You are working in the Emergency Room on the 7:00 am-7:00 pm shift. Upon arrival, a 27-year-old African-American male walked up to you holding his chest, and states: “I can’t breathe, help me”.  

You are working in the Emergency Room on the 7:00 am-7:00 pm shift. Upon arrival, a 27-year-old African-American male walked up to you holding his chest, and states: “I can’t breathe, help me”.  His diaphoretic, skin is warm and moist. Respiratory rate is 28 even and slightly labored, heart rate 112 even and regular. Blood pressure is 134/86. Lung sounds have bilateral wheezes.  His last meal was breakfast 30 minutes ago at McDonald’s

  1. Based on his presenting signs, what other questions would you elicit?
  2. How would you demonstrate knowledge of cultural sensitivity/humility in approach to this patient?
  3. What would you assess?
  4. What could be the problem?

How the registered nurse serves the community at the primary, secondary and tertiary levels of prevention related to your topic.

Criteria for Assignment:

You are scheduled to present at a Health Care Conference. You are Registered Nurse in the community; presenting on the topic for which you have been assigned. You will choose a local organization that supports your assigned topic. Registered Nurses must be involved in the organization. The community has invited you to participate in a Health Fair/Presentation designed to enhance community knowledge about various health issues in the neighborhood. You are encouraged to make a PowerPoint presentation, but you can use whatever presentation software you choose to share with the participants. You will be introduced and present on your topic and organization for 10-15 minutes. After your presentation, questions will be taken from the participants and faculty in the role of Health Care Conference organizers.

 

Preparation: Title of Assignment: Oral Presentation-Health Care Conference (HCC)

Due Date:

 

 

 

A. Role of Professional Nurse: TOPIC: SUICIDE PREVENTION

 

Create a PowerPoint (alternative presentation software also permitted) including the following information:

· How the registered nurse serves the community at the primary, secondary and tertiary levels of prevention related to your topic.

· Brief description of the organization and how health promotion initiatives served by this organization are organized and financed (Example: How are the health promotion initiatives decided upon and where does the financing come from?).

 

· Identify quality improvement methods the organization uses and identify the purpose of these.

· Include any significant facts LIKE VISION,MISSION STATEMENT related to the topic and/or organization that may entice the learner’s interest.

· Site your references using APA formatting, including in-text citations and include full reference at the end of your presentation.

(You will be evaluated as a Presenter, and points will be earned, per the attached rubric)

PLEASE FOLLOW THIS RUBRIC AND ALSO PUT REFERENCES IN ORDER,GRAPHIS ARE VERY GOOD VISUAL EXPRESSION,SHORT VIDEOLIKE ONE MIN OF DEMO IS GOOD TOO IF YOU CAN FIND A SHORT ONE WITH A LINK

 

-LIMIT REFERENCES TO ONLY 5

 

 

 

 

Oral Presentation-HCC Rubric

 

  Exemplary Proficient Developing Unacceptable Comments Points
CONTENT 10 9.5 9 8.5 8 7 6 5 4 3 2 1 0    
Accuracy and Depth of Content

 

 

(Pertains to both Oral Presentation and information presented on PowerPoint)

Information presented is consistently accurate and current. Analysis, application, and synthesis of content is effective and relates to nursing practice. Presentation covers all required components clear and complete. Information presented is accurate. Analysis and application is demonstrated and offers depth to the presentation. Required components addressed, lacks detail/clarity. Gaps in knowledge in some of the information presented. Majority of the required components addressed, but not fully. Minimal content depth. Accuracy of information is questionable. Presentation does not address all of the required components.    
  5 4.5 4 3 2 1 0    
Use of Resources (Required minimum, 3)

 

 

(Integration of resources means that it is clear where resources are integrated in the written material with in-text citations and presenter references resources verbally within presentation.)

 

 

More than the required number of credible and current resources are used and deeply integrated into the presentation to support the content of the presentation.

