World War I Campaigns of 1917

In November 1916, Allied leaders again met at Chantilly to devise plans for the coming year. In their discussions, they determined to renew the fighting on the 1916 Somme battlefield as well as mount an offensive in Flanders designed to clear the Germans from the Belgian coast. These plans were quickly altered when General Robert Nivelle replaced General Joseph Joffre as commander-in-chief of the French Army. One of the heroes of Verdun, Nivelle was an artillery officer who believed that saturation bombardment coupled with creeping barrages could destroy the enemys defenses creating rupture and allowing Allied troops to break through to the open ground in the German rear. As the shattered landscape of the Somme did not offer suitable ground for these tactics, the Allied plan for 1917 came to resemble that of 1915, with offensives planned for Arras in the north and the Aisne in the south. While the Allies debated strategy, the Germans were planning to change their position. Arriving in the West in August 1916, General Paul von Hindenburg and his chief lieutenant, General Erich Ludendorff, began construction of a new set of entrenchments behind the Somme. Formidable in scale and depth, this new Hindenburg Line reduced the length of the German position in France, freeing ten divisions for service elsewhere. Completed in January 1917, German troops began shifting back to the new line in March. Watching the Germans withdraw, Allied troops followed in their wake and constructed a new set of trenches opposite the Hindenburg Line. Fortunately for Nivelle, this movement did not affect the areas targeted for offensive operations (Map). America Enters the Fray In the wake of the Lusitania sinking in 1915, President Woodrow Wilson had demanded that Germany cease its policy of unrestricted submarine warfare. Though the Germans had complied with this, Wilson began efforts to bring the combatants to the negotiating table in 1916. Working through his emissary Colonel Edward House, Wilson even offered the Allies American military intervention if they would accept his conditions for a peace conference before the Germans. Despite this, the United States remained decidedly isolationist at the beginning of 1917 and its citizens were not eager to join what was seen as a European war. Two events in January 1917 set in motion a series of events which brought the nation into the conflict. The first of these was the Zimmermann Telegram which was made public in the United States on March 1. Transmitted in January, the telegram was a message from German Foreign Secretary Arthur Zimmermann to the government of Mexico seeking a military alliance in event of war with the United States. In return for attacking the United States, Mexico was promised the return of territory lost during the Mexican-American War (1846-1848), including Texas, New Mexico, and Arizona, as well as substantial financial assistance. Intercepted by British naval intelligence and the US State Department, the contents of the message caused widespread outrage among the American people. On December 22, 1916, the Chief of Staff of the Kaiserliche Marine, Admiral Henning von Holtzendorff issued a memorandum calling for the resumption of unrestricted submarine warfare. Arguing that victory could only be achieved by attacking Britains maritime supply lines, he was quickly supported by von Hindenburg and Ludendorff. In January 1917, they convinced Kaiser Wilhelm II that the approach was worth the risk of a break with the United States and submarine attacks resumed on February 1. The American reaction was swift and more severe than anticipated in Berlin. On February 26, Wilson asked Congress for permission to arm American merchant ships. In mid-March, three American ships were sunk by German submarines. A direct challenge, Wilson went before a special session of Congress on April 2 declaring that the submarine campaign was a war against all nations and asked that war be declared with Germany. This request was granted on April 6 and subsequent declarations of war were issu ed against Austria-Hungary, the Ottoman Empire, and Bulgaria. Mobilizing for War Though the United States had joined the fight, it would be some time before American troops could be fielded in large numbers. Numbering only 108,000 men in April 1917, the US Army began a rapid expansion as volunteers enlisted in large numbers and a selective draft instituted. Despite this, it was decided to immediately dispatch an American Expeditionary Force composed of one division and two Marine brigades to France. Command of the new AEF was given to General John J. Pershing. Possessing the second-largest battle fleet in the world, the American naval contribution was more immediate as US battleships joined the British Grand Fleet at Scapa Flow, giving the Allies a decisive and permanent numerical advantage at sea. The U-boat War As the United States mobilized for war, Germany began its U-boat campaign in earnest. In lobbying for unrestricted submarine warfare, Holtzendorff had estimated that sinking 600,000 tons per month for five months would cripple Britain. Rampaging across the Atlantic, his submarines crossed the threshold in April when they sunk 860,334 tons. Desperately seeking to avert disaster, the British Admiralty tried a variety of approaches to stem the losses, including Q ships which