Monday, December 30, 2019

How the WWII Battle of Stalingrad Was Fought

The Battle of Stalingrad was fought from July 17, 1942 to February 2, 1943, during World War II (1939-1945).  It was a key battle on the Eastern Front. Advancing into the Soviet Union, the Germans opened the battle in July 1942. After over six months of fighting at Stalingrad, the German Sixth Army was encircled and captured. This Soviet victory was a turning point on the Eastern Front. Soviet Union Marshal Georgy ZhukovLieutenant General Vasily ChuikovColonel General Aleksandr Vasilevsky187,000 men, rising to over 1,100,000 men Germany General (later Field Marshal) Friedrich PaulusField Marshal Erich von MansteinColonel General Wolfram von Richthofen270,000 men, rising to over 1,000,000 men Background Having been stopped at the gates of Moscow, Adolf Hitler began contemplating offensive plans for 1942. Lacking the manpower to remain on the offensive all along the Eastern Front, he decided to focus German efforts in the south with the goal of taking the oil fields. Codenamed Operation Blue, this new offensive began on June 28, 1942, and caught the Soviets, who thought the Germans would renew their efforts around Moscow, by surprise. Advancing, the Germans were delayed by heavy fighting in Voronezh, which allowed the Soviets to bring reinforcements south. Angered by a perceived lack of progress, Hitler divided Army Group South into two separate units, Army Group A and Army Group B. Possessing the majority of the armor, Army Group A was tasked with capturing the oil fields, while Army Group B was ordered to take Stalingrad to protect the German flank. A key Soviet transportation hub on the Volga River, Stalingrad also possessed propaganda value as it was named after the Soviet leader  Joseph Stalin. Driving towards Stalingrad, the German advance was led by General Friedrich Paulus 6th Army with General Hermann Hoths 4th Panzer Army supporting to the south. Preparing the Defenses When the German objective became clear, Stalin appointed General Andrey Yeryomenko to command the Southeastern (later Stalingrad) Front. Arriving on the scene, he directed Lieutenant General Vasiliy Chuikovs 62nd Army to defend the city. Stripping the city of supplies, the Soviets prepared for urban fighting by fortifying many of Stalingrads buildings to create strong points. Though some of Stalingrads population left, Stalin directed that civilians remain, as he believed the army would fight harder for a living city. The citys factories continued to operate, including one producing T-34 tanks. The Battle Begins With German ground forces nearing, General Wolfram von Richthofens Luftflotte 4 quickly gained air superiority over Stalingrad and began reducing the city to rubble, inflicting thousands of civilian casualties in the process. Pushing west, Army Group B reached the Volga north of Stalingrad in late August and by September 1 had arrived at the river south of the city. As a result, Soviet forces in Stalingrad could only be reinforced and re-supplied by crossing the Volga, often while enduring German air and artillery attack. Delayed by rough terrain and Soviet resistance, 6th Army did not arrive until early September. On September 13, Paulus and 6th Army began pushing into the city. This was supported by 4th Panzer Army which attacked Stalingrads southern suburbs. Driving forward, they sought to capture the heights of Mamayev Kurgan and reach the main landing area along the river. Engaged in bitter fighting, the Soviets fought desperately for the hill and the No. 1 Railroad Station. Receiving reinforcements from Yeryomenko, Chuikov battled to hold the city. Understanding the German superiority in aircraft and artillery, he ordered his men to stay closely engaged with the enemy to negate this advantage or risk friendly fire. Fighting Among the Ruins Over the next several weeks, German and Soviet forces engaged in savage street fighting in attempts to take control of the city. At one point, the average life expectancy of a Soviet soldier in Stalingrad