will compare and contrast Palestrinas Renaissance work Missa Papae Marcelli with Vivaldis Baroque work Four Seasons according to form, harmony, tempo, meter, texture, style period, text (if any), absolu te or programmatic meaning, and sacred or secular orientation. Palestrina was appointed head of St. Peters choir by Pope Julius III. The Renaissance was, indeed, a time when the secular was being exalted. Palestrina showed that not all that was considered secular was bad. For example, he convinced some churchmen that polyphony in music was a good thing. Of course, from there secular music took off on a grand course

High School and Instructional Performance Essay Sample free essay sample

This survey attempts to cognize the instructional public presentation of Technology and Livelihood Education ( TLE ) instructors of Las Pinas National High School. as a footing for module mentoring plan. Specifically. this seeks to reply the undermentioned jobs: 1. What is the demographic profile of TLE instructors as to: 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 Gender ; Age ; Civil Status ; Educational Qualifications ; Area of Specialization ; Length of Service ; and In-service preparations attended in TLE for the last three school old ages ; Performance Ratings for the last three old ages? 2. What is the degree of instructional public presentation of the respondents with regard to: 2. 1 introductory accomplishments ; 2. 2 2. 3 developmental accomplishments ; reasoning accomplishments ; 3. Is there a important difference between the degree of instructional public presentation as perceived by: 3. 1 3. 2 3. 3 school administrators/department caputs and instructors instructors and pupils ; school administrators/ section caputs and pupils? 4. Based on the findings of this survey. what module mentoring plan can be proposed? The descriptive research study method is used in this survey to cognize the instructional public presentation of TLE instructors of Las Pinas National High school. The instrument used for informations assemblage is the checklist reinforced by an unstructured interview. The questionnaire has two parts. Part 1 is for the demographic profile of the instructor – respondents which includes their gender. age. civil position. educational makings. country of specialisation. length of service. in-service preparations attended for the last three old ages and public presentation evaluations for the last three old ages. Part II of the questionnaire features the Teaching- Learning Observation Guide ( TLOG ) in the signifier of evaluation graduated table which focuses on instructional public presentation accomplishments of instructors viz. Introductory accomplishments. Developmental accomplishments and Concluding accomplishments. The participants of the survey are eighty ( 80 ) TLE instructors or 95 per centum out of the 80 four ( 84 ) instructors in the Division of Las Pinas City. four school decision makers and seven section caputs and three hundre d seventy-seven ( 377 ) senior pupils. They are sampled utilizing the Sloven’s Formula. To reply the research inquiry on the demographic profile of the teacher-respondents consequently. the informations are tallied. computed. analyzed and interpreted by finding the per centum per point. Likewise. to reply the research inquiry on the degree of instructional public presentation of TLE instructors as perceived by school decision makers / section caputs. teacher themselves and pupils. the mean of leaden frequences ( MWF ) and overall mean is computed and interpreted. To reply and find if there is a important difference between the perceptual experiences of school decision makers / section caputs and instructors ; instructors and pupils and school administrators/ section caputs and pupils. the analysis of discrepancy ( ANOVA ) for two groups is used. To accept or reject the void hypothesis. the single-classification analysis of discrepancy ( ANOVA ) is used. The F – trial calculated values are tested at. 05 degre e of significance. The undermentioned findings are summarized based on the informations contained in the different tabular arraies as presented. 1. Profile of the teacher-respondents 1. 1 Gender. Of the 80 ( 80 ) instructor – respondents of Las Pinas National High School. Division of Las Pinas City. fifty-nine ( 59 ) or 73. 75 per centum are female and they are greater in figure than male TLE module members. 1. 2 Age. Twenty-six ( 26 ) or 32. 5 per centum of them are in the 36 – 40 age bracket. 1. 3 Civil Status. As respects to their civil position. bulk of the instructor – respondents are married stand foring 65 ( 65 ) or 81. 25 per centum of the TLE instructors. 1. 4 Educational Qualifications. Forty – seven ( 47 ) or 58. 75 per centum of them are BSE / BSHE / BSIE graduates. 