were warships disguised as merchantmen. Though initially resisted by the Admiralty, a system of convoys was implemented in late April. The expansion of this system led to reduced losses as the year progressed. While not eliminated, convoys, the expansion of air operations, and mine barriers worked to mitigate the U-boat threat for the remainder of the war. The Battle of Arras On April 9, the commander of the British Expeditionary Force, Field Marshal Sir Douglas Haig, opened the  offensive at Arras. Beginning a week earlier than Nivelles push to the south, it was hoped that Haigs attack would draw German troops away from the French front. Having conducted extensive planning and preparation, the British troops achieved great success on the first day of the offensive. Most notable was the swift capture of Vimy Ridge by General Julian Byngs Canadian Corps. Though advances were achieved, planned pauses in the attack hampered the exploitation of successful assaults. The next day, German reserves appeared on the battlefield and fighting intensified. By April 23, the battle had devolved into the type of attritional stalemate that had become typical of the Western Front. Under pressure to support Nivelles efforts, Haig pressed the offensive as casualties mounted. Finally, on May 23, the battle was brought to an end. Though Vimy Ridge had been taken, the strateg ic situation had not changed dramatically. The Nivelle Offensive To the south, the Germans faired better against Nivelle. Aware that an offensive was coming due to captured documents and loose French talk, the Germans had shifted additional reserves to the area behind the Chemin des Dames ridge in Aisne. In addition, they employed a system of flexible defense which removed the bulk of the defensive troops from the front lines. Having promised victory within forty-eight hours, Nivelle sent his men forward through rain and sleet on April 16. Pressing up the wooded ridge, his men were not able to keep up with the creeping barrage that was intended to protect them. Meeting increasingly heavy resistance, the advance slowed as heavy casualties were sustained. Advancing no more than 600 yards on the first day, the offensive soon became a bloody disaster (Map). By the end of the fifth day, 130,000 casualties (29,000 dead) had been sustained and Nivelle abandoned the attack having advanced around four miles on a sixteen-mile front. For his failure, he was relieved on April 29 and replaced by  General Philippe Pà ©tain. Discontent in the French Ranks In the wake of the failed Nivelle Offensive, a series of mutinies broke out in the French ranks. Though more along the lines of military strikes than traditional mutinies, the unrest manifested itself when fifty-four French divisions (nearly half the army) refused to the return to the front. In those divisions which were affected, there was no violence between the officers and men, simply unwillingness on the part of the rank and file to maintain the status quo. Demands from the mutineers generally were characterized by requests for more leave, better food, better treatment for their families, and a halt to offensive operations. Though known for his abrupt personality, Pà ©tain recognized the severity of the crisis and took a soft hand. Though unable to openly state that offensive operations would be halted, he implied that this would be the case. In addition, he promised more regular and frequent leave, as well as implementing a defense in depth system which required fewer troops in the front lines. While his officers worked to win back the mens obedience, efforts were made to round up the ringleaders. All told, 3,427 men were court-martialed for their roles in the mutinies with forty-nine executed for their crimes. Much to Pà ©tains fortune, the Germans never detected the crisis and remained quiet along the French front. By August, Pà ©tain felt confident enough to conduct minor offensive operations near Verdun, but much to the mens pleasure, no major French offensive occurred prior to July 1918. The British Carry the Load With French forces effectively incapacitated, the British were forced to bear the responsibility for keeping the pressure on the Germans. In the days after the Chemin des Dames debacle, Haig began seeking a way to relieve pressure on the French. He found his answer in plans that General Sir Herbert Plumer had been developing for capturing Messines Ridge near Ypres. Calling for extensive mining under the ridge, the plan was approved and Plumer opened the  Battle of Messines  on June 7. Following a preliminary bombardment, explosives in the mines were detonated vaporizing part of the German front. Swarming forward, Plumers men took the ridge and rapidly achieved the operations objectives. Repelling German counterattacks, British forces built new defensive lines to hold their gains. Concluding on June 14, Messines was one of the few clear-cut victories achieved by either side on the Western Front (Map). The Third Battle of Ypres (Battle of Passchendaele) With the success at Messines, Haig sought to revive his plan for an offensive through the center of the Ypres salient. Intended to first capture the village of Passchendaele,  the offensive  was to break through the German lines and clear them from the coast. In planning the operation, Haig was opposed Prime Minister David Lloyd George who increasingly wished to