Colonialism ended with Decolonisation - 1925 Words

Colonialism ended with Decolonisation (Essay Sample) Content: Name Tutor Course Date Colonialism ended with Decolonisation Colonialism can be defined as the occupation, exploitation, expansion and acquisition of a colony in a territory by a sovereign power from another region. A proliferation of such acquisitions occurred in the 19th and 20th century, with industrialised countries seeking to expand their markets and source of raw materials. However, in the second half of the 20th century, there was a recognized need to end this exploitation and as locals started demanding control over their own governance. Among the global milestones towards the end of such territorial occupations was the formation of the Special Committee on Decolonisation at the United Nations. Nonetheless, Maswana asserts that this period did not mark the end of colonisation, but the beginning of a new form of exploitation commonly known as neo-colonialism (96). Neo-colonialism focused on controlling economic frameworks and institutions within a country that were closely linked to power, which is a contrast from the previous form wher e acquisition of control through state-centric instruments of sovereignty was paramount. During the formation of the Special Committee on Decolonisation, colonialism had several integral attributes such as violent rule and direct exploitation of the citizenry (Reuveny 295). However, Turner highlights that colonialism has evolved, which makes it harder for this UN committee to identify and tackle it (1194). The complexity of the 21st century colonialism is guised under alternative governance support for sovereign governments, which exemplifies a form of interference in national affairs. A majority of governments after independence recognised the fact that they needed support from their former colonisers or other developed nations to grow their countries. This knowledge was based on that most of the locals were not educated and thus their input on developing complex economic and governance structures was limited. Additionally, a majority of the new leaders understood that the industrialization and development orchestrated by colonial governments was beneficial to their cou ntries, and all they were opposed to was foreign rule. Consequently, after independence, these leaders sought partnerships with former colonial powers to ensure sustenance for established structures. This reliance on foreign nations created a suitable environment for the proliferation of neo-colonialism (Altwaiji 313). On the other hand, some of the new leaders used these relationships as a form of security for their governments, especially to curb any form of rebellion similar to what they had employed to gain independence. Previously, the natives were united against an oppressive colonial master that they blamed for their hardships; however, when a change in regime after independence did not solve such problems, the new government was bound to experience some form of resistance. Colonialism was characterised by the acquisition of resources and wealth from local communities. The assumption during anti-colonial rebellion was that this wealth would revert to initial owners after independence; however, some of the new sovereign leaders felt entitled to these resources because of their contribution in fighting for freedom. Such entitlement and subsequent amassing of wealth by local leaders was done in collaboration with colonial governments, which had previous ownership. The creation of such a relatio nship then meant that former colonisers were actively involved in state affairs, which then gave them power to dictate over events in their former colonies. To understand the complexity of neo-colonialism, one needs to start with the simplistic reasons that initiated previous forms: search for raw materials and expanding markets. A closer analysis of former colonies reveals high trade dependency on their colonisers. Kenya, a former British colony, receives its highest number of tourists from its former coloniser; consequently, before Chinaà ¢Ã¢â€š ¬Ã¢â€ž ¢s entry into Africa, Britain was the largest source of FDI for this East African country. This fact is indicative that former colonial powers are still achieving their initial objectives even after their colonies transitioned to independent states. The severity of such dependency is exemplified in countries such as Kenya where a policy directive by Britain to advise its citizens from visiting the country has significant ramifications on the formerà ¢Ã¢â€š ¬Ã¢â€ž ¢s tourism sector. Additionally, colonial governments established century-long leases and trade agreements with their former colonies, which ensured that the end of their rule was not synonymous with loss of raw materials supply. In an attempt to reduce neo-colonialism, former colonies, especially in Africa are increasing their trade relations with China. However, as Maswana highlights, this new policy only substitutes one colonial master for another, with the intensified trade dependency