Battle of Talavera - Napoleonic Wars Battle of Talavera - Peninsular War Battle of Talavera

Battle of Talavera - Conflict: The Battle of Talavera was fought during the Peninsular War which was part of the Napoleonic Wars (1803-1815). Battle of Talavera - Date: The fighting at Talavera occurred on July 27-28, 1809. Armies Commanders: England Spain Sir Arthur WellesleyGeneral Gregorio de la Cuesta20,641 British34,993 Spanish France Joseph BonaparteMarshal Jean-Baptiste JourdanMarshal Claude-Victor Perrin46,138 men Battle of Talavera - Background: On July 2, 1809, British forces under Sir Arthur Wellesley crossed into Spain after defeating the corps of Marshal Nicolas Soult. Advancing east, they sought to unite with Spanish forces under General Gregoria de la Cuesta for an attack on Madrid. In the capital, French forces under King Joseph Bonaparte prepared to meet this threat. Assessing the situation, Joseph and his commanders elected to have Soult, who was then in the north, advance to cut Wellesleys supply lines to Portugal, while the corps of Marshal Claude Victor-Perrin advanced to block the allied thrust. Battle of Talavera - Moving to Battle: Wellesley united with Cuesta on July 20, 1809, and the allied army advanced on Victors position near Talavera. Attacking, Cuestas troops were able to force Victor to retreat. As Victor withdrew, Cuesta elected to pursue the enemy while Wellesley and the British remained at Talavera. After marching 45 miles, Cuesta was compelled to fall back after encountering Josephs main army at Torrijos. Outnumbered, the Spanish rejoined the British at Talavera. On July 27, Wellesley sent forward General Alexander Mackenzies 3rd Division to aid in covering the Spanish retreat. Due to confusion in the British lines, his division suffered 400 casualties when it was attacked by the French advance guard. Arriving at Talavera, the Spanish occupied the town and extended their line north along a stream known as the Portina. The Allied left was held by the British whose line ran along a low ridge and occupied a hill known as the Cerro de Medellin. In the center of the line they built a redoubt which was supported by the General Alexander Campbells 4th Division. Intending to fight a defensive battle, Wellesley was pleased with the terrain. Battle of Talavera - The Armies Clash: Arriving on the battlefield, Victor immediately send forward the division of General Franà §ois Ruffin to seize the Cerro even though night had fallen. Moving through the darkness, they nearly reached the summit before the British were alerted to their presence. In the sharp, confused fight that followed, the British were able to throw back the French attack. That night, Joseph, his chief military advisor Marshal Jean-Baptiste Jourdan, and Victor plotted their strategy for the next day. Though Victor favored launching a massive assault on Wellesleys position, Joseph decided on making limited attacks. At dawn, the French artillery opened fire on the Allied lines. Ordering his men to take cover, Wellesley awaited the French assault. The first attack came against the Cerro as Ruffins division moved forward in columns. Moving up the hill, they were met with heavy musket fire from the British. After enduring this punishment the columns disintegrated as the men broke and ran. With their attack defeated, the French command paused for two hours to assess their situation. Electing to continue the battle, Joseph ordered another assault on the Cerro while also sending forward three divisions against the Allied center. While this attack was ongoing, Ruffin, supported by troops from General Eugene-Casimir Villattes division were to attack the north side of the Cerro and attempt to flank the British position. The first French division to attack was that of Leval which struck the junction between the Spanish and British lines. After making some progress, it was thrown back by intense artillery fire. To the north, Generals Horace Sebastiani and Pierre Lapisse assaulted General John Sherbrookes 1st Division. Waiting for the French to close to 50 yards, the British opened fire in one massive volley staggering the French attack. Charging forward, Sherbrookes men drove back the first French line until being stopped by the second. Hit by heavy French fire, they were forced to retreat. The gap in the British line was quickly filled by part of MacKenzies division and the 48th Foot which was led into place by Wellesley. These forces held the French at bay until Sherbrookes men could be reformed. To the north, Ruffin and Villattes attack never developed as the British moved into blocking positions. They were handed a minor victory when Wellesley ordered his cavalry to charge them. Surging forward, the horsemen were stopped by a hidden ravine that cost them around half their strength. Pressing on, they were easily repulsed by the French. With the attacks defeated, Joseph elected to retire from the field despite requests from his subordinates to renew the battle. Battle of Talavera - Aftermath: The fighting at Talavera cost Wellesley and the Spanish around 6,700 dead and wounded (British casualties: 801 dead, 3,915 wounded, 649 missing), while the French incurred 761 dead, 6,301 wounded and 206 missing. Remaining at Talavera after the battle due to a lack of supplies, Wellesley still hoped that the advance on Madrid could be resumed. On August 1, he learned that Soult was operating in his rear. Believing Soult to only have 15,000 men, Wellesley turned and marched to deal with the French marshal. When he learned that Soult had 30,000 men, Wellesley backed off and began withdrawing towards the Portuguese border. Though the campaign had failed, Wellesley was created Viscount Wellington of Talavera for his success on the battlefield. Selected Sources British Battles: Battle of TalaveraPeninsular War: Battle of TalaveraHistory of War: Battle of Talavera

