Toyota SWOT Analysis Essay Example | Topics and Well Written Essays - 1000 words

Toyota SWOT Analysis - Essay Example Toyota’s mission statement, â€Å"To sustain profitable growth by providing the best possible customer experience and dealer support† embodies the reasons behind the company’s success: sustainability, quality and customer satisfaction (Hino, 2006). II. Organizational Strengths and Weaknesses A. The â€Å"Toyota Way† Strategy Toyota has successfully implemented their widely recognized â€Å"Toyota Way† strategy in all its global business operations. This strategy is based on operational excellence through a 4-P model; philosophy, process, people and problem solving. Philosophy is anchored on long-term thinking; process on waste elimination; people on respect, growth and challenge; and problem solving through the concept of continuous improvement. The resultant effect of this strategy is organizational performance and excellence due to sustenance of high quality that not only attracts customers but also makes them loyal (Liker, 2004). The â€Å"Toyot a way† is a clear strength since it is tailor-made for the company as evidenced by the fact that most of the other operational excellence strategies pursued by organizations around the world were developed from it including the popular â€Å"lean manufacturing†, â€Å"just in time† and â€Å"six sigma† philosophies. ... The â€Å"Toyota way† only works due to the successful uptake by the employees and the Toyota culture of hard work and continuous improvement is possible through the quality of employees present (Liker and Hoseus, 2008). Toyota’s excellent workforce is a major strength especially considering the fact that the company operates on principles based on continuous improvement, high quality and organizational performance appraisal which would prove strenuous and overwhelming to weak employees. It is not unknown for companies to adopt noble strategies and policies only for them to fail due to difficulties in adoption by the workforce. C. Product Quality Concerns Toyota’s large size as a company means that any errors in manufacturing result in numerous faulty vehicles availed to the market which leads to customer dissatisfaction and aloofness to future car models. This is particularly damaging to reputation as evidenced by the recent recalls of vehicles due to failed bre aking systems; concerns on safety are enough to cause virtually irreparable harm to a company such as Toyota. To maximize on quality, a Total Quality Management system should be carefully implemented besides much emphasis on batch testing since this is perhaps the only way Toyota can mass produce with quality assurance. D. Lack of Customer Involvement Toyota focuses a great deal on the internal aspects of its operations in terms of management and workforce performance optimization and fails to take into consideration the views and interests of the customers. This has resulted in some of its car models being ranked among the ugliest automobiles on roads; unenviable

The Effect Of An Independent Exercise Program Essay

The Effect Of An Independent Exercise Program - Essay Example In the development of various exercise programs for treating the patients with bronchiectasis it is important to have enough knowledge as for the means of airway clearance methods, their effectiveness and outcomes. There has been made profound research a for the effects and effectiveness of such methods, and it is necessary to discuss them in general and especially concentrate on the PEP method. Abundant research has supported the central role and importance of the retained secretions in initiating the bronchiectatic process. Bronchiectasis is characterized by the effect of mucus hypersecretion, and it is the display of the disease destructive effect. If the secretions are not cleared from the airways, they will nurture the organisms, which in their turn become the reason of chronic inflammation, and support the high level of various toxic byproducts in the lungs of patients. Mucus also serves the means of transporting the chemical products, which seriously damage the lung defense system. In case the patient is diagnosed having excessive amount of mucus in his lungs, there is a threat that the clearance mechanism will be destroyed as well as further promotion of bronchiectasis will be promoted. However, certain researches have been devoted to the evaluation of effectiveness in relation to different airway clearance methods. It is necessary to understand that with the development of new approaches to the bronchiectasis treatment the central role will be devoted to prevention or earlier intervention of the disease, and the excessive use of antibiotics should become the means of emergency rescue means in the most serious cases. The airway clearance therapy should be thoroughly developed and should carry aggressive character, no matter which method exactly is chosen. Any method of airway clearance will enhance the clearance of thick mucus. Airway clearance techniques are divided into several methods and are represented as follows: Mechanical percussion; Positive expiratory pressure; Vibratory positive expiratory pressure; Intrapulmonary percussive ventilation; Etc. Positive expiratory pressure (PEP) or expiratory resistance for COPD promotes the clearance of mucus and the collateral ventilation disease. PEP works through pushing air into the lungs, keeping them open all the time. Through the use of PEP the person breathes in normally, but breathing out is made as if through resistance. The PEP device is usually used with a mask; it is noted that it can also adapted for the delivery of bronchodilators. Shelton (2004) notes, that it is effective without the need for using the postiral drainage, and of course in case it is performed incorrectly, it proves itself to be absolutely ineffective, though this may be said in relation to any other airway clearance techniques. The systematic review of the literature, related with the use and various researches in the area of PEP devices, has been made by Elkins et al. (2004), however, the bigger portion of the studies, found by author, have been considered by him to e of low quality. He has used twenty stu dies in his research, which included 430 participants. According to the literary research, it has been indicated that forced expiratory volume in 1 second was the most common