on China exemplifying a form of colonialism (95). Indeed this move by African countries is considered as an extension of the rebellion they staged to gain independence, only that it is now characterised by termination of trade relationships and not violent activity. Nonetheless, a logical and holistic evaluation of the new paradigm indicates that China may not have stringent governance demands, but it still aims at exercising a form of control over governments it is assisting. A principal issue arising from the discussions above is on the actual possibility of colonialism ever ending. A majority of former colonies are still classified as developing countries, which highlights their need for support from first world nations. However, this form of support usually comes with interests for the helper that then translates to a form of control by a foreign nation, which fits the definition of colonialism. Cheney highlights the possibility of a mutually benefiting relationship between developed countries and developing ones (77). Such a relationship should be based on engaging in activities that develop both nations without any form of one patronizing or exploiting the other. Ideally, such a model is applicable, but the reality of why nations interact makes it rather impossible to sustain such a relationship. For example, former colonisers usually offer military training for armies in their former colonies; this assists governments in developing countries to have a well-equipped and skilled security apparatus. However, such military assistance is often associated with former colonial powers establishing command centres in the region they are offering training. Such centres are used to collect intelligence on local government activities under the guise of gathering information on possible threats to global security. By definition, decolonisation represents an end to colonisation, but in reality, it was merely acceptance of failing governance policies by colonial masters. In Africa, colonialism was marked by an era of à ¢Ã¢â€š ¬Ã‹Å"divide and ruleà ¢Ã¢â€š ¬Ã¢â€ž ¢ paradigms that focused on fostering one tribe as being superior to others. However, this approach became counterproductive when the perceived superior tribes started pushing for a direct role in their own governance. An attempt by colonial governments in countries such as Rwanda to quash such demands by promoting other tribes into positions of power only succeeded in creating civil tension. Additionally, the two World Wars had resulted in an economic weakening of most colonial powers, and thus the need for them to focus on rebuilding their own countries and not colonies. All these factors combined with the growth of a group of learned individuals from colonised communities, necessitated decolonisation. Therefore, colonisation did not end because colonisers were tired of being in power but because of other circumstances; consequently, decolonisation was not a product of the realisation of the need for each country to have its sovereignty. This realisation then invalidates the argument that colonialism ended with decolonisation, and instead creates a perspective that decolonisation transformed colonialism. Social systems, economic structures and governance approaches in most countries are founded on ideologies from their former colonial rulers. Prior to colonisation, a majority of these countries had traditional governments and social systems such as education, which could not be relevant or applicable in the current society. Therefore, the departure of colonialists did not signify a breakaway from the knowledge they had passed to locals in their colonies. Additionally, previous activities such as female circumcision have been proven by science as being harmful and ineffective in regards to their intended solutions. The debate, therefore, is whether such an adoption of colonial systems signifies an extension of colonisersà ¢Ã¢â€š ¬Ã¢â€ž ¢ authority. In some former colonies, the use of Western or European cultural norms is considered as retrogressing to the colonial period. Leaders that believe nationalism is a separation from all that is attributable to colonial masters fuel this perc eption. Such a perception and leadership philosophy, however, is a falsehood. During pre-colonial periods, interactions between local communities resulted in cultural exchanges: in Africa, some of these interactions involved war, whose attribute of violence is similar to that of colonialism. Nonetheless, the locals adopted foreign norms without ever perceiving such an exchange as making them subjects of another community; this is because these exchanges were based on an understanding that each culture needed to constantly evolve to remain beneficial to its people. Therefore, an assertion that adoption of colonial powersà ¢Ã¢â€š ¬Ã¢â€ž ¢ cultural practices is an extension of colonialism is wrong. One of the 21st centuryà ¢Ã¢â€š ¬Ã¢â€ž ¢s phenomena is globalization, which has increased interconnectivity between re...

Bromination of Benzene Synthesis and Purification of...

