Battle of Ligny During the Napoleonic Wars

The Battle of Ligny was fought on June 16, 1815, during the Napoleonic Wars (1803-1815). Heres a summary of the event. Battle of Ligney Background Having crowned himself Emperor of the French in 1804, Napoleon Bonaparte embarked on a decade of campaigning which saw him win victories at places such as Austerlitz, Wagram, and Borodino. Finally defeated and forced to abdicate in April 1814, he accepted exile on Elba under the terms of the Treaty of Fontainebleau. In the wake of Napoleons defeat, the European powers convened the Congress of Vienna to outline the postwar world. Unhappy in exile, Napoleon escaped and landed in France on March 1, 1815. Marching to Paris, he built an army as he traveled with soldiers flocking to his banner. Declared an outlaw by the Congress of Vienna, Napoleon worked to consolidate power as Britain, Prussia, Austria, and Russia formed the Seventh Coalition to prevent his return. Armies and Commanders Prussians Field Marshal Gebhard von Blà ¼cher84,000 men French Napoleon Bonaparte68,000 men Napoleons Plan Assessing the strategic situation, Napoleon concluded that a swift victory was required before the Seventh Coalition could fully mobilize its forces against him. To achieve this, he sought to destroy the Duke of Wellingtons coalition army south of Brussels before turning east to defeat Field Marshal Gebhard von Blà ¼chers approaching Prussian army. Moving north, Napoleon divided his Armee du Nord (Army of the North) in three giving command of the left-wing to Marshal Michel Ney, the right-wing to Marshal Emmanuel de Grouchy, while retaining personal command of a reserve force. Understanding that if Wellington and Blà ¼cher united they would have the power to crush him, he crossed the border at Charleroi on June 15 with the intention of defeating the two coalition armies in detail. That same day, Wellington began directing his forces to move towards Quatre Bras while Blà ¼cher concentrated at Sombreffe. Determining the Prussians to pose a more immediate threat, Napoleon directed Ney to seize Quatre Bras while he moved with the reserves to reinforce Grouchy. With both coalition armies defeated, the road to Brussels would be open. The next day, Ney spent the morning forming his men while Napoleon joined Grouchy at Fleurus. Making his headquarters at the windmill of Brye, Blà ¼cher deployed Lieutenant-General Graf von Zietens I Corps to defend a line running through the villages of Wagnelà ©e, Saint-Amand, and Ligny. This formation was supported by Major General George Ludwig von Pirchs II Corps to the rear. Extending east from I Corps left was Lieutenant General Johann von Thielemanns III Corps which covered Sombreffe and the armys line of retreat. As the French approached on the morning on June 16, Blà ¼cher directed II and III Corps to send troops to reinforce Zietens lines. Napoleon Attacks To dislodge the Prussians, Napoleon intended to send forward General Dominique Vandammes III Corps and General Étienne Gà ©rards IV Corps against the villages while Grouchy was to advance on Sombreffe. Hearing artillery fire coming from Quatre Bras, Napoleon commenced his attack around 2:30 PM. Striking Saint-Amand-la-Haye, Vandammes men carried the village in heavy fighting. Their hold proved brief as a determined counterattack by Major General Carl von Steinmetz reclaimed it for the Prussians. Fighting continued to swirl around Saint-Amand-Haye through the afternoon with Vandamme again taking possession. As the loss of the village threatened his right flank, Blà ¼cher directed part of II Corps to attempt to envelop Saint-Amand-le-Haye. Moving forward, Pirchs men were blocked by Vandamme in front of Wagnelà ©e. Arriving from Brye, Blà ¼cher took personal control of the situation and directed a strong effort against Saint-Amand-le-Haye. Striking the battered French, this assa ult secured the village. Fighting Rages As fighting raged to the west, Gà ©rards men hit Ligny at 3:00 PM. Enduring heavy Prussian artillery fire, the French penetrated the town but were ultimately driven back. A subsequent assault culminated in bitter house-to-house fighting which resulted in the Prussians maintaining their hold on Ligny. Around 5:00 PM, Blà ¼cher directed Pirch to deploy the bulk of II Corps south of Brye. At the same time, a degree of confusion struck the French high command as Vandamme reported seeing a large enemy force approaching Fleurus. This actually was Marshal Comte dErlons I Corps marching in from Quatre Bras as requested by Napoleon. Unaware of Napoleons orders, Ney recalled dErlon before he reached Ligny and I Corps played no role in the fighting. The confusion caused by this created a break which allowed Blà ¼cher to order II Corps into action. Moving against the French left, Pirchs corps was stopped by Vandamme and General Guillaume Duhesmes Young Guard Division. The Prussians Break Around 7:00 PM, Blà ¼cher learned that Wellington was heavily engaged at Quatre Bras and would be unable to send aid. Left on this own, the