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1815 Battle of New Orleans
1815 Battle of New Orleans
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According to Ridler 2011, the battle of new war that took place on 8th January 1815 is among the unique war that took place in 1812. This war occurred after the end of 1812 war. According to Pickles 1993, the 1812 war was about any of the oft-trumpeted causes: Free trade and sailor’s rights’, or ‘the second war for American Independence. It was America that declared the 1812 war and it commenced after England had defeated Napoleon. After Napoleon had been defeated in Europe, Britain stopped fighting against revolutionary France and America. England then started consolidating its forces in North America to deliver critical blo3ws from both sea and land to the American forces later in 1814.
Huber 1971 states that the battle of New Orleans and the American history had a profound effect upon the American history. It not only saved New Orleans from conquest by the British, and the Mississippi an American river, but it opened the way for westward expansion. Huber 1971 further explains that the war increased American’s prestige in the world, gave the young United States confidence in its military powers, and increased the national feeling of unity. The battle of New Orleans was the last major battle of the War of 1812. This war, according Huber 1971 which had been going on for nearly a year and a half without any decisive military action, suddenly became alive when the British, after defeating Napoleon in April, 1814. New Orleans was a strange place. The style of its buildings was a curious blend of French and Spanish influences with French predominating.
American Defenses at New Orleans
England had the intention of capturing New Orleans, Louisiana who had had great cotton and sugar stores, did not allow American to use Mississippi river to transport soldier and other products. According to Angle 1958, American mission was not clear. The New Orleans War broke early January 1815 when American soldiers confronted another military force few Miles from New Orleans. At the time America was entering the war, its economy was worsening and the communal support for war was declining. Although the war between the two nations, England and American had started off in early 1812, the war intensified after Napoleon that England unleashed its military’s full force to capture New Orleans. The main aim of capturing New Orleans by England as explained by Paul 1958 was to enable them control Mississippi river and other rivers essential as commercial routes to the Gulf of Mexico and other regions.
In 1814 England started accreting its invasion force. Alerted, American state sent a message to Andrew Jackson to at once go to New Orleans and devise a defense of city. According to Paul 1958, the war commenced in the dawn of 8th January 1815. Andrew Jackson had poor leadership, was confused in the field, the Swampy terrain and United States formed forces to create debacle for the England forces. The war ended after one hour when England forces surrendered. The war resulted to killing of 300 England forces with 1,200 wounded while United States had 13 killed and 52 wounded.
Andrew Jackson
On the day of the War (1815), Andrew Jackson led a small group of army to a decisive American victory against 800 army members of England. The American force waiting to receive the attack was formidable indeed. It consisted of about 6,700 men, of who 4,000 manned the defense works of Line Jackson, which then had eight batteries (Pickles, 1993). More importantly, the guns were served by expert artillerymen, many from the navy, and of course the pirates, who affected a rudimentary uniform by wearing red shirts.
Pickles 1993 explains that the morning of 8th January was cold, with heavy mist that the sun had yet to burn off, when the American line saw the British signal rocket are skyward and burst, and heard the drums strike upon. The American artillery immediately answered by pending up all along the line. For a while nothing could be seen through the mist except the muzzle flashes of the supporting British artillery. Gradually, as the columns drew closer and the mist lifted slightly, a skirmish line of riflemen could be seen, and then two columns one marching down (Pickles, 1993).
The conflict that broke out in 1812 seemed born of an almost subconscious desire for a war complete the separation of America from England begun by the War of Independence. Pickles 1993 opine that the war when it came was bloody and hard fought. In one last attempt to break the deadlock the British sent major-General Sir Edward Pakenham to capture New Orleans. According to the author, Pickles 1993, the troops he commanded were elite, veteran regiments. Andrew Jackson leading the defenders commanded a mixed force including militia, free Negro battalions, Indians ad a group of local pirates. This title describes how this mixed force decisively defeated the British veterans in battle that has become part of American legend.
The battle brought out in Chalmette Plantation, south of Orleans. As a result of the war, Jan Lambert who was by the British General was murdered, directed the troop he was leading to withdraw form the war and from Louisiana. The British troops were preparing to take new fresh attempts at Ala but they finally withdrew after they were informed that the war had ended.
Even though the New Orleans War had little military importance, since the war took place after concluding the treaty, it served to boost the confidence of America. Since its occurrence to date, the Southern American continues to celebrate their victory over this war.
Reference
Author: Jason Ridler. http://www.eighteentwelve.ca/?q=eng/Topic/59
Pickles T., 1993. New Orleans 1815: Andrew Jackson Crushes the British. Publisher Osprey military campaign.
Huber L., 1971. New Orleans: A Pictorial History. Publisher Pelican Publishing.
Angle, Paul, M. 1958. “The Battle of New Orleans, 1815,” EyeWitness to History, eyewitnesstohistory.com (2006).