BROMINATION OF BENZENE SYNTHESIS AND PURIFICATION OF BROMOBENZENE: PROCEDURE DATA TABLE Chemicalnbsp;nbsp;nbsp;nbsp;nbsp;Boiling point Cnbsp;nbsp;nbsp;nbsp;nbsp;Melting Point Cnbsp;nbsp;nbsp;nbsp;nbsp;Density g/mLnbsp;nbsp;nbsp;nbsp;nbsp;Solubility Benzenenbsp;nbsp;nbsp;nbsp;nbsp;80.1nbsp;nbsp;nbsp;nbsp;nbsp;5.5nbsp;nbsp;nbsp;nbsp;nbsp;0.88nbsp;nbsp;nbsp;nbsp;nbsp;Slightly in H2O Toluenenbsp;nbsp;nbsp;nbsp;nbsp;110.6nbsp;nbsp;nbsp;nbsp;nbsp;-93nbsp;nbsp;nbsp;nbsp;nbsp;0.87nbsp;nbsp;nbsp;nbsp;nbsp;Slightly in H2O†¦show more content†¦Synthesis of Bromobenzene: Set up a reflux and place in a cold-water bath. In addition to setting up the reflux apparatus, set up an inverted funnel gas trap. This will collect the hydrogen bromide gas in the water and not in our lungs when the reflux takes place. Pour 2.3 mL of benzene in the round bottom flask of the reflux apparatus. After this, pour the iron (III) bromide (FeBr3) into the same round bottom flask. If there is a vigorous initial reaction, wait until this has almost stopped and then heat the water bath to a temperature of 25-30O C to initiate the reflux. Reflux at this temperature for an hour. After an hour has passed, raise the temperature of the water to 65-70O C, and allow refluxing for about 45 minutes. At this point, the color of the liquid should be dark. At this point, the reaction between the benzene and the bromide molecules should be complete. Purification of Bromobenzene: Transfer this liquid to a separatory funnel, and shake and vent with a 10% aqueous solution of sodium hydroxide. The lower layer should be the bromobenzene layer. Drain this layer out into a beaker. Add water to the liquids in the separatory funnel, and again shake and vent to ensure the absence of bromide. Drain if necessary. After the extraction, the bromobenzene solution needs to be dried. Again, put anhydrous calcium chloride into a beaker with the bromobenzene and shake. Set aside for about 30 minutes. Decant this solution, and filter this

The Theory Of Personality Traits - 1948 Words

The study of personality is very important in the field of psychology because it aims to provide an account for individuality of human beings (Pervin and John, 1999). There are many psychological definitions which attempt to explain personality in terms of characteristics or typical qualities of an individual. Gordon Allport, defined it as â€Å"a dynamic organization, inside the person, of psychophysical systems that create the person’s characteristic patterns of behavior, thoughts and feelings’ (Allport, 1961, p. 11). Throughout the existence of this idea, psychologists have attempted to find ways to assess personality, creating different tests and theories, for example the Big Five Model of personality traits. This model, also known as the Five Factor Model (FFM), included five main personality traits: openness, conscientiousness, extraversion, agreeableness and neuroticism. The FFM was developed by Costa and McCrae (1985; 1989; 1992; 1997), who are argued to be the most distinguished psychologists in the area of personality. One of the main criticisms of this model is that it isn’t universal across all cultures and that it is not the right approach to assessing personality among different cultures of the world. Culture is very important in the area of psychology and there have been many definitions of it throughout the centuries. Edward Burnett Tyler (1871/1996), a British anthropologist, is believed to have offered the first definition of culture in his field of study. HeShow MoreRelatedPersonality Traits And Theories Of Personality1513 Words   |  7 PagesThe term personality has been defined several times in different ways throughout the history of psychology. 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This paper aims to identify a number of significant contributors who have played crucial roles in both the development and applicationRead MoreCharacteristics Theories Of Personality Traits907 Words   |  4 Pages Traits perspectives The Five-Factor model is a condensed representation of different types of personalities. The emerging consensus is that the structure of personality may incorporate five superordinate factors (Carver Scheier, 2012). Traits, in general, have been used to denote consistent patterns of behavior, especially expressive or stylistic behavior (John Robins, 2008). Trait psychologists focus on the variety of traits. On the other hand, motive psychologistRead MoreTrait Theory and Brand Personality Framework1679 Words   |  7 Pagesabout Trait Theory and Brand Personality Framework in personality. Details of the two theories will be explained first, along with some real examples of how firms make use of personality traits to strengthen their brands. The shortcomings of the two existing theories