The five outcomes of every child matters

The five outcomes of every child matters Within this resource pack, I aim to guide practitioners and parents to implement the five outcomes of every child matters for children age four and five years in their care. I will begin by given the historical background of Every Child Matters and Policies and Legislative material in order to outline the definitions of social justice and inclusion. Also, I will discuss the significance and possible barriers of inclusion. Portions of the resource pack will reflect critically on Every Child Matters agenda which led to the enactment of The Children Act 2004 linking it to the five outcomes. In 2003, the government initiated Every Child Matters which was launched in the United Kingdom followed by the death of Victoria Climbie. It was a significant plan of the government to change and improve the lives of children and childrens services. The idea of the plan was to safeguard children; however it went beyond and expands the prospects available to young people from birth to 19 years. After the death of Victoria Climbie, there was a long meeting of all the various professionals working in children services. The outcome of the meeting underlined a lot of failure of the system, such as not being able to protect vulnerable children from purposeful harm. As the above has not being the only or a one off incident this was based on professionals not communicating with one another therefore Lord Laming suggested a structural reform which means different agencies working together (DfES, 2003). Following the consultation, the Government published Every Child Matters, the next steps which gave way to the Children Act 2004 which provided the legislative backbone for developing more useful and within reach services, focused around the needs of children, young people and families. The document carried 108 recommendations for fundamental changes. It aimed at supporting all children to have the support they need, no matter whatever their background or circumstances. This Act brought in a change for children. In 2005 a Childrens Commissioner for England was assigned to stand for the views of children. The Every Child Matters agenda was further developed in 2007 through the publication of the Childrens Plan. This plan was a ten year strategy ensuring that every child gets the best in life and helps parent into work as well as making an informed choices about child care and family life. Also it aims to improve childrens educations, health and eradicate poverty (DfES, 2004). Every Child Matters focuses on the well being of children and young people. It lays emphasis on better outcome for children, hence the five outcomes a guideline every practitioner should follow. Being Healthy requires that Early Years settings must show that practitioners are enabling children to be in an environment that let them to enjoy physical, mental and emotional health. All settings have the responsibility to make sure children learn how to achieve these things for themselves and live healthy lifestyles and understand the importance of being healthy (Knowles 2009:59), this has significance to Article (24) (27) of the UN Convention on the Rights of the Child (UNCRC) which recommends that all children should have right to health, clean water and environment, nutritious food, and have a good standard of living that meets moral and social needs (Bruce and Meggitt 2007). One will include that children should be supported through various measure, ensuring that they are mentally and emotionally healthy, practitioners must promote, encourage and set good example through the curriculums and its policies and practice as well as attracting children in physical activity in order to educate them on how to wash their hands and what to eat and drink. Also families should be provided with other health-care support needed which represents the good multi agency practice already in place at Children Centres (DfES, 2004c). (Practitioners should refer to appendix A for illustration of promoting a healthy environment for children). The next key outcome is Staying Safe which enables children to be safe from maltreatment, neglect, violence and harm. Practitioners should ensure that there is policies and procedure in place that clearly demonstrate an ethos of zero tolerance to bullying. Children should be protected from maltreatment, ensuring that providers and all relevant staff are appropriately trained in order to contribute to their safe from any harm. This is in relation to UNCRC article (9) (19) which states that all children should be protected from violence, abuse and neglect and Government should protect them (Meggitt and Bruce 2007) One could argue that providing a safe and secure environment will enable the children to achieve their full potential. (Practitioners should refer to Appendix B for the illustration of keeping safe). Enjoying and achieving is the third most crucial outcome which stresses that children of all potentials are to be helped to achieve personal and social development with particular focus on those with special and additional needs and also to those in disadvantage and isolated areas (Bruce and Meggit 2007). Practitioners in early years settings should make available for all children to achieve their full potential despite their educational needs. Also pupils should be provided with an environment regardless of any physical disability so that they can access the social and educational aspects of school. Furthermore practitioners should promote and support inclusive learning, gender, culture, social and emotional desires. Lastly children with special education needs (SEN) should be encouraged by practitioners to experience equal opportunities to achieve and attain their ultimate goal (Knowles 2009) This is eminent of the UNCRC, article (28) (29) stresses that all