 

Required number of resources are used and cited to support the content of the presentation. Required resources integrated to demonstrate a connection between the source and the content. Required resources not used; lack of resources used to support the content. Does not meet presentation requirements.    
  3 2.5 2 1 0    
APA/Mechanics

 

(Pertains to information presented on PowerPoint)

Presentation has rare mechanical, grammatical, and APA errors. Presentation has occasional mechanical, grammatical, and APA errors. Additional editing would have been helpful. Presentation needs improvement and attention to improve mechanical, grammatical, and/or APA format. Presentation has significant mechanical, grammatical, and/or APA errors; risk for illegibility or plagiarism.  

 

 

 

 

 

 

 

 

 
PRESENTATION            
  5 4.5 4 3 2 1 0    
Style

 

(Pertains to Oral Presentation)

 

 

Presentation is well planned and paced to enhance the audience’s understanding. Presenter is comfortable, audible, and engages the audience. Presentation appropriate. Delivery of content understandable and audible. Minimally reads from notes. Maintains the attention of the audience. Presentation pacing occasionally too slow or too fast. Presenter appears occasionally uncomfortable and reads from notes. Difficulty hearing the presenter. Presentation pacing difficult to follow. Lack of planning evident. Presenter appears uncomfortable. Audience disengaged.    
  5 4.5 4 3 2 1 0    
Organization

 

 

(Pertains to Oral Presentation)

Audience able to follow. Presentation is clear, logical, and organized. Complete introduction, development, and conclusion of ideas. Clear and organized. Minimal areas lack development or transition between ideas. Minimal organization. Lack of transition between ideas. Audience follows presentation only with effort. Ideas do not flow. Presentation disorganized overall.    
  4 3.5 3 2 1 0    
Professional Appearance

 

(Pertains to Oral Presentations)

 

Appearance is professional and appropriate. Represents self as a professional.

 

 

 

Appearance is appropriate for the occasion. Maintains professionalism throughout presentation. Appearance is acceptable.

Further attention needed to enhance professional representation.

Appearance is inappropriate.

Further attention needed to enhance professional representation.

   
  5 4.5 4 3 2 1 0    
Use of Communication/ Visual Aids Variety of aids used to enhance the presentation; creative selection of aids to deepen the audience’s understanding. Communication/visual aids professional and applicable to the topic. 1-2 aids used in the presentation to enhance the presentation and audience’s understanding. Aids used but did not stand out or enhance the delivery of the presentation. Aids used inappropriately. Font too small or too much information included. Unimportant information highlighted.    
  3 2.5 2 1 0    
Delivery (Language/ Grammar)

 

 

(Pertains to Oral Presentation)

Sentences are complete with grammatical flow. Verbal interactions appropriate and unbiased. Words are chosen for precise meaning and clarity. Consistently clarifies, restates, and responds to questions. Summarizes when needed. Sentences are complete and grammatically flow. Responsive to audience comments and questions. Distracts audience with some grammatical errors and/or use of slang. Missed opportunities for interaction with the audience. Lacks professionalism; inappropriate responses to audience questions.    

 

Total points________ /40

Competencies Addressed: Met Unmet

· #2A: Reflect on personal and professional actions that demonstrate leadership potential    
· #2F: Recognize the purpose of quality improvement methods

If the United States withdrew its troops from the Middle East tomorrow, would the terrorist threat end. Why or why not?

Week 8 Discussion: America and Terrorism in the 21st Century

Required Resources Read/review the following resources for this activity:

· Textbook: Chapter 32

· Lesson

· Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions Consider a few terrorist activities since the 1980s until today. Here is a starting point:

· 1983: United States Embassy in Beirut and Kuwait is bombed

· 1988: Osama bin Laden re-organizes Al Qaeda in Pakistan to carry out attacks

· 1993: World Trade Center Bombing (first time)

· 1995: Oklahoma City Bombing

· 1998: United Stated Embassy bombings Nairobi and Sar Es Salaam

· 2001: 9/11 Bombing of the World Trade Centers

· 2001: Bio Terrorism begins (anthrax letters and Bill Gates’s warnings on bio terrorism)

· 2013: Boston Marathon Bombings

· 2018: Pittsburgh Synagogue Shooting

Then, address three (3) of the following and craft a response, as a whole, for your selections:

· Explain if you think that global terrorism can be stopped.