The Impact Of Organizations Activities On The Environment

An organization, according to the definition is a separate living individual, which can and can be affected by its surrounding environment. The effect of the organizations activities can directly or indirectly affect the environment in many ways. The focus has now been shifted from financial information and now companies put a huge emphasis on their non-financial aspects as well. Changing attitude of the government in major countries of the world, their acknowledgment of this environmental crisis has given many countries to take steps and to put forward regulations against the organizations that are affecting its environment negatively. Leaders are not necessarily managers. A leader is the one who steers the ship of the organization. In a†¦show more content†¦Many organizations are focusing towards corporate greening now, making operation cost effective as every organization is set to achieve one goal that is maximization of shareholders wealth, so it has become important to find a mix between being cost effective and environmental friendly. Many major organizations have started to accept corporate greening as a major priority as it also creates a marketing factor and gives the organization a responsible citizen status in the society. Corporate greening depends to a substantial degree on the commitment and administration of top supervisors who are in a position to execute approaches and rehearse that can enhance ecological execution. The awareness of Environmental leadership has been generally recognized for quite a while in both business and government . The green entrepreneurial pioneer must be a trend-setter who accepts that the business that he or she is heading must hold onto green values as a component of its center character, and that these green qualities can aid the business in picking up preferences in the business sector. Green pioneers must have an uplifting disposition to guide the venture they lead to a dream without bounds that will be better for the nature, for the environment. In like manner, a green venture is not the same as organizations that are not green and, consequently, green pioneers must merge and reinforce their individual values and incorporate these into ecofriendly inside

Pop Art Essay Example Example For Students

Pop Art Essay Example Pop art is a term used to describe popular art, the word popular meaning everyday life. Pop art also varied greatly, from soup cans to comic book art to abstract art. Pop artistis often have satirical or playful intents. This would mean that a pop artist tries to express himself through humorous art. An early pop artist was Andy Warhol, who is known for his drawing of a can of soup.He was American and was born in 1928. He died in 1987. His works can be found at the Whitney museum of American Art and at the Museum of Modern Art. Another American pop artist was Roy Lichenstein. He was born in 1923 and is still living. His work can also be found at the Whitney Museum of modern art and the Museum of Modern Art. Another pop artist was James Rosenquist. He, too, was American. He was born in 1933 and has yet to die. His works may be foundat the Museum of Modern Art and at the Metropolitan Museum of Art. Yet another American pop artist was Larry Rivers. He was born in 1923 and still lives. His work may be found at the Metropolitian Museum of Art. Robert Rauschienburg was also an American pop artist. He was born in 1925, and, like most of the other artists in this essay, still ives. His work may be found at the Whitney Museum of Art and at the Modern Museum of Art. I chose to describe As I Opened Fire, by Roy Lichenstein. It was made in 1964 and is the the third of three panels in a narrative arrangement. As I Opened Fire is magna on a canvas which is 68 X 56. Its composition reminds of a comic book. It shows 2 guns firing of the side of a ship, with letters on the top saying That my ship was below them The color scheme was very interesting. For backround, Lichenstein used grey-blue. For the guns he used white, grey, and black, giving them a three-dimensional look using shadowing. For the fire coming out of the guns he uses white, orange, and red, making use of complementary colors. The mood is aggressive and warlike, in some way indicating that the ship was part of a surprise attack on an enemey.This picture reminds me of comic book art, in both mood and composition. To me, pop art signifies the most recent type of art. Andy Warhol liked to draw and average soup can. I like to draw desks. Pop art is more complex than earlier types of art, if not in composition and color, in mood. It can express many more things than portraits can, and in more interesting ways.