children have the right to an education and the purpose of education is to develop every childs personality, talents and mental physical abilities. (Practitioners should refer to appendix C for illustration of the above). One could agree that taken education to some extend will teach children to respect individuals, their own and other culture and also prepare children to live responsibly and peacefully in a free society. Within the policy document, the section on enjoying and achieving cited in (DfES 2003:para1.8) meaning that out of the five outcomes this does give a highlight on leisure time whilst the rest is mainly about educational attainment. Children imagine Enjoying as playing yet within this document it seems to be more emphasising on education. Enjoying appears to be one of the most vital outcomes requested by children. If children are seen as the citizens of the present why not pay particular attention to them. It is important to respect their views (William 2004:412 cited in Hendricks: 2008). In additional to this, making a positive contribution to childrens life is most important this include taking part in decision making and supporting the community, being law abiding, developing positive relationships with others being, self confident and able to deal with challenges and enterprise behaviour (Bruce and Meggitt 2007). In essence practitioners should encourage children to partake in planning and development of activities. This correspond to article (12) of the UNCRC which requires that the views of children must be sought after and given due weight in all matters affecting them. Lastly, achieving economic well-being helps children to conquer income barriers and achieve their full potential (Bruce and Meggitt 2007). Consequently, practitioners should make sure that children are given the best start in life. Evidently, educational attainment is the most effective route out of poverty. Within article (24) of the UNCRC achieving economic well-being the standard of living for children should meet their physical, mental, spiritual moral and social needs (DfES 2004). (Practitioners should refer to appendix E) The reason for writing this resources pack is to guide and support early years practitioners, parents and carers to implement the five outcomes of every child matters in the settings. Although Every Child Matters agenda outcomes seeks to promote the well being of all children which is underpinned by social justice and inclusion, practitioner still needs some ground rules to follow. Social justice is a theme in the United Nations and the European agenda for young children (Jones et al 2008:106). In Britain social justice is a belief that is currently in used to support public policies and practices with a view of making sure that all have equivalent chance to achieve the necessary goods and provisions they need to thrive and achieve well. This idea of fairness is embedded in the concept of social justice (Knowles 2009). Many young people as citizens take their rights and responsibilities seriously as it is necessary to keep hold of the belief in freedom and rights. Undesirably, some o f the policies linked to social welfare are challenge by beliefs of rights and justice (Jones et al 2008). In an ideal and fair society all children and families should have an equal chance of achieving well being yet the society we live in is homogenous entity. This encompasses of huge number of smaller groups between which is unequal distribution of power and access to goods and as part of the unequal power distribution some groups will knowingly and unknowingly discriminate against others. In this way some are prevented from being able to achieve well-being (Knowles, 2009:5). The achievement gap between boys and girls is smaller than that between working class children and middle class children. The focus on underachieving boys hide the fact that boys who come from the different class background and that some middle class boys gain well and some working girls do not. Practitioners should promote a healthy environment for all the children in their care. (Practitioners should refer to appendix A), practitioners should engaged and also supervised the children when they are washing their hands. A child needs water to stay healthy therefore practitioners should make water fountain accessible. Being healthy is in line with Emotional Healthy and Well-being, (2008 cited in Knowles 2009:60) which states that promoting positive health and well being of children helps them to understand and express their feelings as well as building confidence. In other words practitioners should listen and respect children views. According to Rinaldi 2001 (cited in Abbott, 1999), listening means being open to differences and recognising the value of different points of view and the interpretation of others. Children should be allowed to play and rest anytime they want to. As I have mention earlier practitioners should promote a safer environment for the children. Practitioners should support learning with symbolizing materials for children who are not able to read text. This helps them to understand what is required in different situation. According to Piaget (cited in Penn 2008 :42) It is the teachers job to provide a well resourced classroom, where children could have lots of opportunities to learn for themselves how things worked, with guidance and suggested from the teachers. Every child has the right to enjoy and achieve, practitioners should make play a high lead as this is central form of learning. Children should have the opportunity to play for thirty minutes this must involve children with special needs. Also, both boys and girls need to be allowed to experiment wider range of play. For example if a boy wants to ride a pink bicycle he should be permitted to do so. According to Vygotsky (cited in Penn 2008 :43) play is a mental kind of support system which allows children to represent their everyday social reality and therefore enables them to think and act in more complex ways to invent their own rules and narratives. In regards to achieving economic well being practitioners