husband British resources and await the arrival of large numbers of American troops before launching any major offensives on the Western Front. With the support of Georges principal military advisor, General Sir William Robertson, Haig was finally able to secure approval. Opening the battle on July 31, British troops attempted to secure the Gheluvelt Plateau. Subsequent attacks were mounted against Pilckem Ridge and Langemarck. The battlefield, which was largely reclaimed land, soon degenerated into a vast sea of mud as seasonal rains moved through the area. Though the advance was slow, new bite and hold tactics allowed the British to gain ground. These called for short advances supported by massive amounts of artillery. Employment of these tactics secured objectives such as the Menin Road, Polygon Wood, and Broodseinde. Pressing on despite heavy losses and criticism from London, Haig secured Passchendaele on November 6. Fighting subsided four days later (Map). The Third Battle of Ypres became a symbol of the conflicts grinding, attritional warfare and many have debated the need for the offensive. In the fighting, the British had made a maximum effort, sustained over 240,000 casualties, and failed to breach the German defenses. While these losses coul d not be replaced, the Germans had forces in the East to make good their losses. The Battle of Cambrai With the fighting for Passchendaele devolving into a bloody stalemate, Haig approved a plan presented by General Sir Julian Byng for a  combined attack against Cambrai  by the Third Army and the Tank Corps. A new weapon, tanks have not previously been massed in large numbers for an assault. Utilizing a new artillery scheme, Third Army achieved surprise over the Germans on November 20 and made quick gains. Though achieving their initial objectives, Byngs men had difficulty exploiting the success as reinforcements had trouble reaching the front. By the next day, German reserves began arriving and fighting intensified. British troops fought a bitter battle to take control of Bourlon Ridge and by November 28 began digging in to defend their gains. Two days later, German troops, utilizing stormtrooper infiltration tactics, launched a massive counterattack. While the British fought hard to defend the ridge in the north, the Germans made gains in the south. When the fighting ended on De cember 6, the battle had become a draw with each side gaining and losing about the same amount of territory. The fighting at Cambrai effectively brought operations on the Western Front to a close for the winter (Map). In Italy To the south in Italy, the forces of General Luigi Cadorna continued attacks in the Isonzo Valley. Fought in May-June 1917, the Tenth Battle of the Isonzo and gained little ground. Not to be dissuaded, he opened the Eleventh Battle on August 19. Focusing on the Bainsizza Plateau, Italian forces made some gains but could not dislodge the Austro-Hungarian defenders. Suffering 160,000 casualties, the battle badly depleted Austrian forces on the Italian front (Map). Seeking help, Emperor Karl sought reinforcements from Germany. These were forthcoming and soon a total of thirty-five divisions opposed Cadorna. Through years of fighting, the Italians had taken much of the valley, but the Austrians still held two bridgeheads across the river. Utilizing these crossings, German General Otto von Below attacked on October 24, with his troops employing stormtrooper tactics and poison gas. Known as the  Battle of Caporetto, von Belows forces broke into the rear of the Italian Second Army and cau sed Cadornas entire position to collapse. Forced into headlong retreat, the Italians attempted to make a stand at the Tagliamento River but were forced back when the Germans bridged it on November 2. Continuing the retreat, the Italians finally halted behind the Piave River. In achieving his victory, von Below advanced eighty miles and had taken 275,000 prisoners. Revolution in Russia The beginning of 1917 saw troops in the Russian ranks expressing many of the same complaints offered by the French later that year. In the rear, the Russian economy had reached a full war footing, but the boom that resulted brought about rapid inflation and led to the break down of the economy and infrastructure. As food supplies in Petrograd dwindled, unrest increased leading to mass demonstrations and a revolt by the Tsars Guards. At his headquarters in Mogilev, Tsar Nicholas II was initially unconcerned by events in the capital. Beginning on March 8, the February Revolution (Russia still used the Julian calendar) saw the rise of a Provisional Government in Petrograd. Ultimately convinced to abdicate, he stepped down on March 15 and nominated his brother Grand Duke Michael to succeed him. This offer was refused and the Provisional Government took power. Willing to continue the war, this government, in conjunction with the local Soviets, soon appointed Alexander Kerensky Minister of War. Naming General Aleksei Brusilov Chief of Staff, Kerensky worked to restore the spirit of the army. On June 18, the Kerensky Offensive began with Russian troops striking the Austrians with the goal of reaching Lemberg. For the first two days, the Russians advanced before the lead units, believing they had done their part, halted. Reserve units refused to move forward to take their place and mass desertions began (Map). As