· Analyze the responsibility of the United States today to be the world’s “policeman.”

· Assess if peace and stability in the Middle East are vital to U.S. economy and national security.

· If the United States withdrew its troops from the Middle East tomorrow, would the terrorist threat end. Why or why not?

· Assess if the use of military force is the only way to prevent terrorism. Are there other possible alternatives? Which strategy is best and why?

How will living in the AFRICAN BLACK DIASPORA LIVING-LEARNING COMMUNITY at UC san Diego benefit your academic and personal growth

1. How will living in the AFRICAN BLACK DIASPORA LIVING-LEARNING COMMUNITY at UC san Diego benefit your academic and personal growth

2. Please list 3 ways in which you would use your interests and past experiences to define your role and contributions as an engaged resident of the AFRICAN BLACK DIASPORA LIVING-LEARNING COMMUNITY at UC San Diego

3. Please provide the characteristics and qualities you would use to describe an ally in AFRICAN BLACK DIASPORA LIVING-LEARNING COMMUNITY at UC San Diego 

4. Given the Principles of Community, what does an inclusive community mean to you? How do you demonstrate the value and respect in community with others?

After reading about Cato and Benjamin Banneker, what are your thoughts on what Thomas Jefferson said in his letter?

I need a write-up of at least 350 words on ”Writing and Approving the Constitution.”

Your postings are your reactions and educated opinions, NOT merely a retelling of the historical event.

1) Read the three YAWP readings – links provided below.

http://www.americanyawp.com/reader.html

https://www.loc.gov/exhibits/jefferson/79.html

http://www.americanyawp.com/reader.html

2) Read Thomas Jefferson’s response letter to Benjamin Banneker, link provided.

3) Read the “Meaning of Race” on pages 171 – 174 of the US History online text.

4) Within the Constitution, which can be found toward the back of your textbook, Read Article I, Section 2, Clause 3; Article I, Section 9Clause 1; and Article IV, Section 2, Clause 3.

Of the first 18 presidents of the U.S., 12 either owned slaves or came from slave owning families. Supreme Court Justices owned slaves. Congressmen, governors, and other local and military leaders owned slaves.

By 1787, the year the Constitution was written, the United States had been using slave labor to build the economy for 168 years.

Using the instructions above, the provided learning materials, and your own research:

1) Create a conversation starter about these learnings.

2) If we study history so that we don’t repeat the mistakes of the past, what do we need to learn and know from this time period?

3) Pose 3 questions from your learning to your fellow students to create further discussions.

After reading about Cato and Benjamin Banneker, what are your thoughts on what Thomas Jefferson said in his letter?

Does the Constitution protect slavery and the right to own slaves? Explain.

What are the connections between slavery, the 3/5 Compromise, determination of representation in the House of Representatives, and the Electoral College?

Lincoln believed that southern Unionists could become the nucleus of new, loyal state governments in the South. However, this is the only one of many proposed initiatives of his:

Please provide a short to medium answer for this questions:

1 – The Bureau of Refugees, Freedmen and Abandoned Lands authorized by congress in March 1865. This organization’s purpose was to:

2 – Lincoln believed that southern Unionists could become the nucleus of new, loyal state governments in the South. However, this is the only one of many proposed initiatives of his:

3 – Chinese railroad workers rebelled against the terrible conditions and went on strike to demand:

4 – Laws of incorporation passed in many states in the 1830’s and 1840’s, business organizations could raise money by:

5 – “Tongs” were a Chinese secret society involved in:

6 – Social Darwinism (survival of the fittest) argued that:

What do you think? Do you agree with the U.S. Supreme Court? Why or why not? Do you think that abortion should be legal with no restrictions, legal with some restrictions, or illegal (with no exceptions)?