must make sure that neutral advice and quality information are available to children and their families in order to make a thriving move to further learning. In addition to this Practitioners should ensure that children are provided with access to different facilities and safe spaces where they can meet and engage in positive activities. For example play grounds with various facilities. At the centre of all these lies inclusion, this has been one of the vital problems in the early years framework. Social Inclusion is a focal point within the early years education and care policy documents. The Government has stomp inclusion as the Keystone to good practice (DfEE 1998:8). It is the process by which early years settings develop their ethos, policies, and practices to include all learners with the aim of meeting their individual needs. Historically, inclusion has been seen as a process that is relevant to those groups who have been marginalised, but now it is about all children, and it is closely linked to the Governments personalised learning agenda that lie at the heart of the EYFS. Practitioners should deliver personalised learning development and care to help children to get the best possible start in life (DfES, 2007a, paragraph 1.7). One would argue that social Inclusion denotes that all children are involved in appropriate activities making sure that they will not feel isolated or excluded from taking part in any learning performances for whatever reason. This link up with what Roffey (2001) proposes that inclusion does not only take charge of a few children but all. She went on to say that one of the main achievement of the last twenty years legislation has been the increase focus on the desirability of inclusive practices rather than the segregation of children with special education needs which is backed by the 1994 Salamanca statement that pose the Government to agree to the principle of inclusive education and make it a policy (www.unesco.com). Children who find it hard to communicate in class often feels excluded I believe that when practitioners introduce symbol cards in the settings it will help children who feels shy to talk in class and also, it will raise confidence among children and enable them to deal positively with life changes and challenges. Again it will stop practitioners wrongly labelling children as being slow. For example my little boy is very loud at home but very quite in school so when he was introduced to the symbols cards, at his nursery he began to involve in the classroom activities. Practitioners will send newsletters to the parents to inform them about family evenings. In the interest of the child, practitioners and parents should work together to see how best they can understand each other. Helen Penn (2008) noted that working together will not only help the child but also make the individuals understand each others professional rareness and work together this will not isolate the child. After the peer assessment group discussion, I went home to read over the comments my peers made about my resource pack. My peers noted both positive and negative comments therefore I decided to correct the negative ones. Within my resource pack, I explained the five outcomes of Every Child Matters but I had not planned for the activities so I started to gather information about the activities. I had written down my points which I have not yet linked to theory and practice and also had to expand on my points. I found it a bit difficult finding books for the assignment and there was no evidence of critical thinking in my resource pack. During the Christmas break I borrowed books from the university library so I started rewriting my whole work again. Moreover I had already written down notes of what I was going to write for the resource pack so I added some little information from the books I had borrowed. Although I had planned wanted to do, it was still not easy for me to do, as I did not know where to begin. However, the comments given by my peers really helped me to get started. An activity I had planned for the practitioners was for them to give the children in their care all the telephone numbers of people and organisation to contact when they feel unsafe. Later on I changed my mind, to make a poster which can be on the classroom walls so that children can always revisit when they need help. I had read children story book on what they should do when they are in trouble and I found it very good which I wanted to include in the main essay however I was advised by my colleague to put it in the appendix and then refer it in the main essay. Also, I had printed out some pictures which I was going to use for my activities but was told by the initial group not to use them. However, during the second group discussion in lectures, I joined another peer assessment group who were pleased with the pictures and I was told to use them. I found the peer assessment very helpful because I met different people and got various feedbacks regarding my course work. To conclude this, practitioners should ensure that the resource pack is followed as required, because it provides vital and timely contribution to the development of children between the ages of four and five. As laid out in the Every Child Matters agenda every child has the right to education irrespective of his or her background that is cultural, religion and gender or needs. Practitioners should develop a very good relationship with parent and carers this is very important on childrens achievement as well as leading them into adolescence and better adulthood. Part of healthy and successful education comes from home. Involving parents and the community will have a good impact in the setting. Similarly, it makes parents feel a part of the setting and their children education. Also, practitioners should recognise individual needs of each child and respond to them by organising extensive teaching strategies to help them. Conversely, practitioners should also create and work in multicu ltural settings which ought to demonstrate an understanding of the value of diversity and respect for difference.