Personality and Leadership Essay Example

Personality and Leadership Essay A Comparing Traits and Skills Theories Impact on Leadership Robert L. Reese Grand Canyon university October 1st, 2014 Introduction In this review (see table 1) two empirical articles were compared, one that reviewed Trait Theory of leadership, and the other that reviewed Skills Theory of leadership. Personality and Leadership: A Qualitative and Quantitative Review, authored by Timothy A. Judge, Joyce E. Bono, Reams lies, and Megan W. Gerhardt conducted quantifiable evaluations of the connection between character traits and Leadership. The rationale of this research study was the existence of unreliable and inadequate results from prior examinations that have, until recently, provided a deficient configuration for categorizing and consolidating qualities. The authors were able to build a strong case based for their approach; by using the five-factor model of personality as a unifying structure to predict relationships between character traits and leadership. Additionally, there were relationships containing several standards were used, because of the apprehension with past personality trait research as to whether comprehensive or precise character traits forecast leadership? The article further investigates the comparative projective power of wide-ranging versus precise measures of these five traits (Timothy A. Judge, 2002). The leadership skills strapless: Leadership skill requirements across organizational levels the authors Troy V. Uniform, Michael A. Champion, Frederick P. Morrison; endeavors to not classify the features of leaders (that has had a varying history of success), but instead focuses attention directly on the job requirements of the leader, as well as the skills it squires, not focusing on the person. We will write a custom essay sample on Personality and Leadership specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Personality and Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Personality and Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A further consideration of the skills required for leadership across an organizations level is examined by Identifying four distinctive classifications of leadership skill requirements that occur across structural levels. According to this article, the requirements for leadership are described as being stratified on one hand, yet a complex of various classifications. As such, skills needed for leadership can be described using a strapless selling the stratification and multifaceted nature of the skills required for leadership and the correlation within The research questions posed by Judge, et. Al (2002) in the research examination of the five-factor model of personality and how this model relates to leadership : 1 What are the associations between personality traits and leadership? 2. ) What is the overall connection among the Big Five character traits and leadership? (the Big Five character traits are defined in this article as: Neurotics, Extroversion, Openness, Agreeableness, Conscientiousness) 3. ) What is the relationship that lower level personality constructs have to leadership? (Timothy A. Judge, 2002) In the research inducted Uniform, et. Al. Several questions were posed in the form of hypotheses: (1) Will the Cognitive, Interpersonal, Business, and Strategic skill categories be empirically distinguishable in relation leadership? (2) How will Leadership skills requirements will vary by skill category such that Cognitive skills will be needed the greatest amount, followed by Interpersonal, Business, and Strategic skills, respectively? (3) Will Cognitive, Interpersonal, Business, and Strategic skill requirements will be positively related to the Jobs level in the organization? How will the skills required in leadership interact within different organizational level? For example: a. Which skill requirements will be more strongly related to organizational level; strategic, cognitive, interpersonal, and/or business skills; b. Will the business skill requirements needed of leaders be more strongly related to organizational level than cognitive or interpersonal skills; and c. Will the interpersonal skill requirements needed for leaders be more strongly related to organizational level than cognitive skills? (Troy V. Uniform, 2007 ). Sample Populations The two articles reviewed used different methods with different characteristics and or qualities, as well as examining two distinctly different theories related to leadership. Judge, et. Al. (2002) samples consisted of 1023 professional employees within international agencies of the United States government. These people were working within five different career fields and encompassed 1 56 different countries.. The organizational positions examined included people that were involved in supervision of the purchasing of goods and services, managing financial endeavors, and negotiating and monitoring contracts. The personnel were selected from different levels within the organization; Juniors with 1-5 years of experience, mid- level with 6-20 years, and seniors with 21+ years (Timothy A. Judge, 2002). In the research conducted by Uniform, et. Al. (2007) an examination 998 plus past studies was conducted. Searches of articles were conducted and this resulted in 1,447 abstracts, 263 Journal articles and 77 dissertations. Of these articles used