the Provisional Government faltered at the front, it came under attack from the rear from returning extremists such as Vladimir Lenin. Aided by the Germans, Lenin had arrived back in Russia on April 3. Lenin immediately began speaking at Bolshevik meetings and preaching a program of non-cooperation with the Provisional Government, nationalization, and an end to the war. As the Russian army began to melt away at the front, the Germans took advantage and conducted offensive operations in the north which culminated in the capture of Riga. Becoming prime minister in July, Kerensky sacked Brusilov and replaced him with anti-German General Lavr Kornilov. On August 25, Kornilov ordered troops to occupy Petrograd and disperse the Soviet. Calling for military reforms, including the abolition of Soldiers Soviets and political regiments, Kornilov grew in popularity with Russian moderates. Ultimately maneuvered into attempting a coup, he was removed after its failure. With Kornilovs defeat, Kerensky and the Provisional Government effectively lost their power as Lenin and the Bolsheviks were in the ascent. On November 7, the October Revolution began which saw the Bolsheviks seize power. Taking control, Lenin formed a new government and immediately called for a three-month armistice. Peace in the East Initially wary of dealing with the revolutionaries, the Germans and Austrians finally agreed to meet with Lenins representatives in December. Opening peace negotiations at Brest-Litovsk, the Germans demanded independence for Poland and Lithuania, while the Bolsheviks wished for peace without annexations or indemnities. Though in a weak position, the Bolsheviks continued to stall. Frustrated, the Germans announced in February that they would suspend the armistice unless their terms were accepted and take as much of Russia as they desired. On February 18, German forces began advancing. Meeting no resistance, they seized much of the Baltic countries, Ukraine, and Belarus. Panic-struck, Bolshevik leaders ordered their delegation to accept Germanys terms immediately. While the  Treaty of Brest-Litovsk  took Russia out of the war, it cost the nation 290,000 square miles of territory, as well as a quarter of its population and industrial resources.

Copral Punishment to Students - 9866 Words

ST.AUGUSTINE UNIVERSITY OF TANZANIA FACULTY OF EDUCATION DEPARTMENT OF EDUCATIONAL FOUNDATION AN ASSESMENT OF TEACHERS’ ATTITUDES TOWARDS THE PROPOSED REVISION OF CORPORAL PUNISHMENT IN TANZANIAN SECONDARY SCHOOLS. A CASE STUDY OF NYAMAGANA DISTRICT A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFULMENT OF THE REQUIREMENT FOR THE AWARD OF THE BACHELOR OF ART WITH EDUCATION AT ST. AUGUSTINE UNIVERSITY OY TANZANIA. BY INNOCENT SULLEY BAED, 25598 APRIL 2012. CHAPTER ONE 1.0 INTRODUCTION Corporal punishment is conflicting and confusing issue as it is discussed with different views, by individual people, organizations, and conclusion is not reached up to this moment, so it is†¦show more content†¦In South Africa in the 1970s student organizations began to demand the end of Corporal Punishment [Department o f Education, 2000]Corporal Punishment was viewed as abuse in the classroom and by the 1980s â€Å"Education Without Fear† was a slogan developed by learners , educators and parents to campaign against the hitting of the children [Department of Education, 2002]. The use of Corporal Punishment persisted until the change in 1994. In America, a poll conducted by ABC news titled â€Å"Support for spanking† was found that sixty-five of Americans approval for spanking .Although only 26%[percent] say that grade schools teachers should be allowed to spank kids at school [www.seach.abcnews.go.com/query.html] Also according to Flynn (1884) Southern Rhodesia of the USA have favorable attitudes towards Corporal Punishment and 81%support its use. Pakistan Corporal Punishment exist in school nearly 143 years. For now it is banned although teachers are still taking it in negative way. Several Movements have been made as â€Å"The International Movements to burn Corporal Punishment† and The barn of Corporal Punishment in South African Schools. In Tanzania the issue of Corporal Punishment was allowedShow MoreRelatedLife and Legacy of Napoleon Bonaparte2033 Words   |  8 Pageswould be accompanied by a girl named Giacominetta and held her hand during these strolls. His fellow students noticed his affectionate behavior and formed a rhyme to humiliate him. The classmates said â€Å"Napoleone di mezza calzetta, fa l’amore a Giacominetta.† This juvenile rhyme means â€Å"Napoleon with his socks half way down, makes love to Giacominetta. Subsequently he would run off after the students and fight them, each time his fiery temper would get the best of him. Despite getting in fights Napoleon

Rust Belt Mufflers free essay sample