was less than one day. As fighting raged in the ruins of the city, the Germans met heavy resistance from a variety of fortified buildings and near a large grain silo. In late September, Paulus began a series of attacks against the citys northern factory district. Brutal combat soon engulfed the area around the Red October, Dzerzhinsky Tractor, and Barrikady factories as the Germans sought to reach the river. Despite their dogged defense, the Soviets were slowly pushed back until the Germans controlled 90% of the city by the end of October. In the process, 6th and 4th Panzer Armies sustained massive losses. In order to maintain pressure on the Soviets in Stalingrad, the Germans narrowed the two armies front and brought in Italian and Romanian troops to guard their flanks. In addition, some air assets were transferred from the battle to counter the Operation Torch landings in North Africa. Seeking to end the battle, Paulus launched a final assault against the factory district on November 11 which had some success. Soviets Strike Back While the grinding fighting was taking place in Stalingrad, Stalin dispatched General Georgy Zhukov south to begin building up forces for a counterattack. Working with General Aleksandr Vasilevsky, he massed troops on steppes to the north and south of Stalingrad. On November 19, the Soviets launched Operation Uranus, which saw three armies cross the Don River and crash through the Romanian Third Army. South of Stalingrad, two Soviet armies attacked on November 20, shattering the Romanian Fourth Army. With Axis forces collapsing, Soviet troops raced around Stalingrad in a massive double envelopment. Uniting at Kalach on November 23, the Soviet forces successfully encircled 6th Army trapping around 250,000 Axis troops. To support the offensive, attacks were conducted elsewhere along the Eastern Front to prevent the Germans from sending reinforcements to Stalingrad. Though the German high command wished to order Paulus to conduct a breakout, Hitler refused and was convinced by Luftwaffe chief Hermann Gà ¶ring that 6th Army could be supplied by air. This ultimately proved impossible and conditions for Paulus men began to deteriorate. While Soviet forces pushed east, others began tightening the ring around Paulus in Stalingrad. Heavy fighting began as the Germans were forced into an increasingly smaller area. On December 12, Field Marshall Erich von Manstein launched Operation Winter Storm but was unable to break through to the beleaguered 6th Army. Responding with another counter-offensive on December 16 (Operation Little Saturn), the Soviets began driving the Germans back on a wide front effectively ending German hopes for relieving Stalingrad. In the city, Paulus men resisted tenaciously but soon faced ammunition shortages. With the situation desperate, Paulus asked Hitler for permission to surrender but was refused. On January 30, Hitler promoted Paulus to field marshal. As no German field marshal had ever been captured, he expected him to fight to the end or commit suicide. The next day, Paulus was captured when the Soviets overran his headquarters. On February 2, 1943, the final pocket of German resistance surrendered,  ending over five months of fighting. Aftermath of Stalingrad Soviet losses in the Stalingrad area during the battle numbered around 478,741 killed and 650,878 wounded. In addition, as many as 40,000 civilians were killed. Axis losses are estimated at 650,000-750,000 killed and wounded as well as 91,000 captured. Of those captured, fewer than 6,000 survived to return to Germany. This was a turning point of the war on the Eastern Front. The weeks after Stalingrad saw the Red Army launch eight winter offensives across the Don River basin. These helped further compel Army Group A to withdraw from the Caucasus and ended the threat to the oil fields. Sources Antill, P. (Feb. 4, 2005),  The Caucasus Campaign and the Battle for Stalingrad June 1942–February 1943HistoryNet, Battle of Stalingrad: Operation Winter TempestYoder, M. (Feb. 4, 2003), Battle of Stalingrad