Prussian commander sought to end the fighting with a strong attack against the French left. Assuming personal oversight, he reinforced Ligny before massing his reserves and launching an assault against Saint-Amand. Though some ground was gained, French counterattacks forced the Prussians to begin retreating. Reinforced by General Georges Moutons VI Corps, Napoleon began assembling a massive strike against the enemy center. Opening a bombardment with sixty guns, he ordered troops forward around 7:45 PM. Overwhelming the tired Prussians, the attack broke through Blà ¼chers center. To halt the French, Blà ¼cher directed his cavalry forward. Leading a charge, he was incapacitated after having his horse shot. The Prussian cavalry was soon halted by their French counterparts. Aftermath Assuming command, Lieutenant-General August von Gneisenau, Blà ¼chers chief of staff, ordered a retreat north to Tilly after the French broke through at Ligny around 8:30 PM. Conducting a controlled retreat, the Prussians were not pursued by the exhausted French. Their situation improved quickly as the newly-arrived IV Corps deployed as a strong rearguard at Wavre which allowed a rapidly-recovering Blà ¼cher to reassemble his army. In the fighting at the Battle of Ligny, the Prussians sustained around 16,000 casualties while French losses numbered around 11,500. Though a tactical victory for Napoleon, the battle failed to mortally wound Blà ¼chers army or drive it to a location from which it could no longer support Wellington. Forced to fall back from Quatre Bras, Wellington assumed a defensive position where on June 18 he engaged Napoleon at the Battle of Waterloo. In heavy fighting, he won a decisive victory with the aid of the Blà ¼chers Prussians which arrived in the afternoo n.

Discussion Research On Parent Involvement Essay - 805 Words

Prior Research on Parent Involvement in Education Before turning to our qualitative study of parent involvement in urban char - ter schools, the following sections outline the prior research on the benefits of parent involvement, the barriers to involvement that exist, and the potential of the charter school context to reduce these barriers. Benefits of Parent Involvement Decades of research point to the numerous benefits of parent involvement in education for not only students but also for the parents involved, the school, and the wider community (Barnard, 2004; Epstein, 2001; Fan Chen, 2001; Henderson Mapp, 2002; Jeynes, 2003, 2007; Lee Bowen, 2006). De - spite the challenges in establishing a causal link between parent involvement and student achievement, studies utilizing large databases have shown positive and significant effects of parent involvement on both academic and behavioral outcomes (Fan Chen, 2001; Jeynes, 2003, 2007). For example, research has found that parent involvement is related to a host of student achievement indi - cators, including better grades, attendance, attitudes, expectations, homework completion, and state test results (Astone McLanahan, 1991; Cancio, West, Young, 2004; Dearing, McCartney, Weiss, Kreider, Simpkins, 2004; Gut - man Midgley, 2000; Izzo, Weissberg, Kasprow, Fendrich, 1999; Senechal LeFevre, 2002; Sheldon, 2003). Additional academic outcomes such as lower dropout rates (Rumberger, 1995), fewerShow MoreRelatedInfluence Of Parenting Styles And Practices Globally1302 Words   |  6 Pagesstyles and practices globally. The attitude and response of parents to various parenting practices is based on the knowledge or information they are exposed to or available to them. This study intends to examine the influence of education on parent’s involvement in raising their children especially outside of school. Quantitative method will be utilized based on the secondary data from national survey of parents. LITERATURE REVIEW Parent education probably began with the first grandmother in the caveRead MoreResearch Methodology For Adopting Mixed Method Approach1282 Words   |  6 PagesMethodology: In this chapter, the research methods commonly employed in social sciences, namely, qualitative, quantitative and mixed methods will first be discussed. I shall then describe my own research design, including the philosophical approach I adopted. This approach will be explained by identifying the ontological and epistemological standpoints assumed. The research strategy will be clarified, and the sampling procedures and participants of the study will be described. The processes of dataRead MoreParental Involvement And Children s Education813 Words   |  4 PagesHow can parents be partners in their children learning? Parental involvement in children s education is very beneficial for both children and parents. First of all, it helps to enhances children s self-esteem, improves children s academic achievement, improves parent-child relationships, helps parents a better understanding of the schooling process. But most of parents are over busy with their work, so teachers’ help sometimes become vital in building bridge in between parents and theirRead MoreThe