sixty studies were examined with 73 independent samples in all, which contained 222 associations that were categorized into one or more of the traits. In addition the article, examined 20 studies relating self-esteem or locus of control, together with two of the 60 five-factor model studies. However when research on leadership (before 1950) failed to report the information necessary to obtain a linkage, these were excluded by the current research. Also, the articles omitted studies that defined leadership related to salary level, career success, or the person most liked by peers exclusively. Studies that were included in the examination, were studies defined as representing leader development or leadership effectiveness based on the authors Within the research study Personality and Leadership: A Qualitative and Quantitative Review (2002) Judge et. Al the following results were determined. First, Extroversion showed the most closely related correlation to leadership, then Conscientiousness and then Neurotics. Also, Openness to Experience showed a correlation with leadership but was the weakest correlation of the areas researched. This indicated confidence that the relationship of four of the Big Five traits were distinctive when examined across situations. Finally, Agreeableness presented a moderately weak connection with leadership. However, four characteristics displayed reasonably strong associations with leadership?sociability, dominance, achievement and dependability. Two personality traits, Extroversion and Openness, were significantly predictive of leadership across the criteria studied. Results in the Judge et. Al. (2002) study offers strong evidence in favor of the personality trait method and suggests that research on the characteristics of leadership has evolved (Timothy A. Judge, 2002). In the Uniform, et. Al. Search study of the leadership skill requirements across organizational levels, the results supported the four-factor model of dervish skill requirements and the question presents in Hypothesis number one. Cognitive skills were higher than Business skills although they both showed movement in the predicted directions and were not statistically noteworthy. Thus according to this study, hypothesis two was somewhat supported. Hypothesis three, through the research received full support, because leadership skill requirements increased with organizational level on which the leader was. Results indicated that the relationship between the skill requirements of leadership and organizational bevel was stronger for strategic skills than for interpersonal and cognitive skill requirements, and this provides partial support for hypothesis four (a). Hypothesis four (b) was fully supported within the research by the relationship demonstrated between skill level and organizational level being stronger for business skill requirements than for interpersonal and cognitive skill requirements. Finally, hypothesis four (c) was also completely supported, because the difference between the leadership skill requirements-to-organizational level correlation; was significant for interpersonal and cognitive skill requirements. Finally, Uniform, et. Al. Proposed a hypothetically rich leadership skills order, and tested this hierarchy in a sample of over 1000 lower, middle, and upper level leaders, these results provided support for the model and its key hypotheses (Troy V. Uniform, 2007 Conclusion Within their research study Personality and Leadership: A Qualitative and Quantitative Review (2002) Judge et. L. Searches were conducted for studies on personality traits-to-leadership relationship in two phases; (1) entering the keywords personality and leadership along with each of the Big Five traits in a database, (2) urinals were manually searched that were thought to be particularly relevant, then (3) the database was searched using leadership and 48 other traits such as; self- esteem, locus of control, modesty, and self-control that were known to have been studied as directly related to leadership (Bass, 1990) (Timothy A. Judge, 2002). The article, The leadership skills strapless: Leadership skill requirements across organizational levels by Uniform et. Al. (2007), examines previous conceptualizations of leadership skill requirements and suggests that this can be understood in terms of and (4) Strategic skills (Troy V. Uniform, 2007 The research study of Personality and Leadership: A Qualitative and Quantitative Review (2002) Judge et. Al. Discusses the following limitations. In the review and subsequent research it was found to be important to determine which traits are relevant, as well as why. Within this study these process oriented issues could not be addressed. According to the authors there are many situational reasons that may impact the validity of personality characteristics in actually predicting leadership. A drawback of the meta-analysis within the study was that there may be representative effects on the lower order rats. Specifically, personality traits within a particular Big Five dimension may be differentially connected to leadership across the settings. Judge, et. Al. (2002) point out using the example, that dominance may display greater association with leadership in student settings than in military or government settings (Timothy A. Judge, 2002). In Uniform, et. Al. Research study of the leadership skill necessities