Introduction and Overview to World War I

World War I was a major conflict fought in Europe and around the world between July 28, 1914, and November 11, 1918. Nations from across all non-polar continents were involved,  although Russia, Britain, France, Germany, and Austria-Hungary dominated.  Much of the war was characterized by stagnant trench warfare and massive loss of life in failed attacks; over eight million people were killed in battle. Belligerent Nations The war was fought by two main power blocks: the Entente Powers, or Allies, comprised of Russia, France, Britain (and later the U.S.), and their allies on one side and the Central Powers of Germany, Austro-Hungary, Turkey, and their allies on the other. Italy later joined the Entente. Many other countries played smaller parts on both sides. Origins  of World War I To understand the origins, it is important to understand how politics at the time. European politics in the early twentieth century were a dichotomy: many politicians thought war had been banished by progress while others, influenced partly by a fierce arms race, felt war was inevitable. In Germany, this belief went further: the war should happen sooner rather than later, while they still (as they believed) had an advantage over their perceived major enemy, Russia. As Russia and France were allied, Germany feared an attack from both sides.  To mitigate this threat, the Germans developed the Schlieffen Plan, a swift looping attack on France designed to knock it out early, allowing for concentration on Russia. Rising tensions culminated on June 28th, 1914 with the assassination of  Austro-Hungarian Archduke Franz Ferdinand  by a Serbian activist, an ally of Russia. Austro-Hungary asked for German support and was promised a blank cheque; they declared war on Serbia on July 28th. What followed was a sort of domino effect as more and more nations joined the fight. Russia mobilized to support Serbia, so Germany declared war on Russia; France then declared war on Germany. As German troops swung through Belgium into France days later, Britain declared war on Germany too. Declarations continued until much of Europe was at war with each other. There was widespread public support. World War I on Land After the swift German invasion of France was stopped at the Marne, the race to the sea followed as each side tried to outflank each other ever closer to the English Channel. This left the entire Western Front divided by over 400 miles of trenches, around which the war stagnated. Despite massive battles like Ypres, little progress was made and a battle of attrition emerged, caused partly by German intentions to bleed the French dry at Verdun and Britains attempts on the Somme. There was more movement on the Eastern Front with some major victories, but there was nothing decisive and the war carried on with high casualties. Attempts to find another route into their enemy’s territory led to the failed Allied invasion of Gallipoli, where Allied forces held a beachhead but were halted by fierce Turkish resistance. There was also conflict on the Italian front, the Balkans, the Middle East, and smaller struggles in colonial holdings where the warring powers bordered each other. World War I at Sea Although the build-up to war had included a naval arms race between Britain and Germany, the only large naval engagement of the conflict was the Battle of Jutland, where both sides claimed victory. Instead, the defining struggle involved submarines and the German decision to pursue Unrestricted Submarine Warfare (USW). This policy allowed submarines to attack any target they found, including those belonging to the neutral United States, which caused the latter to enter the war in 1917 on behalf of the Allies, supplying much-needed manpower. Victory Despite Austria-Hungary becoming little more than a German satellite, the Eastern Front was the first to be resolved, the war causing massive political and military instability in Russia, leading to the Revolutions of 1917, the emergence of socialist government and surrender on December 15. Efforts by the Germans to redirect manpower and take the offensive in the west failed and, on November 11, 1918 (at 11:00 am), faced with allied successes, massive disruption at home and the impending arrival of vast US manpower, Germany signed an Armistice, the last Central power to do so. Aftermath Each of the defeated nations signed a treaty with the Allies, most significantly the Treaty of Versailles which was signed with Germany, and which has been blamed for causing further disruption ever since. There was devastation across Europe: 59 million troops had been mobilized, over 8 million died and over 29 million were injured. Huge quantities of capital had been passed to the now emergent United States and the culture of every European nation was deeply affected and the struggle became known as The Great War or The War to End All Wars. Technical Innovation World War I  was the first to make major use of machine guns, which soon showed their defensive qualities. It was also the first to see poison gas used on the battlefields, a weapon which both sides made use of, and the first to see tanks, which were initially developed by the allies and later used to great success. The use of aircraft evolved from simply reconnaissance to a whole new form of aerial warfare. Modern View Thanks partly to a generation of war poets who recorded the horrors of the war and a generation of historians who castigated the Allied high command for their decisions and ‘waste of life’ (Allied soldiers being the Lions led by Donkeys), the war was generally viewed as a pointless tragedy. However, later generations of historians have found mileage in revising this view. While the Donkeys have always been ripe for recalibration, and careers built on provocation have always found material (such as Niall Fergusons The Pity of War), the centenary commemorations found historiography split between a phalanx wishing to create a new martial pride and sideline the worst of the war to create an image of a conflict well worth fighting and then truly won by the allies, and those who wished to stress the alarming and pointless imperial game millions of people died for. The war remains highly controversial and as subject to attack and defense as the newspapers of the day.