will then be analyzed, and some measures developed by recent researchers will be introduced in order to overcome the weaknesses. I chose this topic because I am interested in psychology and p ersonality traits. Many personality testsRead MoreBig Five Theory Of Personality Traits955 Words   |  4 PagesAmong the many established trait theories, the most widely known and used is the Big Five Theory of Personality Traits. It is a five-factor model composed of the broad personality traits of openness to experience, conscientiousness, extraversion, agreeableness and neuroticism. There are a variety of ways to assess one’s broad dimensions of personality in these five categories. One of which is Psych Central’s personality assessment that consists of fifty questions in which there is a statement ofRead MoreGordon Allport : Personality Psychology And Trait Theory718 Words   |  3 PagesNovember 11, 1897, is considered the founder of â€Å"personality psychology† and â€Å"trait theory†. Allport, just like any other psychologist, had his own definition on what personality is. According to Allport, â€Å" no two psychologists could easily agree on one definition of the term ‘personality’† (Kendall, 2010, p. 282), Allport believed that personality could be characterized in two ways, idiographic and nomothetic; while Freud believed that personality is composed by the Id, Ego and Superego. 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A Study in Cruelty free essay sample

An examination of the treatment of children and the human rights they possess. This paper takes the reader on an exploratory journey through the topic of rights and responsibilities as related to child developmental stages. The paper provides a child profile and examines the development from the standpoint of several theorists. In addition the concept of human rights is discussed as well as the rights of a child specifically. Often times children think they are much more grownup than they actually are. We see them trying to be adults when they are still only children. Our job as adults is to guide them through their childhood and try and get them to wait for certain developmental stages before embarking on the next set of goals and tasks. We try our best and are successful the majority of the time, but what happens when it fails and the child commits an adult act? Do we continue to treat her as a child or do we recognize the fact that she made an adult decisions and stand by her for the outcome?

Transformations in Gone with the Wind Essay Example For Students

Transformations in Gone with the Wind Essay Gone with the Wind is a famous novel which was written by Margaret Mitchell, first published in 1936, and adapted to film with the same name in 1939. Both film and novel received positive appraises from adorers all over the world. It is the story of progress of a girl named Scarlett O’Hara from the spoiled daughter of a well-to-do plantation owner to a commercially successful businesswoman who fought for her familys sake during the Civil War and the days of Reconstruction. The name of the novel â€Å"Gone with the Wind† was one of the most curious things that readers always wrestle with while reading or watching it. We will write a custom essay on Transformations in Gone with the Wind specifically for you for only $16.38 $13.9/page Order now Consequently, what has really gone with the wind? To understand what things have gone with the wind, at first, we need to mention the setting of the novel. The story takes place in Georgia, mostly in Atlanta, during the Civil War of the 1860s. However, important sections also take place in Tara, the plantation home of the O’Hara family. The story begins with the Civil War and expands seven or eight years after the war, a period during which the old south with its elegance, wealth and aristocratic traditions is subjected to a federally plan called Radical Reconstruction. Atlanta is first burned and then reestablished by Yankees who prosper while southerners who stick hopelessly to the old traditions in proud poverty. The setting of any novel normally affects the entire story, and so does â€Å"Gone with the Wind. † During and following the war, there is a shortage of everything, even necessities such as food, water, clothes, and shelter. People have the instinct to survive so they need to do as many things as possible to help themselves. Characters in the story need to adjust to live in the county of destruction. Their lifestyle, tradition, and code of honor need to be replaced by the survival effort. After analyzing effects that setting have, we are going to our first and only question: â€Å"What has gone with the wind? † Actually, the title of the novel was cautiously taken from the poem of Dowson, â€Å"Cynara. † In the poem â€Å"Cynara,† â€Å"gone