Saturday, December 21, 2019

Reflecting The Viewpoints of Time in Art Essay - 1137 Words

Throughout history, ideals such as heroism and patriotism as well as concepts such as war and violence, have acquired different connotations. During the 19th century, they had a positive connotation. With the occurrence of revolutions war and violence was justified under the ideals of patriotism and heroism. During the 21st century, society began to was in the process of developing a more sophisticated view. The century was even more violent than the 19th century with conflicts such as the world wars and in particular the Vietnam War. Yet they were no longer were justified outright by ideals. America, for example, began to question its involvement in the Vietnam War for a number of reasons. Two artists, two centuries apart,†¦show more content†¦David depicts Leonidas and his men in the final moments before battle. At the center and focus of the painting, David has placed Leonidas sitting on a rock. He seems to be thinking about the fate of himself and his men. Whi le Leonidas is looking stoically at the viewer, flurries of activity are occurring around him. To Leonidas’s right, sentinel trumpeters sound the call to arms increasing the sense of the movement. Seated at his feet is his wife’s brother Agis, awaiting orders. Behind Leonidas, are three figures lifting up wreaths about two altars to Hercules and Aphrodite. Two very young warriors are by Leonidas after refusing to carry a message so that they could stay and fight. A man inscribes the words â€Å"Passer-by, tell Sparta that her sons died for her† on the rock. All of the figures are ready to die for the glory of Sparta. David painted Leonidas at Thermopylae using oil on canvas. He had â€Å"an extremely laborious working procedure, in which draughtsman ship played a major role†. He made countless studies in preparing for the painting. He would even complete drawings of the skeletons of his figures. David painted on a small part of a picture at a time. The purpose was to create the effect of â€Å"the look-out man signals the arrival of the Persians, the trumpeters sound the warning fanfare, and Leonidas looks up from his supreme moment of life on earth†. David’s Leonidas represents the abilityShow MoreRelatedThe Mirror Like Reflection Of Art956 Words   |  4 Pages The mirror-like reflection Art can tell stories of the past events, which were significant to that culture or a person. Female images take a special place in the representation of the art. Women have always been used as a subject of art and displayed as ideal feminine figures and sexualized objects of desire. The notion of femininity, along with the idea of the female gender role, has substantially changed throughout the centuries. Through the several art pieces authors show how the social, politicalRead MoreAnalysis Of Shakespeare s Hamlet 1650 Words   |  7 Pagesboth Claudius, the audience, and the outside audience of the play by Shakespeare. 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Friday, December 13, 2019

Appendix D Free Essays

Associate Program Material Appendix D Selecting a Topic and Brainstorming Worksheet Complete the following and post as an attachment. |List two objects, people, subjects, or concepts you are going to | | |compare and/or contrast. | | | |Hamburgers,French fries, Milk shakes | |What are the similarities between the two objects, people, |They’re both fresh. We will write a custom essay sample on Appendix D or any similar topic only for you Order Now They’re both fast food. | |subjects, or concepts? List as many similarities as you can. | | |What are the differences between the two objects, people, |Burger king has onion rings and frozen slushy’s. | |subjects, or concepts? List as many differences as you can. | | |Are you going to focus on similarities, differences, or both? | | |Explain your rationale. Im going to do both because they are both good resturaunts but I | | |prefer certain items from both resturaunts. | | | | |What do you want your readers to learn and understand after |After reading my essay I want you to learn the healthy foods from| |reading your essay? What is the purpose of your essay? the bad foods at the resturauns and the different services you | | |receive. | | | | | | | |What three or four parallel points of comparison and/or contrast |The neatness of the sandwhiches. The grease they use to cook | |will you address in your essay? For example, if you were going to|their foods. The customer service you receive. The score from the| |compare and contrast two teachers, your parallel points might be |inspectors for their cleaness. | |each teacher’s homework policy, classroom conduct policy, and | | |demeanor. | | |Explain why this is an appropriate and workable topic selection | | |for the final assignment. Because there are so many different things in the fast food | | |business some people are filthy and people actually are eating | | |the foods they don’t really take the time to research the | | |background of where there meats are coming from if they are | | |processed or what. | | | Reflect on what you learned in Ceridwen Dovey’s video. Write a 100- to 150-word paragraph describing how your own writing process is changing as you complete the activities in this course. My own process is changing because I am getting a lot of good advice from the videos and my fellow classmates. They are giving such great ideas on how to write a good paper. I think that my writing is going to be good because I have a lot of good methods that I’ve always used like brainstorming and clustering and I think that those methods on top of the ones I’ve learned from the videos and classmates is going to give me the capability of writing a perfect paper that is in sequence order with the subject and each paragraph will stick to the topic and not jump to a different subject. How to cite Appendix D, Essay examples