General Electric Decision Making - 1787 Words

Awarded the most admirable company six times in the past few decades by Fortune, General Electric (GE) is obviously a very successful company. However, they were caught up in a trap of handing their CEOs a ridiculous amount of money like many other large corporations. According to one article from â€Å"Competition Forum† called Executive Compensation: The Case of General Electric by Nwabueze, Scott, Horak, and Chhotu, new management came in the form of Jeffrey Immelt in 2003 and changes were made. Instead of continuing with this guaranteed payment, management made the long-overdue decision in regard to economic feasibility. Top leaders were seen as irreplaceable it seemed and paid as such to retain them. Alternatives were examined and it†¦show more content†¦These committees relay the collected information to the top-level managers to help them make important decisions. In the 1990’s there remained questions about whether achieving results without living the values of GE would be tolerated. This question was quickly answered decisively when the CEO of the company answered this question once and for all. He announced this landmark decision at the annual GE officers’ meeting and implemented several major changes in senior leadership including some of the heads of GE. He cleaned house and removed leaders who had achieved their numbers without exhibiting the GE values. He described the decision making process using a chart that had four quadrants. Quadrant one was a Type I manager which includes mangers that deliver results and exhibits the values of GE. Type II managers do not deliver results and do not exhibit the values. Type III managers do not deliver results but do exhibit the GE values. Finally, type IV managers deliver results but do not exhibit the values of GE. Type I managers’ rise fast at GE while type II are quickly shown the door. Type III managers are often given another change because the company finds values more important than meeting the commitments set forth. Type IV was the most difficult decision. It is hard to take action, because they are delivering the short term results but often without regard to the values. By doing this GE feels that they are hurting the company inShow MoreRelatedGeneral Electric Research Paper1547 Words   |  7 PagesGeneral Electric is a well-known company in many regions of the worl d, but what people aren’t particularly aware of are the steps that General Electric has taken to get to where it is at today. When I think of General Electric the first thing that comes to mind is the role that the company plays in the production of household appliances, but General Electric is a much bigger contributor to people’s lives than is most people realize. 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Major Trends in 21st Century in ESL Free Essays