Dr. Madison, inventor and owner of Madison corrosion treatment, has discovered that ordinary mufflers and pipes, when treated with his patented process, will become permanently impervious to corrosion. To reap the rewards from his ingenuity, he has opened rust belt mufflers, a chain of 30 corporate owned muffler shops. Rust belts unconditionally warrant all of its muffler and pipe installation for the life of the vehicle. From minor adjustments to complete replacement, a rust belt customer must be a satisfied customer!Although rust belt’s service has become the rage of the great lakes, profits have been unimpressive. Simon one of Madison’s employees, scolds his boss: â€Å"here you are, with the greatest competitive advantage in the history of muffler service, doing no better than any of your rivals. â€Å" Madison retorts, â€Å"I m devoted to science, not business. As long as the enterprise is profitable. I will not interfere with my shop managers. We will write a custom essay sample on Rust Belt Mufflers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Simon says that the profitability problem is due to squandering of resources by shop managers.The products superior price, strong demand and Madison’s policy of benign neglect have given managers a virtual blank check when it comes to expenditures. Simon says that Madison’s solution is to reduce costs by monitoring shop performance via a standard cost system. Due in large part to early childhood conditioning. Madison does as Simon says. Each rust belt shop provides two services: 1. Replacement of non Madison mufflers and pipes with modern Madison mufflers and pipes. 2. Warranty replacement of defective Madison mufflers and pipes with new Madison mufflers and pipes.These services require materials( including corrosion treatment) and direct labor. Materials purchases, installation procedures, and labor allocation are strictly the responsibility of each individual shop manager. Since Madison mufflers and pipes are merely ordinary mufflers and pipes that are treated with Madison’s corrosion process, shop managers purchase mufflers and pipes from any supplier of their choosing. Corrosion treatment is done at each shop. After careful study, Madison adopts the following cost standards per installation.

Literary Poetic Devices Flashcard

Literary Poetic Devices

Does SAT State Testing Drive SAT Popularity

Does SAT State Testing Drive SAT Popularity SAT / ACT Prep Online Guides and Tips Curious about which states require the SAT? Could requiring the SAT make it more popular than the ACT? In this post, we'll discuss how state SAT testing could increase nationwide SAT rates, and what to do if you live in an SAT-required or SAT-optional state. What Are the "SAT Required" States? The SAT is a required test in the District of Columbia, Delaware, Illinois, Colorado, Michigan, New Hampshire, and Connecticut. Connecticut already had a very high SAT participation rate (88%), so jumping to full participation wasn’t an entirely unexpected development. In Idaho, the SAT is administered for free in schools across the state, but students have the option of taking the SAT, the ACT, or the Compass exam to fulfill their testing requirement. According to a New York Times article about the new testing, "Because so many Connecticut public school students take the SAT anyway, replacing the existing high school test, given in th grade, with the SAT would leave young people with one exam fewer on their roster." Notably, Maine used to require the SAT but switched away from it to the Smarter Balanced test (which assesses Common Core standards). However, while Maine no longer requires the SAT, they still fund students who want to take it, so they still have a very high (96%) SAT participation rate. Do State SAT Partnerships Boost National SAT Rates? Although the SAT is taken by all students in four states and the District of Columbia, that pales in comparison to the 18 states that have ACT partnerships. So while state SAT testing boosts SAT participation in a few states, the SAT has actually fallen behind the ACT nationwide. Even in states where the SAT is more popular than the SAT, there have been noted declines in SAT test takers since 2006. Meanwhile, the ACT surpassed the SAT in 2012 as the most popular college admissions exam. The ACT has remained at number one, since1,924,436 students took the ACT in 2015, whilejust 1.7 million took the SAT. Since the ACT has managed to bill itself as a more straightforward test of what is taught in high school, it has scored more state partnerships and is more popular in the west and mid-west. This has allowed it to pull ahead in terms of overall numbers. So even though the SAT has some state partnerships, the ACT is growing faster since it has scored more partnerships and has successfully marketed itself as a more straightforward college entrance exam. Pros and Cons of Requiring the SAT States that require the SAT use the SAT as a gauge of how well their students are getting prepared for college and career in high school. The SAT is often used as a replacement for other th grade or high school tests, with the goal of lessening the exam burden of high school students. So is a state SAT initiative a good or bad idea? Well, there are pros and cons, which we will explore below. Upsides to Requiring the SAT Requiring the SAT and funding it gives all students an opportunity to take the SAT, opening up the door to college applications and saving money for families. This can help simplify the college admissions process, especially for families who have never been through it before. Also, for students planning on taking the SAT anyway, requiring the SAT in school gives students another chance to practice the SAT. This can introduce them to the test in lower-pressure conditions – which could help them when studying for a more serious retake. (However, a caveat to this is â€Å"all scores† schools, which we will discuss