Thursday, December 5, 2019

Training Methods of Comfort Transport Pte †MyAssignmenthelp.com

Question: Discuss about the Training Methods of Comfort Transport Pte Ltd. Answer: Introduction Comfort Transport Pte Ltd is a Singapore cab services established in 1970 and the motive behind this cab service was to provide the drivers with a better lifestyle and enhancing the job opportunities within the company. Management now understand a need for designing an appropriate training session that targets all employees (Burdina, Hiller Metz, 2017). The rationale of any training purposes is to equip employees with skills, knowledge and capability to perform well. However, the company has at some point, failed to achieve the outcome of its training. This paper seeks to cover four major areas. First, state the three learning outcomes. Second, prepare training methods. Three, justify the requirements. Three Learning Outcomes organizational The organizational outcome grained from the training session seeks to assist the company develop and accept different dynamisms that occurs at the place of work. The goal is to ensure that employees can gain new skills and knowledge on ways to adapt to competitive environment and any external changes. The organizational training is supported by multistructural element of SOLO taxonomy. Trainers will introduce learners to two or more aspects to understand them serially. Functional The outcome of functional training seeks to increase the fitness and creation of health consciousness. The goal of such training is to ensure that employees gain knowledge, skills, and abilities that the person possesses. The learning is supported by extended abstract where employees not develop an entire coherence to a higher level of abstraction. Individual The goal of training is to make employees improve their individual activities and ensure that they groom any hidden talent. In order to achieve this, employees monitor the activities of their peers. The learning process is supported by relational element of SOLO taxonomy. Proposed Training Methods Role play The management can use this strategy to train newly recruited employees. They will find it easier to think about a case study as it happens lively (Mitri, Cole Atkins, 2017). It also relate to stimulation where the newly recruited employees could start to act different scenario as they come up. Learners will benefit from a safe learning environment that do not require management follow-up and punishment on those that commit mistakes (Chan, et al. 2017 Yide, Nicholson Nicholson, 2015). The fact that they are still new, they can only learn two or more aspects not relating to the task ahead of them. Checklist would be appropriate assessment method. A formative strategy monitors specific behaviors and skills among learners. Trainers will understand clear criteria to focus on specific learning outcomes. The measurement of learning is reliable because it will indicate the consistency of scores across a number of evaluators. The results should be identical regardless of the type of a trainer, the time of marking, and when the assessment will occur (Venkateshwarlu, Sharma Agarwal, 2016). Second, the assessment is also valid on the basis that it will indicate how well the measures of an assessment. Most importantly, the areas of measurements will include tasks, consequences, and any form of interference. Workplace Learning The proposed learning strategy will require that employees locate the learning environment at Comfort Transport Pte Ltd. After the company has absorbed all the applicants, it would be appropriate to deploy them in a number of on-the-job training activities (Abdul Aziz Selamat, 2016). The proposed learning strategy relates to functional outcome presented above requiring employees to exchange roles through job rotations, progressively enhanced autonomy or an increased responsibilities and scopes among employees. Just as explained by Giacumo and Breman (2016), is that functional outcome would call for a mentor or a coach to walk down with an employees in order to support their learning and development of necessary skills and behaviors in order to become successful in their performances. Furthermore, the leaning strategy related to the outcome of functional training where employees seek to increase their levels of fitness and creation of health consciousness. The workplace training will ensure that employees gain knowledge, skills, and abilities. The learning is supported by extended abstract where employees not develop an entire coherence to a higher level of abstraction. This strategy of learning and training among employees will be through an abstract level of performance. It will make leaners generalize a coherent connection of several aspects and extend it to a higher level. The appropriate assessment procedure would be to through a checklist. The trainers inform the trainees about how they have succeeded in performing different tasks. The importance of this assessment measurement is because of its validity and reliability. The trainers will manage to monitor specific skills, behaviors and dispositions of employees. Trainers will only focus on specific aspects. Case studies The proposed form of training method will benefit employees that now require to apply the skills they will have been taught during the functional outcome to achieve a solution on their own. The approach would make trainees start to respond to individual tasks (Chan, et al, 201b7). Management will come up with complex decisions that require an open-ended problem with several potential solutions (Watson, et al, 2014). Learners would go through simple scenario on