Teaching students to be literate is a high educational priority throughout the world. Though this area is one of our greatest priorities, it is also one of our greatest challenges. The classroom environment has changed from many years ago. We will write a custom essay sample on Major Trends in 21st Century in ESL or any similar topic only for you Order Now Teachers face the challenges of a large population who do not speak English and have high transient rates. For this large population, becoming proficient in a new language is a very difficult transition. This process can be frustrating and sometimes painful. Students learning a new language need as much language support as possible. Those who have taught students learning English as their second language know that any language support is helpful for their language acquisition. English language learner (ELL) students need a variety of language experiences. They need to hear language, write language, speak language and read language. Nowadays it is believe that computers and some other gadgets can play an integral part in providing ESL students with valuable language experiences as they learn a new language. Interactive whiteboards and iPad Interactive whiteboards are the most valuable digital resource in the classroom. hiteboards can be a vehicle to access online instructional and professional development resources and though tablet-style eReader devices such as Apple’s iPad haven’t been around for long, they’re already considered the second most useful mobile classroom technology behind laptops, according to some researches. Educators are incorporating more internet-dependent a technology in to their instruction, the reason of this is because digital media is a core learning support, nowadays it’s a core part of a teacher’s job. Smartphone. Another important technology used in classrooms is the Smartphone. Smartphone owners use them on the move to access information and entertainment such as music, audio books, reading, and for viewing photos and video clips. One-third of Facebook traffic is now via these devices used simultaneously for instant messaging, email and Twitter. The mobile phone application, or app, brings all the above to life in one self-contained mini-program. The growth in apps for communication, gaming and simple utility (finding the quickest route on public transport) is phenomenal. Apps are often seen as synonymous with the iPhone, which has been the leader in this area, but many commentators expect the Android operating system, which works on smartphones from other manufacturers, to overtake Apple. Apps have enormous potential for language learning because they allow for multisensory learning on the move: for learners to use chunks of time in a wait in line or on public transport. And because smartphones can store so much data or retrieve it via the internet, apps can serve as rich media dictionaries and reference tools. Technology used to improve: Verbal interaction Children need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment. The computer can act as a tool to increase verbal exchange. An example in how useful can computers be for this interaction are computer books, these are interactive stories that appear on the computer screen as an actual book with text and illustrations. There are also a variety of interactive choices students can use to read the story, including: real voices that read aloud, music, and sound effects. The story is also highlighted so readers can follow along with the text. Verbal interaction and the use of a variety of language functions by English language learners can be facilitated by the use of the computer. The group’s computer book reading environment fostered language development by providing an opportunity for verbal interaction. The use of the computer can be a useful supplement to the traditional curriculum of the ELL classroom by promoting verbal communication and the acquisition of English. Vocabulary development One way to use computers for English Language Learners is to teach vocabulary. Students need to learn vocabulary in context and with visual clues to help them understand. Computers can provide this rich, contextual environment. The computer also allows students to become active learners in a one-on-one environment. Computers can incorporate various learning strategies as well as accommodate a variety of learning styles. Reading There are several ways in which technology can be used to improve reading ability.. Most simple reading texts are also very primary in content. Older children may consider themselves too old to be reading such primary content books. Computers, however can increase the interest level for older students while keeping the text simple and easy to read. Another benefit of using computers for reading instruction is that the computer offers immediate feedback on performance. They also can provide added practice when necessary. Computer software and games provide many fun opportunities for students to practice literacy skills. There are numerous software packages for improving spelling, phonics skills, grammar and sight word vocabulary. When English Language Learners are learning their second language, any and all language experiences are valuable to assist in reading ability. Writing As demonstrated, computers and software can help English language learners develop vocabulary skills and knowledge. Computers can also help ELL students develop their writing skills. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help students to convey their thoughts more clearly. To highlight, students have a lot of choices, such as underlining, italicizing, or changing the font size, color or type. Using a computer as a medium for studying grammar is much more motivating for a student as opposed to writing with a pencil. Computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aide in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a tool–they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills. How to cite Major Trends in 21st Century in ESL, Papers

Corporal Punishment Essay Example For Students

Corporal Punishment Essay Corporal Punishment Essay People a few years ago,thought of the only way to punish someone who did a sinister deed was to use corporal punishment.This is meant to enforce pain to someone who has done wrong by hitting them,beating them,strapping them or even whipping them.These are only a few examples of corporal punishment. Why do we have corporal punishment,How do we benefit from it and how do we abuse it?. The most obvious reason for corporal punishment is to castigate one for doing wrong by means of physical abuse expecting the individual to learn from his or her mistake. Now there are two things his mother could do at this point to correct him. She could either use corporal punishment, taking its form in nearly abusive words or a few backhands across his face, or she could simply have a talk with him and explain why his behavior was wrong and why he should not do it again. Now which one would accomplish more? Obviously, simply talking to little Johnny would accomplish more. Not only would he know that what he did was wrong, but also he would know not to do it again. Now if she had spanked him or taken harsh words with him, she would be the lesser for it. He would be left with no reason for why his action was wrong, and he would resent his mother and possibly end up with some emotional damage since his mother gave him no reasoning behind her actions. He would see his mother as an abusive parent, which would lead him to fear his mother for years to come, dissolving any possibility of them ever developing a normal mother-son relationship. This is just one fictional example that probably takes form in some way or another in the homes of millions of families. It is more than a question of whether or not to hit a child; it is a question of whether or not it benefits the child. Harsh words and/or a physical punishment do not adequately correct a child and they also leave the child with unanswered questions as to why he was punished in that manner. Those who use this form of punishment try to justify it by saying that they had it used on them and they turned out o.k. In response to this, only one out of three persons who smoke actually die from smoking. Does this mean that cigarettes are not harmful? No, cigarettes are harmful, it is just that not everyone who smokes actually dies from it. In the same way, not everyone who has encounters with corporal punishment as a child, ends up getting hurt in some way or another. With so many advances in the field of child psychology, one must wonder why corporal punishment is still being used. It is by no means radical to suggest that this form of punishment should be removed completely. It offers no benefits to society, but rather keeps it from advancing to new heights. It is our children that will form society in the future, and it is not acceptable for them to be treated in a manner in accordance with corporal punishment. By using corporal punishment to discipline our children, we are in effect punishing society as a whole. There is no other conclusion to be reached except that corporal punishment cannot and should not be used. Bibliography: .