Major General Anthony Wayne in the American Revolution

Major General Anthony Wayne was a noted American commander during the American Revolution (1775-1783). A Pennsylvania native, Wayne was a prominent businessman before the war and aided in raising troops during the early days of the conflict. Commissioned into the Continental Army in early 1776, he initially served in Canada before joining General George Washingtons army. Over the next several years, Wayne distinguished himself in each of the armys campaigns as well as earned famed for his victory at the Battle of Stony Point. In 1792, Wayne was appointed to lead American forces during the Northwest Indian War. Relentlessly drilling his men, he led them to victory at the Battle of Fallen Timbers in 1794. Following this triumph, Wayne negotiated the Treaty of Greenville which ended the war. Early Life Born January 1, 1745, at the family home in Waynesborough, PA, Anthony Wayne was the son of Isaac Wayne and Elizabeth Iddings. At a young age, he was sent to nearby Philadelphia to be educated at a school run by his uncle, Gabriel Wayne. During the course of the schooling, the young Anthony proved unruly and interested in a military career. After his father interceded, he began to apply himself intellectually and later attended the College of Philadelphia (University of Pennsylvania) where he studied to become a surveyor. In 1765, he was dispatched to Nova Scotia on behalf of a Pennsylvania land company which included Benjamin Franklin among its owners. Remaining in Canada for a year, he helped found the Township of Monckton before returning to Pennsylvania. Arriving home, he joined his father in operating a successful tannery which became the largest in Pennsylvania. Continuing to work as a surveyor on the side, Wayne became an increasingly prominent figure in the colony and married Mary Penrose at Christ Church in Philadelphia in 1766.  The couple would ultimately have two children, Margaretta (1770) and Isaac (1772). When Waynes father died in 1774, Wayne inherited the company. Actively involved in local politics, he encouraged revolutionary feelings among his neighbors and served in the Pennsylvania legislature in 1775. With the outbreak of the American Revolution, Wayne aided in the raising of regiments from Pennsylvania for service with the newly-formed Continental Army. Still retaining an interest in military matters, he successfully obtained a commission as the colonel of the 4th Pennsylvania Regiment in early 1776. Major General Anthony Wayne Rank: GeneralService: Continental Army, US ArmyNickname(s): Mad AnthonyBorn: January 1, 1745 in Waynesborough, PADied: December 15, 1796 in Fort Presque Isle, PAParents: Isaac Wayne and Elizabeth IddingsSpouse: Mary PenroseChildren: Margaretta, IsaacConflicts: American RevolutionKnown For: Battle of Brandywine, Battle of Germantown, Battle of Monmouth, and Battle of Stony Point Canada Dispatched north to aid Brigadier General Benedict Arnold and the American campaign in Canada, Wayne took part in the American defeat to Sir Guy Carleton at the Battle of Trois-Rivià ¨res on June 8. In the fighting, he distinguished himself by directing a successful rearguard action and conducting a fighting withdrawal as the American forces fell back. Joining the retreat up (south) Lake Champlain, Wayne was given command of the area around Fort Ticonderoga later that year. Promoted to brigadier general on February 21, 1777, he later traveled south of join General George Washingtons army and to take command of the Pennsylvania Line (the colonys Continental troops). Still relatively inexperienced, Waynes promotion irritated some officers who had more extensive military backgrounds. Philadelphia Campaign In his new role, Wayne first saw action at the Battle of Brandywine on September 11 where American forces were beaten by General Sir William Howe. Holding a line along the Brandywine River at Chadds Ford, Waynes men resisted attacks by Hessian forces led by Lieutenant General Wilhelm von Knyphausen. Ultimately pushed back when Howe flanked Washingtons army, Wayne conducted a fighting retreat from the field. Shortly after Brandywine, Waynes command was the victim of a surprise attack on the night of September 21 by British forces under Major General Charles Grey. Dubbed the Paoli Massacre, the engagement saw Waynes division caught unprepared and driven from the field. Recovering and reorganizing, Waynes command played a key role at the Battle of Germantown on October 4. Statue of Brigadier General Anthony Wayne at Valley Forge. Photograph  © 2008 Patricia A. Hickman During the opening phases of the battle, his men aided in exerting heavy pressure on the British center. With the battle going favorably, his men fell victim to a friendly fire incident that led them to retreat. Defeated again, the Americans withdrew into winter quarters at nearby Valley Forge. During the long winter, Wayne was dispatched to New Jersey on a mission to gather cattle and other foodstuffs for the army. This mission was largely successful and he returned in February 