Lewis Binford Essay

Only child Mother from well to do family who lost $ Dad electrician laborer Josef lewis binford mother(Eoline Roberts Binford) was descended from Virginia Tidewater high society,by birth no money scout learning by doing skilled in construction laborer helped with field work later years enrolled 1948 Virinia Polytech instutte under athlete scholarship foot ball forestry biology Married Jean mock two children $ problems 1952 enrolled army GI Bill to Okinawa, where he worked with native Ryukyuan peoples. Dischared 1954 interest anthplogy UNC 1957 B. A. That turned his interests to archaeology. Under the tutelage of Joffre Coe, Binford gained valuable field experience, read the literature, and began to question the conceptual underpinnings of the discipline. Armed with the belief that archaeology could and should do far more than merely situate ancient cultures in time and space, and keen to bring it into the mainstream of anthropology, Binford went to the University of Michigan for graduate work. Influential in his education there were. White, Albert Spaulding (from whom Binford learned  analytical methods), and James Griffin, the quintessential culture historian, dean of eastern North American archaeology, and for Binford graduate adviser and symbol of all that was (and was wrong with) traditional archaeology (Sabloff, 1998, p. 13). Binford earned his M. A. in 1958 and Ph. D. in 1964 at Michigan, though Griffin did not last as his adviser. After teaching at Michigan for a year, Binford joined the University of Chicago anthropology faculty in 1961. Binford left Chicago four years later, still brash though unbowed despite having been denied  tenure. By then, at least, he had received his Ph. D. but only after Griffin was persuaded to resign from his dissertation committee (Binford, 1972, p. 11). It was the first overt breach of what was a long, acidic relationship. It was at Chicago that Binford launched what came to be called the â€Å"New Archaeology† (later, â€Å"Processual Archaeology†) with hi s landmark article â€Å"Archaeology as Anthropology† (1962). After travelling to several univ. and being fired from what he called the best uni In 1968 Binford was hired at the University of New Mexico, Still, Binford gave no quarter to postprocessualists In 1991 Binford retired from the University of New Mexico and accepted a faculty appointment at Southern 20 BIO G RA PHICAL MEMOIRS Methodist University in Dallas. There he could teach less and have more time to devote to a project he had started in the 1970s (previews of which appeared as Binford [1990, 1997]), which would become his last major book: Constructing Frames of Reference: An Analytical Method for Archaeological Theory Building Using Ethnographic and Environmental Data Sets (Binford, 2001).

Essay On Career Trends - 1025 Words

Part 2: State of the Economy Requirements No matter the state of the economy, teachers will always be in high demand. According Bureau of Labor Statistics Employment kindergarten and elementary school teachers is projected to grow 6 percent from 2014 to 2024, about as fast as the average for all occupations. Growth is expected because of projected increases in student enrollment. However, employment growth will vary by region. According Bureau of Labor Statistics to the between 2012 and 2022, and the Bureau of Labor Statistics predicts that the best of the bunch will produce those openings at a percentage rate thats faster than 10.8 percent, the average for all occupations. The BLS estimates total employment will increase by 15.6†¦show more content†¦Data and information management is a huge growth area. But its not just data management creating new job opportunities, its gathering, analyzing, storing and securing the data as well. Research and design managers, particularly in engineering Increased automation is the result of a need to reduce cost, which in turn is driven by a companys need to become more competitive and grow market share -- a trend accelerated by pressures felt by the difficult economic situation. These improved efficiencies support profitability and overall business growth, which spur recruitment demands. In the United Kingdom alone, manufacturing output growth is projected to average around 2.5% per annum, with particular growth in RD-related industries, such as parts of chemicals and engineering. Computer programmers and network administrators One key misperception among industry watchers is that technology advancements results largely in the death of career opportunities. This is simply not the case. Instead of killing jobs, technological advances are changing the nature of the roles available. Computer programmers and network administrators are just two examples of roles in the IT sector that are seeing significant growth across the globe. Medical assistants there have been significant changes in the management of healthcare services, both in the United States and across Europe. As a result, more middle management positions have becomeShow MoreRelatedApplying An Undergraduate Degree At A Respected University1484 Words   |  6 Pagesrepresentation in the court, constructing legal documents, and specializing in different types of laws (Career Cruising, 2016). Practicing law in Canada is a lengthy process that is also difficult because of the tasks that are associated with this career. However, I aspire of becoming a lawyer as I am able to protect citizens from any injustices alongside the power of the law. 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Second Battle of El Alamein in World War II