across structural levels, limitations were examined by looking toward what would be appropriate for future research. According to the authors future research will have to cake advantage of the conceptual and concrete findings and further experiment with the model in throughout other organizations. Furthermore, future research must refine management development, placement, and selection systems in within different organizations. Finally, other researchers should explore the degree to which these results can be replicated when other information is taken into consideration and determine the impact leadership skill requirements (Troy V. Uniform, 2007 ). References Bass, B. M. (1990). Bass and Goodwills handbook of leadership. New York: Free Press. Timothy A. Judge, J. E. (2002). Personality and Leadership: A Qualitative and Quantitative Review. Journal of Applied Psychology, 765-780. Troy V. Uniform, M. A. (2007 ). The leadership skills strapless: Leadership skill requirements across organizational levels. The Leadership Quarterly, 154-166. Appendix Comparison Matrix Article 1 Article 2 Title/Author(s) Personality and Leadership: A Qualitative and Quantitative Review Authors: Timothy A. Judge, Joyce E. Bono, Reams Lies, and Megan W. Gerhardt The leadership skills strapless: Leadership skill requirements across organizational levels Authors: Troy V. Uniform, Michael A. Champion, Frederick P. Morrison http://library. GU. Deed:2048/login? URL=http://search. Boycotts. Com. Library. GU. Deed: 2048/gin. Asps? Direct=truedb=bthAN=12130448site=eds-livescope=site http:// library. Cue. Deed:2048/login? URL=http://search. Boycotts. Com. Library. GU. Deed:2048/ login. Asps? Direct=truedb=bthAN=24385837site=eds-livescope=site Purpose of the Study What is the authors rationale for selecting this topic? Does he build a strong case? The purpose of this article was to provide a quantitative review of the relationship teen personality and Leadership. The rationale for this study is; the inconsistent and disappointing results from previous reviews are that, until recently, we have lacked a taxonomic structure for classifying and organizing traits. I believe the authors build a strong case based on their approach; they use the five-factor model of personality as an organizing framework to estimate relations between personality and leadership. Furthermore, we estimate relations involving multiple criteria, also because there is much concern in personality research about whether broad or specific personality traits best redirect criteria (Block, 1995; Hough, 1992), they investigate the relative predictive power of broad versus specific measures of The Big Five traits. Focus is shifted from the person holding the Job (I. E. , the leader) to the Job itself. Thus, instead of attempting to identify the characteristics of leaders (which has had a checkered history of success), the focus is squarely on the Job of the leader, and the skills it requires. We seek to further our understanding of leadership skill requirements across organizational levels by identifying four distinct categories of leadership skill acquirement that emerge differentially across organizational levels. Leadership skill requirements are often described as being stratified by organizational level and a complex of multiple categories. As such, leadership skill requirements across organizational levels can be usefully described using a strapless. The term strapless captures the stratified and complex nature of the leadership skill requirements and their relationship with level in the organization. Research Question(s) What question(s) does the author present? They present these as possible questions but not directly as questions: What is the engages between personality and Leadership? What is the overall relationship between the Big Five traits and leadership? Relationship of lower order personality constructs to leadership? Hypotheses: (1) The Cognitive, Interpersonal, Business, and Strategic skill categories will be empirically distinguishable. (2) Leadership skill requirements will vary by skill category such that Business, and Strategic skills, respectively. (3) Cognitive, Interpersonal, Business, and Strategic skill requirements will be positively related to the Jobs level in the organization. 4) Leadership skill requirements will interact with organizational level such that: a. Strategic skill requirements will be more strongly related to organizational level than Cognitive, Interpersonal, and Business skill requirements; b. Business skill requirements will be more strongly related to organizational level than Cognitive or Interpersonal skill requirements; and c. Interpersonal skill requirements will be more strongly related to organizational level than Cognitive skill requirements. Literature Review How is this organized? What are the main themes found in the review? Who are the main authors used? They conducted searches for studies on the personality- leadership relationship in two stages; (1) first entering the keywords personality and leadership and each of the Big Five traits and leadership in the Psychology database, (2) manually searched Journals thought to be particularly relevant, (3) searched the database using leadership and 48 additional traits (e. G. , self-esteem, locus of control, modesty, and self-control) known to have been studied in relationship to leadership (Bass, 1990). Previous conceptualizations of leadership skill requirements (Connelly et al. , 2000; Kananga Miser, 1992; Katz Kahn, 1978; Luau, Newman, Broadening, 1980; Mahoney, Jeered, Carroll, 1965; Integers, 1973; Uniform, Marks, Connelly, Carrot, Ritter-Palmtop, 2000; Carrot, 2001) suggest they can be understood in terms of four general categories: (1) Cognitive skills, (2) Interpersonal skills, (3) Business skills, and (4) Strategic skills. Table 1 summarizes how past research into leadership skill requirements are related to these four categories. Sample Population(s) What group(s) is/are being studied? 