1778. Departing Valley Forge, the American army moved in pursuit of the British who were withdrawing to New York. At the resulting Battle of Monmouth, Wayne and his men entered the fight as part of Major General Charles Lees advance force. Badly handled by Lee and compelled to start retreating, Wayne assumed command of part of this formation and re-established a line. As the battle continued, he fought with distinction as the Americans stood up to the attacks of British regulars. Advancing behind the British, Washington assumed positions in New Jersey and the Hudson Valley. Leading the Light Infantry As the 1779 campaigning season began, Lieutenant General Sir Henry Clinton sought to lure Washington out of the mountains of New Jersey and New York and into a general engagement. To accomplish this, he dispatched around 8,000 men up the Hudson. As part of this movement, the British seized Stony Point on the western bank of the river as well as Verplancks Point on the opposite shore. Assessing the situation, Washington instructed Wayne to take command of the armys Corps of Light Infantry and recapture Stony Point. Developing a daring attack plan, Wayne moved forward on the night of July 16, 1779. In the resulting Battle of Stony Point, Wayne directed his men to rely on the bayonet to prevent a musket discharge from alerting the British to the impending attack. Exploiting flaws in the British defenses, Wayne led his men forward and, despite sustaining a wound, succeeded in capturing the position from the British. For his exploits, Wayne was awarded a gold medal from Congress. Remaining outside of New York in 1780, he aided in foiling Major General Benedict Arnolds plans to turn over West Point to the British by shifting troops to the fort after his treason was uncovered. At the end of the year, Wayne was forced to deal with a mutiny in the Pennsylvania Line caused by pay issues. Going before Congress, he advocated for his troops and was able to resolve the situation though many men left the ranks. Mad Anthony During the winter of 1781, Wayne is said to have earned his nickname Mad Anthony after an incident involving one of his spies known as Jemmy the Rover. Thrown in jail for disorderly conduct by local authorities, Jemmy sought aid from Wayne. Refusing, Wayne instructed that Jemmy be given 29 lashes for his behavior leading the spy to say that the general was mad. Having rebuilt his command, Wayne moved south to Virginia to join a force led by the Marquis de Lafayette. On July 6, Lafayette attempted an attack on Major General Lord Charles Cornwalliss rearguard at Green Spring. Leading the assault, Waynes command advanced into a British trap. Nearly overwhelmed, he held off the British with a daring bayonet charge until Lafayette could arrive to aid in extricating his men. Later in the campaign season, Washington moved south along with French troops under the Comte de Rochambeau. Uniting with Lafayette, this force besieged and captured Cornwallis army at the Battle of Yorktown. After this victory, Wayne was sent to Georgia to combat Native American forces which were threatening the frontier. Successful, he was awarded a large plantation by the Georgia legislature. Postwar With the end of the war, Wayne was promoted to major general on October 10, 1783, before returning to civilian life. Living in Pennsylvania, he operated his plantation from afar and served in the state legislature from 1784-1785. A strong supporter of the new US Constitution, he was elected to Congress to represent Georgia in 1791. His time in the House of Representatives proved short-lived as he failed to meet the Georgia residency requirements and was forced to step down the following year. His entanglements in the South soon ended when his lenders foreclosed on the plantation. Major General Anthony Wayne, ca. 1795. Public Domain Legion of the United States In 1792, with the Northwest Indian War ongoing, President Washington sought to end a string of defeats by appointing Wayne to take over operations in the region. Realizing that previous forces had lacked training and discipline, Wayne spent much of 1793, drilling and instructing his men. Titling his army the Legion of the United States, Waynes force included light and heavy infantry, as well as cavalry and artillery. Marching north from present-day Cincinnati in 1793, Wayne built a series of forts to protect his supply lines and the settlers in his rear. Advancing north, Wayne engaged and crushed a Native American army under Blue Jacket at the Battle of Fallen Timbers on August 20, 1794. The victory at ultimately led to the signing of the Treaty of Greenville in 1795, which ended the conflict and removed Native American claims to Ohio and the surrounding lands. In 1796, Wayne made a tour of the forts on the frontier before beginning the journey home. Suffering from gout, Wayne died on December 15, 1796, while at Fort Presque Isle (Erie, PA). Initially buried there, he body was disinterred in 1809 by his son and his bones returned to the family plot at St. Davids Episcopal Church in Wayne, PA.