The Second Battle of El Alamein was fought from October 23, 1942 to November 5, 1942 during World War II (1939-1945) and was the turning point of the campaign in the Western Desert. Having been driven east by Axis forces in 1942, the British had established a strong defensive line at El Alamein, Egypt. Recovering and reinforcing, new leadership on the British side commenced planning an offensive to regain the initiative. Launched in October, the Second Battle of El Alamein saw British forces grind through the enemy defenses before shattering the Italo-German lines. Short on supplies and fuel, Axis forces were compelled to retreat back into Libya. The victory ended the threat to the Suez Canal and provided a significant boost to Allied morale. Background In the wake of its victory at the Battle of Gazala (May-June, 1942), Field Marshal Erwin Rommels Panzer Army Africa pressed British forces back across North Africa. Retreating to within 50 miles of Alexandria, General Claude Auchinleck was able to stop the Italo-German offensive at El Alamein in July. A strong position, the El Alamein line ran 40 miles from the coast to the impassable Quattara Depression. While both sides paused to rebuild their forces, Prime Minister Winston Churchill arrived in Cairo and decided to make command changes. New Leadership Auchinleck was replaced as Commander-in-Chief Middle East by General Sir Harold Alexander, while the 8th Army was given to Lieutenant General William Gott. Before he could take command, Gott was killed when the Luftwaffe shot down his transport. As a result, command of the 8th Army was assigned to Lieutenant General Bernard Montgomery. Moving forward, Rommel attacked Montgomerys lines at the Battle of Alam Halfa (August 30-September 5) but was repulsed. Choosing to take a defensive stance, Rommel fortified his position and placed over 500,000 mines, many of which were anti-tank types. Field Marshal Harold Alexander. Armies Commanders British Commonwealth General Sir Harold AlexanderLieutenant General Bernard Montgomery220,00 men1,029 tanks750 aircraft900 field guns1,401 anti-tank guns Axis Powers Field Marshal Erwin RommelLieutenant General Georg Stumme116,000 men547 tanks675 aircraft496 anti-tank guns Monty's Plan Due to the depth of Rommels defenses, Montgomery carefully planned his assault. The new offensive called for infantry to advance across the minefields (Operation Lightfoot) which would allow engineers to open two routes through for the armor. After clearing the mines, the armor would reform while the infantry defeated the initial Axis defenses. Across the lines, Rommels men were suffering from a severe lack of supplies and fuel. With the bulk of German war materials going to the Eastern Front, Rommel was forced to rely on captured Allied supplies. His health failing, Rommel took leave to Germany in September. General Erwin Rommel in North Africa, 1941. Photograph Courtesy of the National Archives Records Administration A Slow Start On the night of October 23, 1942, Montgomery began a heavy 5-hour bombardment of the Axis lines. Behind this, 4 infantry divisions from XXX Corps advanced over the mines (the men did not weigh enough to trip the anti-tank mines) with the engineers working behind them. By 2:00 AM the armored advance began, however progress was slow and traffic jams developed. The assault was supported by diversionary attacks to the south. As dawn approached, the German defense was hampered by the loss of Rommels temporary replacement, Lieutenant General Georg Stumme, who died of a heart attack. German Counterattacks Taking control of the situation, Major-General Ritter von Thoma coordinated counterattacks against the advancing British infantry. Though their advance was bogged down, the British defeated these assaults and the first major tank engagement of the battle was fought. Having opened a six mile wide and five mile deep inroad into Rommels position, Montgomery began shifting forces north to inject life into the offensive. Over the next week, the bulk of the fighting occurred in the north near a kidney-shaped depression and Tel el Eisa. Returning, Rommel found his army stretched with only three days of fuel remaining. Axis Fuel Shortages Moving divisions up from the south, Rommel quickly found that they lacked the fuel to withdraw, leaving them exposed in the open. On October 26, this situation worsened when Allied aircraft sank a German tanker near Tobruk. Despite Rommels hardships, Montgomery continued to have difficulty breaking through as Axis anti-tank guns mounted a stubborn defense. Two days later, Australian troops advanced northwest of Tel el Eisa towards Thompsons Post in an attempt to break through near the coast road. On the night of October 30, they