with the wind† refers to the loss of love. In the novel, Scarlett OHara uses the phrase when she wonders if her home on a plantation called Tara is still standing or if it is gone with the wind which had swept through Georgia. In my opinion, what has gone with the wind is the dream of the Southerners about a prosperous civilization with old traditions that would last forever but now have been swept away by the wind of war. The change in the face of the South firstly expresses through the change of the lifestyle here. There used to be many splendid families which were white and wealthy with large fertility plantations. However, when the war happened, the Yankees used Tara to devastate the plantation, strip it of food, the house of Wilkes was destroyed and the O’Hara house had nothing to eat. The war also steals many lives in Tara, including people to Scarlett. The life always surrounded by parties through all days and nights which never had to bother about the poverty or food had gone for good. The southern residents need to give up all old tradition to work to support themselves and their families. Scarlett must get rid of everything in order to survive – marriage without love to get money, manslaughter not to endanger her family. Another change clearly showed up is the alternatives of class structure. .u6c63662c5e523e0e4fc875109698de31 , .u6c63662c5e523e0e4fc875109698de31 .postImageUrl , .u6c63662c5e523e0e4fc875109698de31 .centered-text-area { min-height: 80px; position: relative; } .u6c63662c5e523e0e4fc875109698de31 , .u6c63662c5e523e0e4fc875109698de31:hover , .u6c63662c5e523e0e4fc875109698de31:visited , .u6c63662c5e523e0e4fc875109698de31:active { border:0!important; } .u6c63662c5e523e0e4fc875109698de31 .clearfix:after { content: ""; display: table; clear: both; } .u6c63662c5e523e0e4fc875109698de31 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c63662c5e523e0e4fc875109698de31:active , .u6c63662c5e523e0e4fc875109698de31:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c63662c5e523e0e4fc875109698de31 .centered-text-area { width: 100%; position: relative ; } .u6c63662c5e523e0e4fc875109698de31 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c63662c5e523e0e4fc875109698de31 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c63662c5e523e0e4fc875109698de31 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c63662c5e523e0e4fc875109698de31:hover .ctaButton { background-color: #34495E!important; } .u6c63662c5e523e0e4fc875109698de31 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c63662c5e523e0e4fc875109698de31 .u6c63662c5e523e0e4fc875109698de31-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c63662c5e523e0e4fc875109698de31:after { content: ""; display: block; clear: both; } READ: O Brother Where Art Thou EssayThe traditional severe class structure of the South is broken by the war. Before the war, the plantation owners are at the top of the social hierarchy, superior to everyone even their overseers and in turn are placed above the slaves. Slaves are of bottom hierarchy. The war, in which plantations are destroyed and slaves freed, weakens this hierarchy. Those who were high are brought low, and those who were low but have some valuable ability have the chance to rise in the new society. The role of men and women in society also have a dramatic alternative. The pre-war South is a place of strict gender division. Certain roles were pointed to men and women, the men take charge of the plantation and the women are taught to attract rich men or be in charge of the household and the welfare of the slaves. The war occurs so that just the strongest and most adaptable can become the ones to make income, and sometimes these are women, not men any longer, such as Scarlett. Though Scarlett is criticized by the Old Atlanta society for her unwomanly behavior in running her own businesses, the war is likely to make a woman break out of her traditional gender role such a thing would have been silly previously. Scarlett begins to talk and work like a man, controls Tara, helps Ashley and his family out, and hires Ashley at her mill, all activities that are traditionally the role of the male. The change in Southerners is also represented in the loss love of Scarlett with Ashley. Because Ashley typically represents the Old South, Scarlett’s loss of Ashley therefore reflects the South’s loss of its aristocratic customs. Rhett, who represents a new future for the South, is a new choice for Scarlett. Scarlett with her desire for more personal freedom than old custom lets her find herself struggling to choose between Ashley Wilkes and Rhett Butler, just as the southern civilization finds itself struggling to choose between its traditional culture and values of land and slave-driven agriculture, and the new northern way of life