Role Of Parental Involvement And Children s Academic Success Essay1443 Words   |  6 Pagesmethodology and research design are also reviewed including, research questions, participant profiles, and the interview process. A summary of findings, summary of emergent themes, and discussion of the researcher’s conclusions in relation to the collected data concludes in the chapter. Summary of the Literature Parent involvement in education is nothing new in the American education system. Educators have long debated the potential benefits, impact, and relevancy that parent involvement has on the academicRead MoreInvolving Young Children in the Decision-Making Process in Families and Schools1246 Words   |  5 Pagesis right or wrong for them; they always need some guidance and advice from their parents, elder brothers and sisters on matters related to their studies, health, eating and playing habits, etc. This paper explains the significance of childrens involvement in decision making in their families and schools. To support this argument, the benefits of children involvement are explained in the light of some relevant research studies. Why should children be involved in decision making? Involving childrenRead MoreThe Impact Of Individual And Institutional Characteristics On Teachers Perceptions Essay1283 Words   |  6 Pagesrestrictions in past investigations of educators’ view of parental involvement in education. Data was collected from 199 educators from 23 schools within a single school district in a mid-sized southern metropolitan city. The authors used the School Community Survey (SCS) to ask demographic questions and 65-questions in the â€Å"teacher section† to gather information that describes the school community from the viewpoints of parents, students, teachers, principals. The findings suggested that SCS measuresRead MoreThe Academic Outcomes For Children1384 Words   |  6 Pagesvery positive. The literature has lauded parental involvement as an effective strategy to increase student achievement, but schools still struggle with how to effectively involve parents of color and low-income families (Bower Griffin, 2011). School’s Responsibility NCLB requires schools to use at least 1% of their Title I funds to develop a parent involvement program, explain the curriculum, standards, and assessment to parents, develop a parent-school compact outlining procedures for collaborationRead MoreThe Involvement Of Child Protective Services968 Words   |  4 Pagesthis research proposal the independent variable is the involvement of Child Protective Services. Child Protective Service’s involvement is measured based on a questionnaire, which ask the participant have they ever had any previous Child Protective Service involvement, and if so when? The research will include both participants who have answered yes and no to this question. Furthermore, if the participant has answered yes, they will only be included if the Child Protective Service involvement wasRead MoreEvaluation Of Early Literacy Program Essay1163 Words   |  5 Pageschildren to new parents. Our early literacy program â€Å"Early Rocket Readers† consist of a 6 week program, our expected outcome is for participating parents to gain the knowledge of the positive effects of early literacy, the research behind the lack of literacy and book resources. Session one is our introduction to the program and our goal is to stress the importance of early literacy for children to new parents. Our first session would focus on the following objectives: 1- Parents will learn theRead MoreChildren Are the Future: Get Involved1319 Words   |  5 Pagesthe amount of support students receive from parents and other caring adults. Research has found that, overall, parental involvement and support from other caring adults increases the chances of students graduating from high school. Historical Understanding Historically, parents were extremely involved in their children’s education. Back before one-class schools, a child’s education was in the hands of their parents (Anguiano, 2004). Parental involvement began to decrease during the mid-1800s when

Sanitation of Rooms and Equipments (Microbiology) Free Essays

There are Four Methods that conducted on the laboratories in order to detect the presence of microorganisms. There are Rodac Method, Swab Method, Rinse Method, and lastly Open Dish Method and it will be discussed in detail below. 2. We will write a custom essay sample on Sanitation of Rooms and Equipments (Microbiology) or any similar topic only for you Order Now 1. 1 Rodac Method The purpose of this Standard Operating Procedure is to describe a program that will adequately measure the efficacy of disinfection of Rooms and equipment in each laboratory, RODAC plates can detect the presence or absence of live microorganisms (Longree and Armbruster 1996). This Method is used to monitor the contamination level of personnel gowns and Personal Protective Equipment (PPE) before or during manufacturing production. The advantages of the RODAC method are that it may be prepared and stored for weeks prior to use (Harrigan 1986). Additional advantages of the RODAC method include relatively low cost, consistent and precise recovery, effective use by personnel without extensive training, and the elimination of laboratory manipulation after sampling (Marriott and Gravani 2006). On the other hand, the disadvantages of this method are the spreading of the colonies and applicable to only limited to low levels of surface contaminants. 