Roe v Wade

Question

What do you think? Do you agree with the U.S. Supreme Court? Why or why not? Do you think that abortion should be legal with no restrictions, legal with some restrictions, or illegal (with no exceptions)? How will this Court decision be seen around the world? I would love to get your opinion on this momentous Supreme Court decision. Or, if this issue is not important to you and you would rather discuss something else, what is it? 🙂

Decision

The Supreme Court overturned Roe v. Wade on Friday, holding that there is no longer a federal constitutional right to an abortion.

The opinion is the most consequential Supreme Court decision in decades and will transform the landscape of women’s reproductive health in America.

Going forward, abortion rights will be determined by states, unless Congress acts.  Already, nearly half of the states have or will pass laws that ban abortion while others have enacted strict measures regulating the procedure.

“Roe was egregiously wrong from the start,” Justice Samuel Alito wrote in his majority opinion. “Its reasoning was exceptionally weak, and the decision has had damaging consequences. And far from bringing about a national settlement of the abortion issue, Roe and Casey have enflamed debate and deepened division.”

The vote was 5-3-1. In a joint dissenting opinion, Justices Stephen Breyer, Sonia Sotomayor and Elena Kagan heavily criticized the majority, closing: “With sorrow — for this Court, but more, for the many millions of American women who have today lost a fundamental constitutional protection — we dissent.”

KFF Poll: Majority of Americans Say Recent State Abortion Regulations Are Intended to Reduce Access | KFF

 

The opinion represents the culmination of a decades-long effort on the part of critics of abortion seeking to return more power to the states.  It was made possible by a solid six-member conservative majority — including three of Donald Trump’s nominees.

At least 21 states have laws or constitutional amendments already in place that would make them certain to attempt to ban abortion as quickly as possible, according to the Guttmacher Institute, which favors abortion rights. And an additional four states are likely to ban abortions as soon as possible without federal protections.

Chief Justice John Roberts did not join the majority, writing in a concurring opinion that he would not have overturned Roe but instead would have only uphold Mississippi’s law banning abortions after 15 weeks.

Biden: Ruling casts a ‘dark shadow’

President Joe Biden said Friday “the health and life of women in this nation are now at risk” after the Supreme Court overturned Roe v. Wade and eliminated the constitutional right to an abortion.

“It’s a sad day for the court and for the country,” Biden said, speaking from the White House, calling for Congress to codify the right to an abortion — something that’s unlikely given the split balance of power in the Senate.

“It was three justices named by one president, Donald Trump, who were the core of today’s decision to upend the scales of justice and eliminate a fundamental right for women in this country. Make no mistake, this decision is a culmination of a deliberate effort over decades to upset the balance of our law,” Biden said.

“It’s a realization of an extreme ideology and a tragic error of the Supreme Court in my view,” he added.

“The court has done what it’s never done before, expressly take away a constitutional right that is so fundamental to so many Americans that had already been recognized. The court’s decision to do so will have real and immediate consequences,” he said.

House Speaker Nancy Pelosi called the ruling “such an insult, a slap in the face to women.”

“There’s no point in saying good morning, because it certainly is not one,” she said. “This morning the radical Supreme Court is eviscerating women’s rights and endangering their health and safety.”

“Today the Republican-controlled courts achieve their dark, extreme goal of repealing a woman’s right to make their own health decisions.”

Former President Barack Obama criticized the decision, saying the high court not only reversed nearly 50 years of precedent but it “relegated the most intensely personal decision someone can make to the whims of politicians and ideologues — attacking the essential freedoms of millions of Americans.”

Former Vice President Mike Pence praised the ruling, saying the high court has given the “American people a new beginning for life” and commended the justices in the majority “having the courage of their convictions.”

“Now that Roe v. Wade has been consigned to the ash heap of history, a new arena in the cause of life has emerged, and it is incumbent on all who cherish the sanctity of life to resolve that we will take the defense of the unborn and the support for women in crisis pregnancy centers to every state in America,” Pence added.