below.) If students can maximize their SAT score, they can also maximize their college scholarship opportunities. In short, by simplifying access to the SAT, states can give all students a better shot at getting into and affording college. Downsides to Requiring the SAT Requiring the SAT lowers the state SAT average, since requiring it means non-college-bound students are taking the SAT. This isn’t â€Å"bad† so much as it makes it more complicated to compare SAT averages from state to state. Comparing the state SAT averages in SAT-required and SAT-optional states is like comparing apples and oranges, since the populations of students taking the test are so different. Requiring the SAT alone might not also guarantee an increase in college acceptances and/or scholarships. The SAT is notoriously tricky, and without including test prep in schools, students might not do as well on the SAT as they're capable of. Also, by taking away the ACT versus SAT choice, requiring the SAT could create some testing fatigue for students who want to take the ACT instead. Finally, the SAT might not be the best measure of high school achievement. The SAT isn’t a test of what students have learned in high school, which is why Maine switched over to a Common Core test rather than the SAT. Since the SAT was designed specifically to test "aptitude,"not academic subjects, it's not necessarily a reliable indicator of how well students are doing in high school. What to Do If Your State is SAT-Mandatory So what should you do if you’re in one of the states that require the SAT? If you’re applying to any schools that require all SAT scores ever earned to be sent, make sure to study hard for the school administration of the SAT – since your score will matter! If you’re not applying to any all scores schools, you don’t necessarily have to stress over the SAT being taken at school, but you should still take advantage of it by studying hard, since it’s free. If you get a good score, you won’t have to pay to take the test again! However, if you think you’ll do better on the ACT, you can focus on studying for the ACT and just use the SAT you take in school as practice. Remember, for the vast majority of colleges, you only have to submit the ACT or the SAT – not both. (Some of the "all scores" schools require your complete testing history, meaning any SAT and ACT scores you have, though this is a fairly rare policy.) Remember, you can choose whether you want to focus on the ACT or the SAT. And remember, even if you’re in an SAT-required state, colleges don’t care whether you take the SAT or ACT, so focus on studying for the one test you will do the best on. What to Do if Your State is SAT-Optional First, check to see if the ACT is required. If you’re taking the ACT anyway, and you think you’ll do better on it, don’t worry about signing up for the SAT. If you think you might do better on the SAT, sign up for it. Recognize that if you’re in an ACT state, the state SAT percentiles will be skewed since mainly higher-performing students will be taking it, but don’t let that dissuade you from taking the SAT. If you’re in a state where neither the SAT or ACT is required, just sign up for the test you think you’ll do best on. You can decide which of the two tests to take by trying a practice version of each. What’s Next? If you live in an SAT-required state, you should learn more about the SAT: how long it is, how it's scored, and what you can learn from the directions. If you live in an SAT required state, you may want to take the SAT more than once if you don’t do well when you take the test in school. Decide here if you should retake the test! Did you know the SAT was recently revised?Get a complete guide to the changes on the SAT here! Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Halle Edwards About the Author Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process. 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Assess the extent to which manufacturing in China can compete on a Essay

Assess the extent to which manufacturing in China can compete on a global scale. Illustrate your argument with different types o - Essay Example These were originally set-up on the south china coast near Hong Kong and opposite Taiwan. The 1990s was the actual boom decades in china’s introduction to foreign capital. About 70 percentages of FDI flows to china are in developed businesses. This was a reply to a rising political commitment by the Chinese administration to market-oriented reform, the continued creation of special economic zones and strong domestic development and other shareholder incentives. New worldwide economic slowdown and U.S recession are forcing a lot of U.S companies to re-evaluate their manufacturing policy in order to compete successfully in the market. China has turn into a preferable and logical option. There are a number of methods to doing manufacturing in china. â€Å"In china, there are many industrial parks with all the needed infrastructure- electricity, water, telephone, transportation, customer service, shipping service, bank branches, government service and security† (Michael Yih -chung Shen, 2004. P. 118). Presently china has a part of the world trade organization has skilled 23 successive years of development in its gross domestic product. This paper analyses the importance of manufacturing competitiveness in China and its influence