Mace Group Ltd Company Analysis - 2099 Words

Mace Group Ltd 1. Introduction The Mace Group Ltd was formed in 1990 by a small team of construction professionals in London, United Kingdom. It has over 4,000 employees. The company has three strategic sectors serving clients in the private, public and infrastructure sectors and five strategic hubs in Europe, Middle East North Africa, the Americas, Asia Pacific and Sub-Sahara Africa that service over 70 countries. By the end of 2013, there were 214 operations directors, 82 directors and yearly turnover was 2.5 billion dollars. Today Mace is an international consultancy and construction company, offering integrated services across the full property and infrastructure life cycle. In North America area, Mace provides project management, cost consultancy and facilities management services across the country. It has regional hubs in New York, Newark, Atlanta, Chicago and San Francisco. In Engineering News Record’s Top 250 Global Contractors List for 2014, Mace has been ranked 10th in the list o f top 20 non-U.S firms in international construction management and programme management fees, 9th in the list of the top 20 non-U.S. firms in total global construction management and programme management fees and 166th in the overall list of top 250 international contractors. Safety first. Second nature, client focus, pursuit of a better way, integrity, opportunity and one Mace are company’s core values. The Center of the Company’s business is client focus. 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Education in Nursing

Question: Discuss about the Education in Nursing? Answer: Introduction Education in nursing includes the practical and theoretical training imparted to the nursing students with the objective of preparing them as future nursing professionals. They are aimed to endorse with the duties of nursing care. The medical professionals or experienced nurses who have the experience and required qualifications for the tasks of education impart the education to the nurses. Nursing education can be generalized or specialized. Generalized nursing education includes the general aspects of the nursing profession and specialized nursing includes the specialized areas like pediatric, mental health and post-operatory nursing. Autonomic registration of nursing courses is typically of four years. There is also the scope for post qualification courses in the field of nursing for the specialized subjects. The doctoral programs in nursing are important for the development of nursing and their implementation in the profession. The student becomes a facilitated learner, evaluates the outcomes of the program, learns to use the evaluations and assessment strategies effectively and participates in the designing of the curriculum. The student becomes qualified enough to act as a nursing leader. Therefore, the present study will aim at the importance of the nursing education from five different peer-reviewed articles and their critical analysis. Article 1: Rush, K. L., Adamack, M., Gordon, J., Lilly, M., Janke, R. (2013). Best practices of formal new graduate nurse transition programs: An integrative review.International Journal of Nursing Studies,50(3), 345-356. doi:10.1016/j.ijnurstu.2012.06.009 Recruitment, retention and transition of the theory to practice of the new graduate nurses have been the matter of concern globally. With the ever-growing complexity of care and acuity followed by the advancements in the technology, a gap has been detected in the theory and practice of nursing education as a global phenomenon. Expectations are also differing between the practice and educational stakeholders along with the problematic lag of the nursing student and graduate nurse. The purpose of this study was the identification of the best practices of the transition programs for the formal graduate nurses. This review was found to be beneficial for the organizations in the development and support of the programs of transitions for the newly graduated and hired nurses. The purpose was extended to review the existing literature of research for the identification of the practices of the transition programs for the newly graduated nurses. The research design was the review of the research literature of nursing which employed various research designs from different research papers by a range of authors. These were quasi-experimental, longitudinal, descriptive and qualitative. Majority of the research designs were descriptive design (n=27) followed by quasi-experimental (n=8), longitudinal (n=7) and qualitative (n=5). The criteria for the study design had the quasi-experimental design with 3 points, qualitative and descriptive with 1 point each and longitudinal design with 2 points. The validity of this research work can be under threat as the study as the variability in the sample size and research design was limited. So the overall measures of outcome of the study were lacking and so the validity of this study is under threat. However, this can be overcome by employing study designs, which are rigorous. More longitudinal studies will help in tracking the transition program outcome for the graduate nurses. The finding of the research program was that the transition programs improve the retention. Availability of support opportunities and mentors provide support to the new graduates. Formal training is essential prior to entering the profession for the new graduates. The period of decreased job satisfaction and stress for the new graduates can be reduced by the implication of the transition programs for 9 months. The environment has to be made amenable for the transition of the new graduates. Article 2: Ward, J., Cody, J., Schaal, M., Hojat, M. (2012). The empathy enigma: An empirical study of decline in empathy among undergraduate nursing students.Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing,28(1), 34-40. doi:10.1016/j.profnurs.2011.10.007 The present standard of the healthcare organizations emphasizes on curing rather than caring, technological proficiency rather than personal skills, efficiency rather than the excellence, all the encounter of patient-nurse should be based on empathy. However, with the increasing complexity of healthcare, it is becoming more difficult to imply this empathy. So the nursing students are also facing complex challenges of steering their experiences and managing their responsibilities, with keeping in mind the humanistic needs. The purpose of the research was the examination of the changes in the empathy of the students of nursing during one year of their undergraduate program. How the empathy of the student changes and what are the responsible factors were closely examined in the clinical setting. The significant empathy changes were identified and the degree of exposure to the clinical experiences for the undergraduate students was determined to identify the empathy changes. The research design employed in this study was statistical analysis of the Jefferson Scale of Empathy. 214 undergraduate students of nursing participated in the longitudinal study. Chi-square test was employed to determine the comparisons based on the demographic variables. T-test and ANOVA for the correlated group and repeated measure were performed for testing the statistical analysis of the significant changes in the empathy of the students throughout the period of study. The validity of the research can be under threat as the study lacked generalization. This was because it was carried out at only one academic institution. However, inclusion of more academic institutions and participants will produce reproducible results. Asking of questions which are open-ended and which solicited the examples from the experiences of the students will improve the determination of the empathic behavior of the undergraduate students of nursing. The findings of this research have been to be in consistency with several other research works which suggested that decline in the empathy of the nursing students who are either in the final year of nursing education or have entered the phase of clinical training with patients. Several strategies have been designed in this research study for the implication of empathy among the undergraduate students. However, further research is essential for determining the patient outcomes due to the impact of this study among the nursing students who enter the profession. Article 3: Button, D., Harrington, A., Belan, I. (2014). E-learning information communication technology (ICT) in nursing education: A review of the literature.Nurse Education Today,34(10), 1311-1323. doi:10.1016/j.nedt.2013.05.002 E-learning is the recent development in the nursing education globally. It has been implemented in the nursing curricula in most of the developed nations. Since electronic patient records are getting adopted globally, e-learning should be made compulsory in the course of nursing. Presently there are several issues regarding the information and computer literacy. So the advancements of nursing students and professionals dealing with electronic health records are being hindered. So e-learning is getting critical for both the students and educators. The purpose of this research study was to carry out a literature review for identification of the e-learning related research and the implementation of associated technologies in the programs of nursing. In addition, the purpose of the study was identification of the issues of the educators and students who are into the practice of using e-learning. All the literature and research articles were critically appraised, systematically reviewed and thematically analyzed. The research design involved 28 studies, which were further divided into three different groups: quantitative, qualitative and mixed methods. The most frequently employed research method in the study was quantitative, which was employed in 16 studies. This was followed by mixed methods, which were employed nine studies and qualitative studies, which were employed in three studies. Six out of the sixteen peer-reviewed articles discussed the validity and reliability of the research study and their potential threats. Power analysis was not determined in any of the studies and the diversity of the survey tools made it difficult for the comparison of the results, especially the direct comparisons. Many of the reviewed articles involved studies in only a single university. So these limitations and validity threats can be minimized by conducting the study across multiple universities and