driven by the industrial economy and individual freedom. Gone with the wind is the film and story about when the American South was swept away by the war. Through the life of Scarlett O’Hara, the whole process of being destroyed and reconstructed of the South was lively recreated in the most amazing way. It’s almost 80 years from the day it was first released but its influence still exists and also grows stronger. Gone with the Wind is definitely the eternal statue in the mind of fans all over the world despite the sand of time. Bibliography: Gone with the wind analysis. (2008, 6 11). Retrieved from shmoop study guides web site: http://www.shmoop.com/gone-with-the-wind/ Gone with the wind in depth. (2006). Retrieved from Novel guide web site: http://www.novelguide.com/gone-with-the-wind Gone with the wind novel. (2015, Marc 31). Retrieved from wikipedia web site: http://en.wikipedia.org/wiki/Gone_with_the_Wind Margaret Mitchell : American Rebel. (2012, Marc 12). Retrieved from Pbs web site: http://www.pbs.org/wnet/americanmasters/episodes/margaret-mitchell-american-rebel/interview-with-margaret-mitchell-from-1936/2011/ Mitchell, M. (1936). In M. Margaret, Gone with the wind (p. 1037). Macmillan Publishers. Ruff, D. K. (2004). Gone with the wind study guide. Retrieved from thebestnotes web site: http://thebestnotes.com/booknotes/Gone_With_The_Wind/Gone_With_The_Wind01.html

Battle of Fallen Timbers - Northwest Indian War

Battle of Fallen Timbers - Northwest Indian War The Battle of Fallen Timbers was fought August 20, 1794 and was the final battle of the Northwest Indian War (1785-1795). As part of the treaty ending the American Revolution, Great Britain ceded to the new United States the lands over the Appalachian Mountains as far west as the Mississippi River. In Ohio, several Native American tribes came together in 1785, to form the Western Confederacy with the goal of dealing jointly with the United States. The following year, they decided that the Ohio River would serve as the border between their lands and the Americans. In the mid-1780s, the Confederacy began a series of raids south of the Ohio into Kentucky to discourage settlement. Conflict on the Frontier To deal with the threat posed by the Confederacy, President George Washington instructed Brigadier General Josiah Harmar to attack into Shawnee and Miami lands with the goal of destroying the village of Kekionga (present-day Fort Wayne, IN). As the US Army had essentially been disbanded after the American Revolution, Harmar marched west with a small force of regulars and approximately 1,100 militia. Fighting two battles in October 1790, Harmar was defeated by Confederacy warriors led by Little Turtle and Blue Jacket. St. Clairs Defeat The following year, another force was dispatched under Major General Arthur St. Clair.  Preparations for the campaign began in early 1791 with the goal of moving north to take the Miami capital of Kekionga. Though Washington advised St. Clair to march during the warmer summer months, incessant supply problems and logistical issues delayed the expeditions departure until October. When St. Clair departed Fort Washington (present-day Cincinnati, OH), he possessed around 2,000 men of which only 600 were regulars. Attacked by Little Turtle, Blue Jacket, and  Buckongahelas on November 4, St. Clairs army was routed. In the battle, his command lost 632 killed/captured and 264 wounded. In addition, almost all of the 200 camp followers, many of whom had fought alongside the soldiers, were killed. Of the 920 soldiers who entered the fight, only 24 emerged uninjured. In the victory, Little Turtles force only sustained 21 killed and 40 wounded. With a casualty rate of 97.4%, the Battle of the Wabash marked the worst defeat in the history of the US Army.   Armies Commanders United States Major General Anthony Wayne3,000 men Western Confederacy Blue JacketBuckongahelasLittle Turtle1,500 men Wayne Prepares In 1792, Washington turned to Major General Anthony Wayne and asked him build a force capable of defeating the Confederacy. An aggressive Pennsylvanian, Wayne had repeatedly distinguished himself during the American Revolution. At the suggestion of Secretary of War Henry Knox, the decision was made recruit and train a legion which would combine light and heavy infantry with artillery and cavalry. This concept was approved by Congress which agreed to augment the small standing army for the duration of the conflict with the Native Americans. Moving quickly, Wayne commenced assembling a new force near Ambridge, PA at a camp dubbed Legionville. 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 consisted of four sub-legions, each commanded by a lieutenant colonel. These contained of two battalions of infantry, a battalion of riflemen/skirmishers, a troop of dragoons, and a battery of artillery. The self-contained structure of the sub-legions meant they could operate effectively on their own.   