Sen. Susan Collins, the Maine Republican who voted to confirm Justices Brett Kavanaugh and Neil Gorsuch, said she objected to the decision.

“This decision is inconsistent with what Justices Gorsuch and Kavanaugh said in their testimony and their meetings with me, where they both were insistent on the importance of supporting long-standing precedents that the country has relied upon.

Both sides predicted the fight over abortion would continue, in state capitals, in Washington and at the ballot box. Justice Clarence Thomas, part of Friday’s majority, urged colleagues to overturn other high court rulings protecting same-sex marriage, gay sex and the use of contraceptives.

 

Pregnant women considering an abortion already were dealing with a near-complete ban in Oklahoma and a prohibition after roughly six weeks in Texas. Clinics in at least two other states, Wisconsin and West Virginia, stopped performing abortions after Friday’s decision.

 

Klaus F. Zimmermann on Twitter: “#RoeVWade: #USSupremeCourt may overturn abortion rights. “Confidential and legal access to #abortion and #contraception in the #UnitedStates, 1960-2020.” Background paper forthcoming Journal of Population Economics …

The Impact of Assassination of Martin Luther King Jr. on the African American Community and the Civil Rights Movement

Name: Raekwan Baker

Topic: The Impact of Assassination of Martin Luther King Jr. on the African American Community and the Civil Rights Movement

Research Questions:

1. How did the Civil Rights Movement continue to fight for equality after Martin Luther King Jr. was assassinated?

2. How was the African American community affected by the assassination?

3. Why was Martin Luther King Jr contribution to the Civil Rights movement a significant part of his death?

Thesis Statement: Martin Luther King strong presence in the Civil Rights Movement was a motivating factor in his assassination due to the influence he had over African Americans fighting for equality. The African American community looked up to Martin Luther King Jr. and after his assassination they were enraged and scared.

Sources:

1. Proper citation according to MLA, APA, or Chicago Manual of Style format:

One paragraph summary including one weakness and one strength

2. Proper citation according to MLA, APA, or Chicago Manual of Style format:

One paragraph summary including one weakness and one strength

3. Proper citation according to MLA, APA, or Chicago Manual of Style format:

One paragraph summary including one weakness and one strength.

Asian Lesbians in San Francisco: Struggles to Create a Safe Space, 1970-1980s

Read Asian Lesbians in San Francisco: Struggles to Create a Safe Space, 1970-
1980s 

Your post should include:

  1. Title of Article and Author of Asian Lesbians in San Francisco: Struggles to Create a Safe Space, 1970-1980s
  2. Summary of article selected: a paragraph with citations
  3. Reflection of the reading: a paragraph
    • A reflection can include your own personal experience that’s related to the readings, a connection to the reading that you found in a news or academic article, movie, YouTube video, etc.
    • You can also include your thoughts, views, or opinion about the chapter reading you selected.
    • If you’re having trouble, you can answer the following questions:
      • What did you find interesting about the reading?
      • What would you have done in their situation?
      • How would the issues in the chapter be in today’s political climate?
      • Where does issue the issues stand today?
      • What policies or suggestions do you have to improve the issues?

A major conflict of the 19th century, the Crimean War claimed at least 750,000 lives, more than even the American Civil War, and had a profound impact on such renowned personalities as British nurse Florence Nightingale and Russian author Leo Tolstoy.

Page 1 of 5

 

NCO LEADERSHIP CENTER of EXCELLENCE

Master Leader Course (MLC)

 

The Charge of the Light Brigade

By Alfred, Lord Tennyson

 

I

Half a league, half a league,

Half a league onward,

All in the valley of Death

Rode the six hundred.

“Forward, the Light Brigade!

Charge for the guns!” he said.

Into the valley of Death

Rode the six hundred.

 

II

“Forward, the Light Brigade!”

Was there a man dismayed?

Not though the soldier knew

Someone had blundered.

Theirs not to make reply,

Theirs not to reason why,

Theirs but to do and die.

Into the valley of Death

Rode the six hundred.