implementing the power analysis. The findings of this research study suggested that information technology by computers have serious implications for the educators and students globally. The implication should also include the daily working of the nursing graduates on the computer information systems. For the learning and teaching of the nursing profession, computer information technology and its implication have become essentially important. Article 4: Henderson, A., Eaton, E. (2013). Assisting nurses to facilitate student and new graduate learning in practice settings: What 'support' do nurses at the bedside need? Nurse Education in Practice,13(3), 197. doi:10.1016/j.nepr.2012.09.005 The process of continuous learning is essential in the workplace to assure that the practice of healthcare is contemporary. Professionals of healthcare set up communities regarding their practice where they get the opportunity to share the understanding and knowledge of their skills. This type of sharing will benefit the new graduates entering the nursing profession. With the continuous increase in the number of nursing students, it is becoming essential to provide them with the professional support by sharing the craft of the experienced nurses. The purpose of this research was to determine how this support process could be implemented. This includes the assistance required to be provided to the new nursing graduates who are engaged in patient care and act as mentors, buddies and preceptors. The process of support will eventually evolve these new graduates into learning guides. The undergraduate students or new graduates need this support as they enter a new context of practice. The research design involves literature review from various peer-reviewed articles about the learning guides in nursing education. Different topics have been analyzed in the study where the learning guides have been critically appraised. The advantages, shortcomings and the outcome of the support provided to the nursing graduates by the learning guides have been reviewed and discussed. Strategic planning for the development of leadership in the education and profession of nursing is essential, which has been discussed in the topic crucially with the aid of the various references. The validity of the study is threatened when few of the articles discuss the fact that learning guides are often not competent enough to facilitate the new nurses since they are poorly prepared. Insufficient preparation and training of the mentors often reduce the supervision standards. These hindrances can overcome by enrichment of the nursing abilities and clinical experience of the mentors. Positive dynamics of the team may enhance the mentorship abilities of the learning guides. The finding of the study suggests that learning guides make important contributions to the enhancement of learning of the new graduates. The implication of the learning guides facilitates professional interactions with the new professionals. The learning guides identify the needs of the learners and, therefore, requisite learning is provided to the bedside nurses. As the bedside nurses have designated caseload, they need the support of the learning guides for performing the important role. Article 5: Robinson, B. K., Dearmon, V. (2013). Evidence-based nursing education: Effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students.Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing,29(4), 203-209. doi:10.1016/j.profnurs.2012.04.022 Patient safety concerns need the healthcare providers to review the traditional practices of nursing. The nursing education programs prepare the new graduate nurses with clinical skills for safe and effective care for the patients. Lack of exposure in the clinical settings reduces the intuition development. In addition, the nurse graduates enter the profession with little information and understanding of their role as a bedside nurse. Shortage of faculty and limited clinical sites are the challenges that the nursing graduates face. The purpose of the article is the application of ADDIE model of the instruction design for the application of simulation in the education of nursing for the facilitation of better clinical performance. ADDIE model stands for analysis, design, development, implementation and evaluation model. It has been found that simulation is an important learning-teaching strategy. Development of clinical experience in the curriculum of nursing education provides the need for a model of instructional design for simulation activities. The research design involves program level outcomes and objectives. Educational tools for the promotion of acquisition of skills and its proficiency, improvement of self-confidence and decision-making abilities are essential for the nursing programs. HFPS or high fidelity patient simulation are employed for the reduction of medical errors by the application of simulation. Other simulators like SimMan and NCLEX are also employed to create realistic simulation experience in the learning environment and integrate them into the nursing curriculum. The validity of this study is threatened when the effectiveness of the simulation program is assessed. Several limitations may come up like inadequate resources, communication breaks, and