Moving to Battle In late 1793, Wayne shifted his command down the Ohio to Fort Washington (present-day Cincinnati, OH). From here, units moved north as Wayne built a series of forts to protect his supply lines and the settlers in his rear. As Waynes 3,000 men moved north, Little Turtle became concerned about the Confederacys ability to defeat him. Following an exploratory attack near Fort Recovery in June 1794, Little Turtle began to advocate in favor of negotiating with the US. Rebuffed by the Confederacy, Little Turtle ceded complete command to Blue Jacket. Moving to confront Wayne, Blue Jacket assumed a defensive position along the Maumee River near a copse of fallen trees and close to British-held Fort Miami. It was hoped that the fallen trees would slow the advance of Waynes men. The Americans Strike On August 20, 1794, the lead elements of Waynes command came under fire from Confederacy forces.   Quickly assessing the situation, Wayne deployed the his troops with his infantry led by Brigadier General James Wilkinson on the right and Colonel John Hamtramck on the left.   The Legions cavalry guarded the American right while brigade of mounted Kentuckians protected the other wing.   As the terrain appeared to preclude the effective use of cavalry, Wayne ordered his infantry to mount a bayonet attack to flush the enemy from the fallen trees.   This done, they could be effectively dispatched with musket fire. Advancing, the superior discipline of Waynes troops quickly began to tell and the Confederacy was soon forced out of its position. Starting to break, they began to flee the field when the American cavalry, charging over the fallen trees, joined the fray. Routed, the Confederacys warriors fled towards Fort Miami hoping that the British would provide protection. Arriving there found the gates closed as the forts commander did not wish to start a war with the Americans. As the Confederacys men fled, Wayne ordered his troops to burn all of the villages and crops in the area and then withdrawal to Fort Greenville. Aftermath Impact In the fighting at Fallen Timbers, Waynes Legion lost 33 dead and 100 wounded. Reports conflict regarding the Confederacys casualties, with Wayne claiming 30-40 dead on the field to the British Indian Department stating 19. The victory at Fallen Timbers ultimately led to the signing of the Treaty of Greenville in 1795, which ended the conflict and removed all Confederacy claims to Ohio and the surrounding lands. Among those Confederacy leaders who refused to sign the treaty was Tecumseh, who would renew the conflict ten years later.

Voc wk 7 Essay Example | Topics and Well Written Essays - 1000 words

Voc wk 7 - Essay Example In these cases, the consultant is looked at as an expert. The career coach seems to expand the role of the career counselor by combining several types of consulting processes. Career coaches put themselves in mentoring roles with their clients and they seem to be more business oriented. Some of the things that career coaches do is guide a client towards making better career goals, help them create strategies to make more money and make them more valuable to their boss (Simpson, 2006). In using these models with clients, I would concentrate on helping my clients identify their strengths and weaknesses using career coaching. This would help the client take more control of their own career needs. As a consultant, I would work with groups rather than individuals because it seems that groups and organizations are more conducive to consulting. When comparing the roles of a career counselor in consulting, coaching, and supervision, there are many distinctive similarities and differences. The focus of these three is similar in that they all work with people. With consulting and coaching, the client is more important. In supervision, the focus is on the counselor and their performance. In consulting, the focus is on developing a plan that will help the clients personal functioning. Coaching is more action oriented than the other two and is focused on specific interventions for specific clients. The goals of the three roles are to provide feedback in some way. As a consultant, the role is to "advise and educate" (Simpson, 2006, p. 247) the consultee. In coaching, the coach engages actively with the client to identify their skills, goals, and talents to show them how to maximize their potential. In supervision, the supervisor provides feedback to the counselor to help them improve their skills to better serve their clients (Simpson, 2006). When looking at the examples, both consulting and coaching worked directly with professional clients who wanted to