GLASS A., 2014. Battle of New Orleans is fought, Jan. 8, 1815. U.S. Library Of Congress.
Pickles T., 1993. New Orleans 1815: Andrew Jackson Crushes the British. Volume 28 of Campaign (Osprey Publishing). Publisher Osprey Publishing
Educational leader
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Educational leader is a person in the school that makes decision as one of its roles. E.g. principals, curriculum directors and many others .These roles technically require an advanced degree the positions has the most responsibility hence they have top paid positions in a school district. They are ultimately responsible for the successes and failures of the schools within their district. The strategy used by the educational leader is engaging the faculty and staff in decision making and deciding on the evaluation system to use in order to achieve the educational vision.
The important reason why faculty and staff should be included in decision making is that they can, they want to and they can make a difference. However they are four categories of faculty or staff involvement in decision making as discovered by Taylor and Tashakkori. They include the empowered who are involved and they had a strong desire to be involved, the disenfranchised are those that are not included in the decision making but had a strong desire to be involved in the decision making, the engaged are those who are involved in the decision making but did not desire to be involved in the decision making and the last group of staffs are the disengaged who are those that did not engage in the decision making and had no desire to be included in the decision making. The success of teachers influencing decision and the result of this decision may be important in actually teachers becoming leaders in school since influencing decision making shifts their participation to another direction of becoming leaders.
As a leader you should the following plans in order to achieve an effective final decision. They include: Defining the problems of the institution you are in since many different issues can arise in which they will need to find a solution. These issues could include children not getting enough food at school or at home. This issues has one main characteristics all affect the child learning outcome hindering the achievement of the school vision.
The second plan is identifying several other alternatives before deciding on a specific alternative involving basically the brainstorming of the probable solutions to a specific problem. The key to this plan is not to limit the committee to obvious alternatives or what dealt with in the past but to start on new alternatives and better ones in that case. However it is important in evaluating all parties involved in the issue at hand and see facts on different perspective and choosing the best alternative which cater for all party’s needs. In most cases as educational leaders we are encouraged to come up with at least five alternative solutions.
The third plan of educational leader is they have to evaluate the alternatives given by the committee of faculty and teachers. It involves weighing the pros and cons of each of the stated alternatives and most importantly is to base evaluations on facts rather than beliefs.
The fourth plan of educational leader plan is to make your final decision based on the agreement of other teachers/faculty and staffs and the decision made obviously is the best alternative or the alternative with the least cons and most pros.
The last plan of educational leader is to implement the decision and making sure the decision is evaluated. For teachers it may involve contacting the school board and parents but most importantly is to take the necessary steps in implementing the decision and evaluating it. When teachers are involved in the decision making, they will learn on how their leaders plan the decisions and they will end up using the same plans in their classrooms and better the students learning outcomes
The evaluation system which is in line with the decision making, since this system enables the education leader in identifying effective teachers for effective result. Evaluating system used on teacher’s evaluation is detailed and rated on how they score. Most of the managers adopt the set of professional’s performance standards since the indicators are measurable and observable. Both teachers/faculty, staffs and principals need to spend time preparing, completing evaluation activities and reviewing the results of evaluation. Educational leaders like the principals who have many teachers to conduct evaluation each year may be time consuming and finally becomes totally impossible.
The stages involved in evaluation by educational leaders include: Evaluating the existing culture by talking with students since some students may volunteer their time to attend those meetings in order to improve their schools and even some may volunteer to fill questionnaires. Talking with teachers or staff members and the questions used are similar to those used on the students and the last group of people to talk with are the parents and community stakeholders who are invited to attend informal meetings at school and send surveys to stakeholders of the community regarding the institution and its impact on the society or community. The educational leaders use the responses received from those meetings and then deciding to create programs that may support the student’s achievements. In addition to this they identify data to review and update the improvement plan of the school and having the school leadership team set goals, benchmarks and priorities.
Secondly the educational leaders should look at the data by looking at teachers grades and conducting needs assessment for teachers professional needs development and even calling parents to introduce themselves, and talk about the result of tardies on success and the new school routines and its absences.
Thirdly the educational leaders should use the data collected from teachers/faculty, staff, students, community interviews and school scores test and report to evaluate the effectiveness of the original institutional structures and determining the ability for the starting of schools by ensuring the balancing of the students schedules, parents notified of any change in the school programs, preparation and maintenance of the school facilities, planning of process of registration and orientation programs, support programs are planned for the learners who are struggling and processes of monitoring students achievements and classroom visits.
The educational leader should know what he stands for by seeing the vision of the school and its students and most importantly is standing for something that one believes in even if it means standing alone. A successful school in most cases must create strategy of action that revolves around establishing a core curriculum, cultivating relationships, building capacity, and engaging students in all the activities. As a leader you should be aware of the biggest challenge of moving the school forward is the innate conflict that developed between the leading necessities and teacher’s evaluation and to be of great help to the same teachers.