1. 5 Area of Specialization. Twenty – one ( 21 ) or 26. 25 per centum of the TLE instructors specialized in Home Economics. while 18 ( 18 ) or 22. 5 per centum specialized in Industrial Arts. 1. 6 Length of Service. Majority of the instructor – respondents have been in the service for 11 – 15 old ages stand foring 30 – two ( 32 ) or 4 0 per centum. 1. 7 Degree of In-service Trainings Attended. The survey reveals that respondents attended merely inservice preparations at the school degree. With a entire figure of one hundred 80 – six ( 186 ) and 77. 5 per centum and 20 – three ( 23 ) or 9. 58 per centum of them attended division degree in – service preparations. 1. 8 Performance Ratings for the last three old ages. With regard to public presentation evaluations for the last three old ages. there are 70 – 1 ( 71 ) or 88. 75 per centum of TLE instructors who had really satisfactory ( VS ) evaluations during school twelvemonth 2006 – 2007 ; sixty – nine ( 69 ) or 86. 25 per centum. really satisfactory ( VS ) evaluations in school twelvemonth 2007 – 2008. and 66 ( 66 ) or 82. 50 per centum of them received really satisfactory ( VS ) evaluations for school twelvemonth 2008 – 2009 2. Degree of Instructional Performance of the respondents with regard to 2. 1 Introductory Skills. The overall mean evaluation of the respondents refering instructional public presentation with regard to Introductory Skills as perceived by school decision makers / section caputs. instructors and pupils is 4. 19 described as Often. On the other manus. the entire leaden mean of instructors and pupils are 4. 14 and 4. 07 severally described as Often. For school decision makers / section heads the entire leaden mean is 4. 36 descriptively described as Always. 2. 2 Developmental Skills. In footings of Developmental Skills as perceived by school decision makers /department caputs. instructors and pupils the leaden mean are 3. 86. 4. 08 and 3. 96 severally described to be Often. The overall mean is 3. 97. 2. 3 Reasoning Skills. For the concluding Skills. instructors are perceived by school administrators/department caputs with a leaden mean of 4. 32 described as Always. However. the instructors and pupils assessed the instructor to be frequently with 4. 13 and 3. 90 leaden agencies severally. The overall mean is 4. 12 described as Often. 3. Degree of Instructional Performance as perceived by: 3. 1 School decision makers / section caputs and instructors. There is no important difference between the degrees of instructional public presentation as perceived by the school administrators/ section caputs and instructors. The computed values of F which are 2. 75. 3. 91 and 0. 27. severally are smaller than its tabular value of 5. 32. 4. 08 and 18. 75 at 5 percent degree of significance. 3. 2 Degree of instructional public presentation as perceived by instructors and pupils. Refering to the variables of instructional public presentation viz. Introductory Skills. Developmental Skills and Concluding Skills. the computed F value of 0. 67. 0. 73 and 0. 45 severally show that they are lower than the table value of 5. 32. 4. 08 and 18. 51 at 5 percent degree of significance. Therefore. the void hypothesis saying that there is no important difference between the degree of instructional public presentation as perceived by instructors is accepted. 3. 3 School Administrators/ Department He ads and pupils. Based on the Analysis of Variance ( ANOVA ) tabular array of trial difference. the computed values of F are 4. 25. 0. 48 and 3. 00 severally are smaller compared with the tabular values which are 5. 32. 0. 48 and 18. 51 at 5 percent degree of significance. The hypothesis that there is no important difference between the degree of instructional public presentation of instructors is accepted as perceived by the school decision makers and pupils. 4. Proposed Faculty Mentoring Program Based on the findings of this survey. a Faculty Mentoring Program is herewith proposed specifying among other things the goals/objectives. methodological analysis. type of preparations. resource individuals. participants findings/logistics. clip frame. locale. rating indexs. figure of preparation. session rubrics. episodes and developing ushers. In the visible radiation of the research findings obtained in this survey. the undermentioned decisions are drawn. 1. TLE teacher –respondents are largely fe male with an mean age bracket of 36 to 40 and bulk of them are married instructors. Based on the educational makings. most are BSE/BSHE and BSIE graduates with major in Home Economics and Industrial Arts. Majority of the TLE instructors have been in the service from 11 ( eleven ) – 15 ( 15 ) old ages. Most of the respondents attended inservice preparations at the school and division degrees merely and had a Very Satisfactory ( VS ) public presentation evaluations for three school old ages. 2006 to 2009. 