instructional design errors. These limitations may provide barriers to the simulated experience of learning. However, this can be prevented by the documentation of the systemic evaluation for the improvement of the outcome and the simulation process. This ultimately helps in achieving the objectives of nursing education. The findings of the research study are knowledge transfer and confidence building among the new graduates of nursing. Simulated learning experience needs communication and adequate training. The implication of the simulation technique has to be well planned. Successful simulation technique is based on the collaboration and communication among the facilitators and the faculty. Planned implementation of the simulation ensures the achievement of the learning objectives of the nursing education for the graduates. Research Refined For this part, article 3 has been taken as the reference for conducting the research study in a different method. Since e-learning is the recent development in the field of nursing education, so this part of the project has been conducted by its practical implementation in the nursing home setting. High quality of nursing care in the residential and end of life care nursing homes reduces the distress levels in residents, emergency hospital admissions and communication between the nursing staff and the residents. However, excessive staff overload because of conventional nursing practices, low training levels and spiritual and emotional challenges provides barrier to the nursing care to the residents. A wide range of policy and clinical initiatives are essential to face these challenges of quality healthcare delivery. The purpose of this research was to emphasize the importance of e-learning in the nursing home settings to provide the requisite skills, attitudes and knowledge through strategies of training. This research focuses on the elevation of the confidence and understanding for delivering quality nursing care and bridging the gaps of new understandings translations in the practice of nursing. End of life care nursing home settings have been preferred for the study, as long-term care requires deeper knowledge and skills over short-term care in nursing. The research design is mixed-methods approach of case study. The strength of this research design is that it allows complementarities and triangulations for the addition of insight and depth to the analysis. However, the weakness of this research design is that the collected data cannot be comprehensive to a broad range of the population. The biggest threats to the validity of e-learning in the nursing home settings are digital literacy, participant motivation and internet accessibility. However, the number of benefits that is obtained from e-learning overcomes these threats. The justification of the study can be found from the fact that there has been a positive change in the confidence and understanding for nursing care in the nursing setting. Evidences were derived for more holistic and detailed understanding of the core competencies of nursing care with enhanced confidence. Areas of further training were also revealed by the study. Data collection for the study was done by employing a range of qualitative and quantitative methods, which included a 36-item and 8-item post and pre-course questionnaire for self-completion by the nursing participants, collection of documentary, interviews which are semi-structured with the nursing participants and finally the observations of the facilitated workshops. Conclusion There should be an ideal balance between the theory and practice of the nursing education. The future nursing practitioners need to be sufficiently educated to have a wider view of the profession and manage the healthcare settings. To meet these objectives, the nursing education should aim at developing professionals with the skill for lifelong learning and have the ability to adapt to the professional changes in nursing. References Button, D., Harrington, A., Belan, I. (2014). E-learning information communication technology (ICT) in nursing education: A review of the literature.Nurse Education Today,34(10), 1311-1323. doi:10.1016/j.nedt.2013.05.002 Henderson, A., Eaton, E. (2013). Assisting nurses to facilitate student and new graduate learning in practice settings: What 'support' do nurses at the bedside need? Nurse Education in Practice,13(3), 197. doi:10.1016/j.nepr.2012.09.005 Robinson, B. K., Dearmon, V. (2013). Evidence-based nursing education: Effective use of instructional design and simulated learning environments to enhance knowledge transfer in undergraduate nursing students.Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing,29(4), 203-209. doi:10.1016/j.profnurs.2012.04.022 Rush, K. L., Adamack, M., Gordon, J., Lilly, M., Janke, R. (2013). Best practices of formal new graduate nurse transition programs: An integrative review.International Journal of Nursing Studies,50(3), 345-356. doi:10.1016/j.ijnurstu.2012.06.009 Ward, J., Cody, J., Schaal, M., Hojat, M. (2012). The empathy enigma: An empirical study of decline in empathy among undergraduate nursing students.Journal of Professional Nursing : Official Journal of the American Association of Colleges of Nursing,28(1), 34-40. doi:10.1016/j.profnurs.2011.10.007