on the global market, including aerospace, apparel/clothing, automobiles, and electronic goods. Competitive strength of China in manufacturing field: China’s move to the global centre for manufacturing is based on numerous factors such as the eastward immigration of manufacturing facility, the fact that china is already the world’s number one manufacturer for more than 100 products in terms of quality and its complementary position in terms of financial levels from east to west. The geographical attentiveness of exports and imports in china is highly rough. It is focused in the coastal regions. According to Jintong Lin, Xiongjian Liang and Yan Wan in his book Telecommunications in China: development and prospects says that â€Å"The development of china’s telecommunication manufacturing industry is closely linked with the development of china’s telecommunication industry† (Lin, et al, 2001, P. 74). In the late of 2000s china was the second largest nation in the world in terms of purchasing power parity GDP and it was the third biggest trading state. In the primary production, china was the main producer of wheat, rice, cotton, red meat, coal, tobacco and aluminium. In the case of manufactures, china produced about 60% of the world’s bicycles, 70% of the world’s toys, 40% of the world’s mobile phones and 50% of the world’s motorcycles. In addition to being the world’s top producer of LCD screens and TVs, china created above a third of the world’s air conditioners, luggage, computer monitors and microwave ovens. It also creates above 50% of the world’s cameras and shoes, and regarding two-thirds of all DVD players. "The succ ess of home-grown companies rests in equal measure on the vision of their strategic management and the competence of their labourers. While China indeed possesses a vast pool of workers, few of them are able to compete in today’s global economy" (Wyne, 2007). A major feature of china’s competitive benefit as a site of export-oriented manufacturing production is a low-cost, huge and highly creative labour force. According to James Riedel, Jing Jin, Jian Gao in his book How China grows: investment, finance, and reform says

Ethics Essay Example | Topics and Well Written Essays - 1500 words - 2

Ethics - Essay Example Usually the debate on the issue of abortion is based on the definition of human life, as both sides disagree as to what human life is. In this paper, an attempt will be made to resolve the moral question regarding the issue of abortion using utilitarianism. The issue of abortion will be evaluated using the utilitarian ethics and solutions will be proposed. The issue of abortion will also be discussed and arguments of both sides will also be evaluated. A brief description of utilitarianism will also be included in the paper. The Issue of Abortion Abortion involves human induced ending or terminating pregnancy. In the process of abortion, the embryo is removed before achieving human life form. Abortion is considered a moral issue all over the world. Some regard as taking away an innocent life. Mostly the criticism regarding abortion comes from religious circles. The argument made those who oppose abortion is that it is a process which disallows a life from coming into this world and th erefore it is equal to murder. Moral question regarding abortion is also raised because basic freedom of the living being is violated. People compare it with murder, and therefore abortion remains a controversial issue all over the world. Pro abortionists argue that abortion is not equivalent to murder because it does not involve taking a human life. ... abortionists also argue that parents are in the best position to decide about the future of their life and family, and therefore their decision should not be questioned or challenged when it comes to abortion. The main difference of opinion in both the schools of thought arises from the definition of a human life. Anti abortionist argue that a fertilized egg is a human being and therefore terminating it is equal to termination of a human life (Gutting, 1). On the other end, pro abortionists argue that human life is not achieved until a child takes up a human form, usually after several weeks of the pregnancy. This is the crux of the debate between the two schools of thought and it is not easily possible to take a side. There is no consensus as to what is human life and therefore this debate is yet to be resolved. Utilitarianism: A Brief Introduction Utilitarianism is a well known ethical theory forwarded by John Stuart Mill which argues that the morality of an action can be determine d by analyzing the consequences of that action on the majority members of the society. If an action yields maximum happiness or benefit for a maximum number of people then the action is morally permissible. Utilitarianism is a form of consequentalist ethical theory where morality of the action is determined by the consequences of those actions and nothing else. Utilitarianism determines the wrongness or the rightness by evaluating the action on the basis of the ‘good’ or ‘benefit’ it causes to the overall society or the maximum number of people involved. Utilitarian ethics ignore universal standards or any other standards for evaluating an action and place all weight on the consequences of the action and the positive or negative effect on the action on all parties involved.