2. The School Administrators/Department Heads perceived the TLE instructors Often attesting the introductory accomplishments while the instructors and pupils perceived the instructors as Often making introductory accomplishments and the overall perceptual experience of School Administrators/department caputs was 4. 36 which is described as Always. On the Developmental accomplishments. the instructors are perceived as frequently attesting the expected behaviour on the existent development of the lesson. On the concluding accomplishments. instructors are perceiv ed to be on a regular basis giving assignments with clear instructions and supplying chances to use their acquisition in new and/ or existent life state of affairss. 3. The school administrators/department caputs. instructors and pupils seemed to be one in evaluation TLE instructors. that they are executing good in their instructional public presentation viz. Introductory Skills. Developmental Skills and Concluding Skills. 4. The proposed Faculty Mentoring Program based on this survey would be a timely response to run into the demands and concerns of instructors on their Instructional public presentation. The undermentioned recommendations are based on the findings and decisions of this Survey: 1. The Division should non be know aparting in engaging new instructors and should engage more male instructors every bit long as they are qualified. The on the job age of TLE instructors must be considered as one of import index in using instructors. The school /division should welcome non merely individual instructors but besides married instructors. for they can supply schoolroom ambiance that is more lovingness and apprehension. School should exert excess attention in engaging TLE instructors in the secondary degree. so that merely the qualified 1s would be accommodated to learn TLE topics. There is a demand to upgrade the educational makings of TLE instructors by promoting them to inscribe in Masteral and Doctoral degree classs for professional growing and promotion. The division should give wagess or inducements to those instructors who have rendered service for more than 15 old ages. There is a demand to back up teachers’ quest for professional growing and promotion by promoting them to go to besides in-service preparations in regional. national and international degrees. There is a demand for instructors to exercise attempt to even excel the Very Satisfactory public presentation evaluations for the last three old ag es. The human resource unit of the Division should see to it that there should be a balance on the distribution of TLE instructors with regard to countries of specialisation. specifically in-line with the TLE four major constituents. Home Economics. Industrial Arts Agricultural Arts and Entrepreneurship. 2. There is a demand to better and upgrade teacher’s instructional competency with mention to introductory accomplishments specifically the checking of assignments and the debut of the lessons in interesting mode. There is a demand for instructors to be exposed or oriented on assorted preparations. methodological analysiss. techniques and schemes that they can utilize in existent developmental lesson activities. like in the followers: communicating degree in schoolroom instruction ; provender backup ; art of oppugning. subject ; usage of alternate and non-traditional appraisal ; collaborative and concerted acquisition activities ; integrating of macro Skills ; Content Based Instruction ; integrating of values in larning countries and encouraging pupils engagement and decisionmaking. School Administrators/ Department caputs and Supervisors should ever look into or see to it that the Concluding Skills are ever manifested by the instructors ; 3. School Administrators should invent program or plan to prolong and farther develop the accomplishments which make instructors competent and effectual. There is a demand for an execution of relevant TLE mentoring plan focussing non merely on introductory. developmental and reasoning accomplishments but besides in their other demands. School Administrators/Department Heads should go on utilizing Teaching-Learning Observation Guide ( TLOG ) to help specifically the TLE instructors in their instructional public presentation. Feed back on the bing instructional public presentation of TLE instructors utilizing the TLOG should similarly be continuously solicited ; There is a demand to keep a school – based mentoring plan to develop the professional competences among experient and new instructors. Future surveies and researches focused on teachers’ instructional public presentation are similarly encouraged.