The educational leaders should not do it alone and they should also support professional development for leaders and teachers since change is only sustained by building capacity through high qualified, focused and ongoing professional development. They should also take care of themselves that is they should not overwork themselves and they should at least enjoy their work.
The type of leadership practiced by educational leaders is democratic type of leadership. Despite being the ones to give the final decision they invite other members of the team like teachers/faculty and staffs to contribute to the process of making a relevant decision. Hence the teacher/faculty and staff feel in control of their own destiny and therefore motivated to work hard with not only having in mind the financial awarding.
REFERENCES.
Behrstock-Sherratt, E. (2013). Everyone at the table: Engaging teachers in evaluation reform.
Sclafani, S., & Organisation for Economic Co-operation and Development. (2009). Evaluating and rewarding the quality of teachers: International practices. Paris: OECD.
DiPaola, M. F., Hoy, W. K., & DiPaola, M. F. (2014). Improving instruction through supervision, evaluation, and professional development. Charlotte, North Carolina: Information Age Publishing.
Benson, N,& Malone P. (1987). Teachers’ beliefs about shared decision making and work allienation. Education. 107,244-251.
Belasco, J. A. & Alutto, J.A. (1972). Decisional participation and teachers satisfaction. Educational Administration Quarterly, 8(1),44-58.
700-900 words in APA Style. This time, given the very quick turnaround time for grading, 900 words will be a hard deadline
700-900 words in APA Style. This time, given the very quick turnaround time for grading, 900 words will be a hard deadline.
Please remember to:
Come up with a catchy and original 2-part title*Do not call it simply “Final Paper”*
Proofread and read aloud for typos and grammatical errors.
* Format the essay professionally with a standard 12 pt. font (Times New Roman preferred), double spacing, and page numbers.
* You do not need to use readings from the class, but you are welcome to.
* Use at least a few section headings/subtitles to break up the flow, and avoid super-long paragraphs
* Use APA style.
* Submit as a .doc or .docx file.
* Do not plagiarize. Anything taken from outside sources must be properly cited and credited.
Prompts
Whatever you choose, be sure to include at least 3 solid quotations, and to write short, clear, and complete sentences that refer to your chosen works specifically and in detail. Also, note which number you chose at the top of the paper.
Humor and Horror. These effects seem like opposites but are connected in many ways. What is the connection between them? How are they similar or different? Choose at least one work (story, book, film, TV show, etc), from inside or outside the class, and analyze what makes it funny or scary, or both.
Be specific—how are humor and fear developed, and how are they resolved? Why are they important feelings to experience while reading and/or watching? What do these responses tell us about ourselves?
If you want to focus purely on horror or purely on humor, that is fine as well.
Mythology and Fairy Tales. Choose at least one myth, legend, parable, or fairy tale from any time, period and any culture or religion and analyze its meaning and effect. Why is it a classic story? What drives, hopes, fears, or other aspects of human life does it play on? What images or behaviors does it show, and why are these important? How has it evolved over time? You could look at several versions, or a written version and a film adaptation, to aid your discussion.
Art vs. Entertainment. What do each of these terms mean to you, and how are they similar and/or different? What makes something entertaining and what makes it a work of art? Can the same story be both at once? Why or why not? Choose at least one work to discuss these ideas or choose two and argue that one provides entertainment and the other artistic value, and why.
Childhood. The poet Charles Baudelaire once said, “Genius is no more than childhood recaptured at will.” Think about this idea and its meaning to you by revisiting a storybook, movie, or show—that you loved as a child. Consider why you loved it as a child, and what it means to you now, as an adult. What feelings did it give you before you knew much about the world, and what feeling does it give you now that you know more? What makes this story effective for children and how does that differ from stories meant for adults?
You could also consider memory: why did this story stick in your memory, and how has it changed over time?
Dreams vs. Reality. In the late 90s, as the Millennium was approaching and the internet was becoming mainstream, a number of movies came out that dealt with Plato’s Allegory of the Cave in terms of technology and virtual reality. The most famous is The Matrix, but the list also includes Dark City, eXistenZ, The Thirteenth Floor, The Truman Show, The Cell, and Being John Malkovich. Pick one (or more) of these movies (ideally, not just The Matrix) and examine any aspect of it that interests you. How does it hold up today, more than twenty years later? How has our relationship to reality and dreams, via technology, changed or stayed the same? What can we learn from these stories now? Do you agree or disagree with their understanding of reality?
OR: pick any story that deals with fantasy, dreams, or alternate realities, and consider how it works. What is “reality” in this work, and how does that change or develop over the course of the story? Is reality subjective or objective? This could be something we read in class, something from your own reading/viewing, or both.