 

III

Cannon to right of them,

Cannon to left of them,

Cannon in front of them

Volleyed and thundered;

Stormed at with shot and shell,

Boldly they rode and well,

Into the jaws of Death,

Into the mouth of hell

Rode the six hundred.

 

IV

Flashed all their sabres bare,

Flashed as they turned in air

Sabring the gunners there,

Charging an army, while

All the world wondered.

Plunged in the battery-smoke

Right through the line they broke;

Cossack and Russian

Reeled from the sabre stroke

 

 

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Shattered and sundered.

Then they rode back, but not

Not the six hundred.

 

V

Cannon to right of them,

Cannon to left of them,

Cannon behind them

Volleyed and thundered;

Stormed at with shot and shell,

While horse and hero fell.

They that had fought so well

Came through the jaws of Death,

Back from the mouth of hell,

All that was left of them,

Left of six hundred.

 

VI

When can their glory fade?

O the wild charge they made!

All the world wondered.

Honour the charge they made!

Honour the Light Brigade,

Noble six hundred!

 

 

 

 

 

 

 

 

 

 

The Charge of the Light Brigade by Alfred, Lord Tennyson

Poetry Foundation

https://www.poetryfoundation.org/poems/45319/the-charge-of-the-light-brigade

 

The Charge of the Light Brigade

 

A major conflict of the 19th century, the Crimean War claimed at least 750,000 lives, more than

even the American Civil War, and had a profound impact on such renowned personalities as

British nurse Florence Nightingale and Russian author Leo Tolstoy. It got its start in and around

Jerusalem, then part of the Ottoman Empire, where Orthodox Christian and Catholic monks had

been engaging in fierce, sometimes deadly brawls for years over who would control various holy

sites. Following one such violent squabble in 1852, Czar Nicholas I of Russia, a self-proclaimed

defender of Orthodox Christianity, demanded the right to exercise protection over the Ottoman

Empire’s millions of Christian subjects. Upon being rejected, he then sent his army, the largest

 

 

Page 3 of 5

 

in the world, to occupy two Ottoman principalities in present-day Romania. The czar also

purportedly had his eyes on Constantinople, the Ottoman capital, which if taken would give his

navy unfettered access to the Mediterranean Sea. Unnerved by this expansionism, Britain and

France sent their own warships to the area and vowed to defend Ottoman sovereignty.

Fighting officially broke out in October 1853, and the following month the Russians decimated

the Ottoman fleet in a surprise attack. But although Nicholas referred to the declining Ottoman

Empire as the “sick man of Europe,” his land forces made little progress in their push south,

underscored by the failed siege of a fortress in present-day Bulgaria. Meanwhile, in March 1854,

Britain and France declared war and immediately bombarded the then-Russian city of Odessa.

With Austria likewise threatening to jump into the fray, Nicholas withdrew from Romania.

Rather than declare victory, however, Britain and France decided to punitively target the Russian

naval base in Sevastopol, located on the Crimean Peninsula. On September 13, 1854, a joint

allied force of over 60,000 troops sailed into Kalamita Bay, about 33 miles north of their

objective. Due to stormy weather, it took five days for them to fully disembark. Believing the

conflict would be over quickly, they brought neither winter clothing nor medical supplies. They

moreover lacked accurate maps, had little idea how many Russian troops opposed them and

flouted the dietary restrictions of the Muslim Ottoman soldiers within their ranks. To make

matters worse, a cholera outbreak erupted.

 

Nonetheless, the British and French defeated the Russians in their first run-in near the Alma

River, causing a panicked retreat with the help of their long-range Minié rifles. They then

commenced a roundabout march to Sevastopol, where they spent two-and-a-half weeks digging

trenches and lugging artillery into position prior to initiating a bombardment of the city on

October 17. By that time, however, the Russians had significantly strengthened their defenses.