their own then start to conceptualize the application of their knowledge from complex into detailed scenario (Shannon, 2017). This learning approach relate to an extended abstract element of SOLO taxonomy. Learners will now start to move away from relational learning process that integrate several aspects. The above learning method is appropriate to ensure that learners improve their activities, groom, and hidden talent. Moreover, learners would start to apply what they have learned. Checklist would be appropriate assessment measurement. This is a formative assessment that allows the trainers to collect information from learners and inform them about their progress. The assessment will focus on the content such as knowledge, process (in terms of skills and attitude) and product (in terms of knowledge and skills). The checklist will assist identify some of the areas that learners have improved and those that they still need improvement. The use of a checklist will be valid and reliable to score the quality of learners, provide evaluation criteria, rate them on scales, and define the completeness of their response to tasks. Resource Requirements Implementation of above training methods will highly depend on resource requirement and decisions. Management will also ensure that it considers the return of investment. Therefore, there will be a need for the selection of a trainer. A trainer forms an important resource that play a key role of equipping the target group with skills and hence, prepares them for pending activity or job (Abdul Aziz Selamat, 2016). Besides, a trainer will have to meet a number of requirements. First, the trainer must be qualified and experienced in areas of transportation. Second, the trainer must be friendly and approachable by trainees. Hence, a trainer must have good communication skills and interpersonal skills for authenticity. A majority of newly recruited employees at the company seeks benefit from the communication and interpersonal skills. Third, trainers must also have pedagogical content knowledge. Katherveloo, Puteh and Matematik (2014) explain in their seminal paper that PCK is an effecti ve teaching requirement for any trainer concerning competence on how to deliver the conceptual technique, relational understanding, and able to adapt the subject matter to focus of training. Hence, trainers need a full grasp of PCK to teach and give instructions in the subject of transportation easily. Besides, this will also require that such trainers have past training records in the subject of transportation or related field. The importance of this is to allow a trainer give relevant case studies, workplace learning, and role-play to trainees. Conclusion This paper has successfully shown that training programs play important role of equipping employees with skills, knowledge and capability to accomplish a given task. Besides, the study has shown that the training outcomes of a company must connect with SOLO taxonomy approach of learning. In overall, three key outcome of learning will include organizational, functional, and individual. The organizational outcome seeks to ensure that employees gain skills and knowledge to adapt to new environment. Functional outcome seeks to develop skills, capability, and knowledge to perform different responsibilities. While an individual outcomes seeks to improve performance and identify hidden talents. The paper proposes that management achieve above three outcomes through role-play, workplace learning, and case study training methodologies respectively. References Abdul Aziz, S. F., Selamat, M. N. (2016). Stimulating Workplace Learning through Training Characteristics and Motivation to Learn. Jurnal Pengurusan, 481-17. Burdina, M., Hiller, R. S., Metz, N. E. (2017). Goal attainability and performance: Evidence from Boston marathon qualifying standards.Journal of Economic Psychology,58, 77-88. Chan, L., Dongwon, J., Wooseok, K., Jaeeun, L. (2017). Evaluating Training for New Government Officials: A Case Study Using the Success Case Method. Public Personnel Management, 46(4), 419-444 Lueg, R., Lueg, K., Lauridsen, O. (2016). Aligning seminars with Bologna requirements: reciprocal peer tutoring, the solo taxonomy and deep learning. Studies in Higher Education, 41(9), 1674-1691. Katherveloo, P., Puteh, M., Matematik, S. F. (2014). Effective teaching: pedagogical content knowledge. Proceeding of International Joint Seminar, Research Gate Mitri, M., Cole, C., Atkins, L. (2017). Teaching Case a Systems Analysis Role-Play Exercise and Assignment. Journal of Information Systems Education, 28(1), 1-9. Shannon, D. W. (2017). Case study: how team training helped support rural obstetrics. Physician Leadership Journal, 4(1), 48-51. Shenton, A. K. (2016). Uniting information literacy with a taxonomy of learning. CILIP Update, 41-43. Stlne, K., Kjellstrm, S., Utriainen, J. (2016). Assessing complexity in learning outcomes a comparison between the SOLO taxonomy and the model of hierarchical complexity. Assessment Evaluation in Higher Education, 41(7), 1033-1048. Venkateshwarlu, N., Sharma, R., Agarwal, A. (2016). Skill Development Training Programme: A Case Study of IGNOU. Global Journal of Enterprise Information System, 8(4), 66-70 Watson, M. K., Pelkey, J., Rodgers, M. O., Noyes, C. R. (2014). Exploring Student Sustainability Knowledge using the Structure of Observed Learning Outcomes (SOLO) Taxonomy. Proceedings of the ASEE Annual Conference Exposition, 1-18. Yide, S., Nicholson, J., Nicholson, D. (2015). Using a Group Role-Play Exercise to Engage Students in Learning Business Processes and ERP. Journal of Information Systems Education, 26(4), 265-280.