2. 1. 2 Swab Method The Swab method is among the most Reproducible Methods used to determine the population of microorganisms present on equipment or food products (Marriott and Gravani 2006). It may be used to assess the amount of contamination from the air, water, surfaces, facilities and food products. By using this technique the equipment surfaces, facilities and food products which to be analyzed are swabbed. The swab are diluted in a dilutant such as peptone water or phosphate buffer, according to the anticipated amount of contamination and subsequently applied to a growth medium containing agar in a sterile, covered plate (David, Richard and R. 2004). There are many advantages to the cotton swab method. These include the ease with which any health care provider can procure the necessary items: a CTA or culturette transport medium (Longree and Armbruster 1996). In addition, the method requires little expertise, with minimal training time required, and very little time required to actually perform the procedure. On the other hand, Disadvantages of the swab method are that sampling and technique can affect the results and that the method requires manipulation to culture the sample. Swabs are designed for hard-to-reach places, and can fit easily into equipment recesses, nooks, and crevices (Tamime 2008). After collection of the sample, it is recommended that a standard membrane filtration of the rinse solution be conducted. 2. 1. 3 Rinse Method The Rinse Method use elution of contamination by rinsing to permit a microbial assay of the resultant suspension (Forsythe 2008). A sterile fluid is manually or mechanically agitated over an entire surface. The rinse fluid then diluted and subsequently plated, this method are more precise compared to the swab method, because a larger surface area can be tested (David, Richard and R. 2004). While the disadvantages is that it requires time and labor to prepare solutions and media, dilute samples, pour plate samples, and count colony-forming units on the plates. 2. 1. 4 Open Dish Method The principle behind this method is that the bacteria carrying particles are allowed to settle onto the medium for a given period of time and incubated at the required temperature. A count of colonies formed shows the number of settled bacteria containing particles (David, Richard and R. 2004). In this method petri dishes containing an agar medium of known surface area are selected so that the agar surface is dry without any moisture. Choice of the medium depends upon the kind of microorganisms to be enumerated. For an overall count of pathogenic, commensal and saprophytic bacteria in air blood agar can be used (Longree and Armbruster 1996). For detecting a particular pathogen which may be present in only small numbers, an appropriate selective medium may be used. Malt extract agar can be used for molds. The plates are labeled appropriately about the place and time of sampling, duration of exposure etc. Then the plates are uncovered in the selected position for the required period of time. The optimal duration of exposure should give a significant and readily countable number of well isolated colonies, for example about 30-100 colonies (McLandsborough 2003). Usually it depends on the dustiness of air being sampled. In occupied rooms and hospital wards the time would generally be between 10 to 60 ‘minutes (McLandsborough 2003). During sampling it is better to keep the plates about I meter above the ground. Immediately after exposure for the given period of time, the plates are closed with the lids. Then the plates are incubated for 24 hours at 37Â °C for aerobic bacteria and for 3 days at 22Â °C for saprophytic bacteria (McLandsborough 2003). 2. 2 Group of microbes that often exist in the room and equipment The normal tendency of a microbial cell when it comes in contact with a solid surface is to attach itself to the surface in an effort to compete ef? ciently with other microbial cells for space and nutrient supply and to resist any unfavorable environ-mental conditions (Adams and Moss 2000). Under suitable conditions, almost all microbial cells can attach to solid surfaces, which are achieved through their ability to produce extracellular polysaccharides. As the cells multiply, they form micro colonies, giving rise to a bio? lm on the surface containing microbial cells, extracellular polysaccharide glycocalyx, and entrapped debris. In some situations, instead of forming a bio? lm, the cells may attach to contact surfaces and other cells by thin, thread like exopolysaccharide materials, also called ? mbriae (Lappin-Scott and J. 1995). Attachment of microorganisms on solid surfaces has several implications on the overall microbiological quality of food. Microbial attachment to and bio? lm formation on solid surfaces provide some protection of the cells against physical removal of the cells by washing and cleaning. These cells seem to have greater resistance to sanitizers and heat. Thus, spoilage and pathogenic microorganisms attached to food surfaces, such as carcasses, ? sh, meat, and cut fruits and vegetables, cannot be easily removed by washing, and later they can multiply and reduce the safety and stability of the foods (Hui 2003). Similarly, microbial cells attached to a culture broth. These places, in turn, can be a constant source of undesirable microorganisms to foods handled in the environment. The concept and importance of microbial attachment and bio? lm formation in solid food, equipment, and food environments are now being recognized (Loken 1995). Limited studies have shown that under suitable conditions, many of the microorganisms important in food can form a bio? lm. Several species and strains of Pseudomonas were found to attach to stainless steel surfaces, some within 30 min at 25oC to 2 hour at 4oC (Stanga 2009). Listeria monocytogenes was found to attach to stainless steel, glass, and rubber surfaces within 20 min of contact. Attachment of several pathogenic and spoilage bacteria has also been demonstrated on meat and carcasses of poultry, beef, pork, and lamb (Stanga 2009). The microorganisms found to attach to meat surfaces include Lis. monocytogenes, Micrococcus spp. , Staphylococcus spp. , Clostridium spp. , Bacillusspp. , Lactobacillus spp. , Brochothrix thermosphacta, Salmonella spp. , Escherichiacoli, Serratia spp. , and Pseudomonas spp (Tamime 2008). It is apparent from the limited data that microbial attachment to solid food and food contact surfaces is quite wide and needs to be considered in controlling the microbiological quality of food. Several possible mechanisms by which microbial cells attach and form a bio? lm on solid surfaces have been suggested. One suggestion is that the attachment occurs in two stages. In the ? rst stage, which is reversible, a cell is held to the surface by weak forces (Cramer 2006). In the second stage, a cell produces complex polysaccharide molecules to attach its outer surface to the surface of a food or equipment, and the process is irreversible. A three-step process that includes adsorption, consolidation, and colonization has been suggested by others (Cramer 2006). In the reversible adsorption stage, which can occur in 20 min, the cells attach loosely to the surface. During the consolidation stage, the microorganisms produce threadlike exopolysaccharides ? mbriae and ? rmly attach the cells to the surface. At this stage, the cells cannot be removed by rinsing (Marriott and Gravani 2006). In the colonization stage, which is also irreversible, the complex polysaccharides may bind to metal ions on equipment surfaces and the cells may metabolize products that can damage the surfaces. The level of attachment of microorganisms to food-processing equipment surfaces is found to be directly related to contact time. As the contact time is prolonged, more cells attach to the surface, the size of the microcolony increases, and attachment between cells increases (Loken 1995). Fimbriae formation by the cells occurs faster at optimum temperature and pH of growth. Limited studies also showed that when microorganisms such as Pseudomonas fragi and Lis. monocytogenes are grown together, they form a more complex bio? lm than when either is grown separately (Stanga 2009). Bibliography Adams, M. R. , and M. O. Moss. Food Microbiology. Winnipeg: Royal Society Of chemistry, 2000. Cramer, Michael M. Food Plant Sanitation: Design, Maintenance, and Good Manufacturing Practices. New York: CRC Press, 2006. David, McSwane, Linton Richard, and Rue Nancy R. Essentials of Food Safety and Sanitation. New York: Prentice Hall, 2004. Entis, Phyllis. Food Safety: Old Habits and New Perspectives. ASM Press, 2007. Forsythe, Stephen J. The Microbiology of Safe Food. Wiley-Blackwell, 2008. Harrigan, Wilkie F. Laboratory Methods in Food Microbiology. Chicago: Academic Press, 1986. Hui, Yiu H. Food plant sanitation. Marcel Dekker Press, 2003. Lappin-Scott, Hilary M. and J. William Costerton. Microbial Biofilms . Cambridge University Press, 1995. Loken, Joan K. The HACCP Food Safety Manual. New York: Wiley Publisher, 1995. Longree, Karla, and Gertrude Armbruster. Quantity Food Sanitation. London: Wiley, 1996. Marriott, Norman G. , and Robert B. Gravani. Principles of Food Sa nitation. Springer Press, 2006. McLandsborough, Lynne. Food Microbiology Laboratory. New York: CRC Press, 2003. Stanga, Mario. Sanitation: Cleaning and Disinfection in the Food Industry. Wiley-VCH Verlag GmbH, 2009. Tamime, Adnan. CLEANING-IN-PLACE: Dairy, Food and Beverage Operations. Wiley-Blackwell Publisher, 2008. Anita How to cite Sanitation of Rooms and Equipments (Microbiology), Papers