998 studies; (2) This search resulted in 1,447 abstracts, (3) the remaining 263 Journal articles and 77 doctoral dissertations, Sixty studies (73 independent samples in all), containing 222 correlations that were classified into one or more of the five-factor traits, met these criteria. Additionally, 20 studies involving self-esteem or locus of control was coded, including two of the 60 five-factor model studies noted above. Early studies on leadership (pre-1950) failed to report the data necessary to obtain a career success, or the person most liked by peers. We also excluded self-reports of leadership. In terms of the criterion, studies were coded as representing leader emergence or leadership effectiveness based on our a priori definitions. The sample consisted of 1023 professional employees working in an international agency of the U. S. Government. These employees were generalists working in five different career specialties in 156 different countries, including the United States. Administrative positions involved overseeing procurement of goods and services, managing financial operations, and negotiating and monitoring contracts with various external groups. The employees were sampled from three levels in the organization that will be offered to as Junior (1-5 years experience), mid-level (6-20 years), and senior (21+ years). Limitations What are the limitations of the study? Why can it only encompass so much? They have a relatively poor idea of not only which traits are relevant, but why. The study could not address these process oriented Issues. There are many situational factors that may moderate the validity of personality in predicting leadership. A limitation of the meta-analysis is that there may be nested representative effects involving the lower order traits. Specifically, traits within a Big Five dimension may be differentially associated with leadership across the study settings. For example, dominance may display greater associations with leadership in student settings than in military or government settings. Future research will take advantage of the conceptual and practical findings and further test the model in other organizations, as well as refine management development, placement, and selection systems in organizations. Future research should explore the extent to which the results replicate when other sources of information are drawn upon to determine the leadership skill Results/ Conclusions What did the author find through the study? Was the original question answered? Correlate of leadership. Conscientiousness and then Neurotics and Openness to Experience displayed the next strongest correlations with leadership. Indicating that we can be confident that the relationship of four of the Big Five traits to leadership is distinguishable from zero across situations. Finally, Agreeableness showed a relatively weak correlation with leadership. Four traits displayed moderately strong correlations with leadership?sociability, dominance, achievement and dependability. Two traits, Extroversion and Openness, were significantly predictive of leadership across the criteria. Results in this study provide strong evidence in favor of the trait approach and suggest that we have come a long way since J. A. Murphy (1941) remarked, Leadership does not reside in the person (p. 674), and Jenkins (1947) concluded, No single trait or group of characteristics has been isolated which sets off the leader from members of his group (up. 74-75). This provides support for the four-factor model of leadership skill requirements and Hypothesis 1 . Cognitive was higher than Business. Other mean differences, although in the predicted direction, were not statistically significant. Thus, Hypothesis 2 was partially supported. Hypothesis 3 received full support. This relationship is illustrated in Fig. 2, which shows that leadership skill requirements increase with organizational level? Results indicate that the relationship between leadership skill requirements and organizational level is stronger for Strategic skill requirements than for Interpersonal and Cognitive skill requirements, providing partial support for Hypothesis AAA. Hypothesis b was fully supported in that the relationship between skill level and organizational level was stronger for Business skill requirements than for Interpersonal and Cognitive skill requirements. Finally, Hypothesis c was also fully supported, as the difference between the leadership skill-organizational level correlation for Interpersonal and Cognitive skill requirements was significant. The paper has proposed a theoretically rich leadership skills hierarchy, and tested that hierarchy in a sample of over 1000 lower, mid, and upper level leaders. Results provide support for the model and its key hypotheses.