After holding out for eight days, they tried to break the siege with a dawn attack on Britain’s

supply base in the nearby fishing village of Balaclava. That morning, having forced Ottoman

troops to abandon four defensive redoubts, they were able to occupy the Causeway Heights just

outside town. But they failed to progress any further thanks to a regiment of Scottish

highlanders and the Heavy Brigade, each of which repelled a Russian advance.

 

 

 

 

 

 

Page 4 of 5

 

With Balaclava now safe, Lord Fitzroy Somerset Raglan, the British commander-in-chief in

Crimea, turned his attention back to the Causeway Heights, where he believed the Russians were

attempting to make off with some of his artillery guns. He ordered the cavalry, consisting of

both the Heavy and Light brigades, to advance with infantry support “and take advantage of any

opportunity to recover” the lost ground. Lord Raglan expected the cavalrymen to move

immediately, with the infantry to come later. But George Bingham, the earl of Lucan, who

commanded the cavalry, thought he wanted them to attack together. As a result, Lucan’s men sat

around for 45 minutes waiting for the infantry to arrive. At that point, Raglan issued a new

order, telling the cavalry to “advance rapidly to the front … and try to prevent the enemy

carrying away the guns.” From his vantage point, however, Lucan could not see any guns being

removed. Confused, he asked Raglan’s aide-de-camp where to attack, but instead of pointing to

the Causeway Heights, the aide allegedly waved his arm in the direction of a Russian artillery

battery at the far end of an exposed valley.

 

Lucan next approached his brother-in-law James Brudenell, the earl of Cardigan, who

commanded the Light Brigade. The two men loathed each other so much they were barely on

speaking terms. And neither was apparently respected by the troops. One officer in the Light

Brigade went so far as to call them both “fools.” Cardigan, he wrote in a letter home, “has as

much brains as my boot. He is only equaled in want of intellect by his relation the earl of

Lucan.” Though perturbed by Raglan’s order, Lucan and Cardigan obeyed it without first

checking back in to make sure they understood it correctly. At their bidding, the roughly 670

members of the Light Brigade drew their sabers and lances and began their infamous mile-and-a-

quarter-long charge with Russians shooting at them from three directions (though never from all

three at once). The first man to fall was Raglan’s aide-de-camp. Another soldier then had “his

head clean carried off by a round shot, yet for about 30 yards further the headless body kept in

the saddle,” according to a survivor. Other survivors spoke of being splattered with horse blood,

of watching their companions lose limbs, of seeing brains on the ground and of going through

smoke so thick it was like “riding into the mouth of a volcano.”

 

The Heavy Brigade, which, its name notwithstanding, resembled the Light Brigade except with

regard to uniform color, was supposed to follow in support but only went a short way down the

valley before Lucan directed it to turn back. Somehow, the Light Brigade reached its destination

anyway, crashing into the enemy lines with a vengeance. A few Russians even shot at their own

comrades in a desperate bid to clear an escape route. The Light Brigade’s members didn’t hold

the ground for long, though, before being forced to stagger back from whence they came. En

route, Russian artillery pounded away again from the

 

Causeway Heights—but not from the other two sides, as the Light Brigade had taken out one

battery itself and the French had taken out another—while Russian cavalrymen attempted to

entrap them. In the end, of the roughly 670 Light Brigade soldiers, about 110 were killed and 160

were wounded, a 40 percent casualty rate. They also lost approximately 375 horses.

Despite failing to overrun Balaclava, the Russians claimed victory in the battle, parading their

captured artillery guns through Sevastopol. Yet they would surrender the city and naval base

nearly a year later, after which they agreed to give up a small chunk of territory and to keep their

warships out of the Black Sea in exchange for peace. Meanwhile, the Light Brigade’s exploits

had already become legendary in Britain, thanks largely to Alfred Tennyson’s poem “The

 

 

Page 5 of 5

 

Charge of the Light Brigade.” Named poet laureate a few years earlier by Queen Victoria, he

praised the bravery of the men as they rode into the “valley of death.” His poem “The Charge of

the Heavy Brigade at Balaclava,” on the other hand, never quite captured the public’s

imagination.