succeeded in reaching road and repelled numerous enemy counterattacks. British infantry attack at El Alamein, October 24, 1942. Public Domain Rommel Retreats: After assaulting the Australians again with no success on November 1, Rommel began to concede that the battle was lost and began planning a retreat 50 miles west to Fuka. At 1:00 AM on November 2, Montgomery launched Operation Supercharge with the goal of forcing the battle into the open and reaching Tel el Aqqaqir. Attacking behind an intense artillery barrage, the 2nd New Zealand Division and the 1st Armored Division met stiff resistance, but forced Rommel to commit his armored reserves. In the resulting tank battle, the Axis lost over 100 tanks. His situation hopeless, Rommel contacted Hitler and asked for permission to withdraw. This was promptly denied and Rommel informed von Thoma that they were to stand fast. In assessing his armored divisions, Rommel found that fewer than 50 tanks remained. These were soon destroyed by British attacks. As Montgomery continued to attack, entire Axis units were overrun and destroyed opening a 12-mile hole in Rommels line. Left with no choice, Rommel ordered his remaining men to begin retreating west. On November 4, Montgomery launched his final assaults with the 1st, 7th, and 10th Armored Divisions clearing the Axis lines and reaching open desert. Lacking sufficient transportation, Rommel was forced to abandon many of his Italian infantry divisions. As a result, four Italian divisions effectively ceased to exist. Aftermath The Second Battle of El Alamein cost Rommel around 2,349 killed, 5,486 wounded, and 30,121 captured. In addition, his armored units effectively ceased to exist as a fighting force. For Montgomery, the fighting resulted in 2,350 killed, 8,950 wounded, and 2,260 missing, as well as around 200 tanks permanently lost. A grinding battle that was similar to many fought during World War I, the Second Battle of El Alamein turned the tide in North Africa in favor of the Allies. Pushing west, Montgomery drove Rommel back to El Agheila in Libya. Pausing to rest and rebuild his supply lines, he continued to attack in mid-December and pressed the German commander into retreating again. Joined in North Africa by American troops, who had landed in Algeria and Morocco, Allied forces succeeded in evicting the Axis from North Africa on May 13, 1943 (Map).

In 1889 in Austria Adolf Hitler was born. Over the course...

In 1889 in Austria Adolf Hitler was born. Over the course of his life, he would go on to become the most infamous dictator of all time and cause the death of over eleven million people. Hitler was originally born in Austria, although felt great pride for the German people and decided to join the German military during World War I. During the war, hitler was hit with mustard gas and was temporarily blinded. During this time Hitler heard of Germanys surrender through radio, eventually regaining his full sight back. Germany was the worlds scapegoat after the war and was burdened with paying for all of the damages and became a laughing stock. Hitler swore to bring Germany from the ashes by planning a rebelion. As good as this looked on†¦show more content†¦This persecution let up during the 1936 Olympics in Berlin, but then continued straight after. Hitler believed that his perfect arian ideal needed to be shared with the rest of the world, so in 1939 Germany, Italy, and Japan began to invade starting World War II(WWII). The countries that would come to be known as the Axis powers took France, Bulgaria, Hungary, and many more countries, while being faught by (mainly) the Soviet Union, Brittain, and on December 7, 1941, America. December 7, 1941 was, A day that will live in infamy. Said president FRD as the Japaneese bombed a naval base in Hawaiin called Pearl Harbor. This attack sent us flying into the war both figuratively and literally. One of the most memorable parts of the United States war effort was the construction of the Tuskegee Program. At this point in United States history, in many states the Jim Crow Laws were in place. Much like the Nuremburg Laws, the Jim Crow Laws restricted blacks from using many public utilities such as water fountains. The Tuskegee Institute was tasked with teaching black piolets how to fly as an expirement. At this time blacks were thought of as mentally and physically inferior to whites and the Tuskegee project was supposed to fail. The Tuskegee Airmen or Red Tails as they came to be called exceded expectations and did as good, if not better than the white piolets as they never lost a bomber. Back in Germany, the NuremburgShow MoreRelatedAdolf Hitler Essay935 Words   |  4 PagesAdolf Hitler Adolf Hitler changed the course of history. His childhood strongly shaped his personality. There were many deciding factors that determined the kind of person Hitler finally became. Adolfs father was Alois, an illegitimate child, his mother was Marie Schickulgruber. Alois took his fathers name Hitler before Adolf was born. Alois was already a successful border guard when he was 18, and later became an Austrian customs official. 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