Battle of Leyte Gulf in World War II

Battle of Leyte Gulf in World War II The Battle of Leyte Gulf was fought October 23-26, 1944, during World War II (1939-1945) and is considered the conflicts largest naval engagement. Returning to the Philippines, Allied forces began landing on Leyte on October 20. Responding, the Imperial Japanese Navy launched plan Sho-Go 1. A complex operation, it called for multiple forces to strike the Allies from several directions. Central to the plan was luring away the American carrier groups that would be protecting the landings. Moving forward, the two sides clashed in four distinct engagements as part of the larger battle: Sibuyan Sea, Surigao Strait, Cape Engaà ±o, and Samar. In the first three, Allied forces won clear victories. Off Samar, the Japanese, having been successful in luring away the carriers, failed to press their advantage and withdrew. In the course of the Battle of Leyte Gulf, the Japanese suffered heavy losses in terms of ships and were unable to mount large-scale operations for the rest of the war. Background In late 1944, after extensive debate, Allied leaders elected to begin operations to liberate the Philippines. The initial landings were to take place on the island of Leyte, with ground forces commanded by General Douglas MacArthur. To assist this amphibious operation, the US 7th Fleet, under Vice Admiral Thomas Kinkaid, would provide close support, while Admiral William Bull Halseys 3rd Fleet, containing Vice Admiral Marc Mitschers Fast Carrier Task Force (TF38), stood further out to sea to provide cover. Moving forward, the landings on Leyte commenced October 20, 1944. Admiral William Bull Halsey. US Naval History and Heritage Command The Japanese Plan Aware of American intentions in the Philippines, Admiral Soemu Toyoda, commander of the Japanese Combined Fleet, initiated plan Sho-Go 1 to block the invasion. This plan called for the bulk of Japans remaining naval strength to put to sea in four separate forces. The first of these, Northern Force, was commanded by Vice Admiral Jisaburo Ozawa, and was centered on the carrier Zuikaku and the light carriers Zuiho, Chitose, and Chiyoda. Lacking sufficient pilots and aircraft for battle, Toyoda intended for Ozawas ships to serve as bait to lure Halsey away from Leyte. With Halsey removed, three separate forces would approach from the west to attack and destroy the US landings at Leyte. The largest of these was Vice Admiral Takeo Kuritas Center Force, which contained five battleships (including the super battleships Yamato and Musashi) and ten heavy cruisers. Kurita was to move through the Sibuyan Sea and the San Bernardino Strait, before launching his attack. To support Kurita, two smaller fleets, under Vice Admirals Shoji Nishimura and Kiyohide Shima, together forming Southern Force, would move up from the south through the Surigao Strait. Japanese battleships at Brunei, Borneo, in October 1944, photographed just prior to the Battle of Leyte Gulf. The ships are, from left to right: Musashi, Yamato, a cruiser and Nagato. US Naval History and Heritage Command Fleets Commanders Allies Admiral William HalseyVice Admiral Thomas Kinkaid8 fleet carriers8 light carriers18 escort carriers12 battleships24 cruisers141 destroyers and destroyer escorts Japanese Admiral Soemu ToyodaVice Admiral Takeo KuritaVice Admiral Shoji NishimuraVice Admiral Kiyohide ShimaAdmiral Jisaburo Ozawa1 fleet carrier3 light carriers9 battleships14 heavy cruisers6 light cruisers35 destroyers Losses Allies - 1 light carrier, 2 escort carriers, 2 destroyers, 1 destroyer escort, approx. 200 aircraftJapanese - 1 fleet carrier, 3 light carriers, 3 battleships, 10 cruisers, 11 destroyers, approx. 300 aircraft Sibuyan Sea Beginning on October 23, the Battle of Leyte Gulf consisted of four primary meetings between Allied and Japanese forces. In the first engagement on October 23-24, the Battle of the Sibuyan Sea, Kuritas Center Force was attacked by the American submarines USS Darter and USS Dace as well as Halseys aircraft.  Engaging the Japanese around dawn on October 23, Darter scored four hits on Kuritas flagship, the heavy cruiser Atago, and two on the heavy cruiser Takao. A short time later, Dace hit the heavy cruiser Maya with four torpedoes.  While Atago and Maya both sank quickly, Takao, badly damaged, withdrew to Brunei with two destroyers as escorts. Battle of the Sibuyan Sea, 24 October 1944 Japanese battleship Yamato is hit by a bomb near her forward 460mm gun turret, during attacks by U.S. carrier planes as she transited the Sibuyan Sea. US Naval History and Heritage Command Rescued from the water, Kurita transferred his flag to Yamato. The next morning, Center Force was located by American aircraft as it moved through the Sibuyan Sea. Brought under attack by aircraft from 3rd Fleets carriers, the Japanese quickly took hits to the battleships Nagato, Yamato, and Musashi and saw the heavy cruiser MyÃ… kÃ…  badly damaged. Subsequent strikes saw Musashi crippled and drop from Kuritas formation. It later sank around 7:30 PM after being hit with at least 17 bombs and 19 torpedoes. Under increasingly intense air attacks, Kurita reversed his course and retreated. As the Americans withdrew, Kurita again changed course around 5:15 PM and resumed his advance towards the San Bernardino Strait. Elsewhere that day, the escort carrier USS Princeton (CVL-23) was sunk by land-based bombers as its aircraft attacked Japanese air bases on Luzon. Surigao Strait On the night of October 24/25, part of the Southern Force, led by Nishimura entered the Surigao Straight where they were initially attacked by Allied PT boats. Successfully running this gauntlet, Nishimuras ships were then set upon by destroyers which unleashed a barrage of torpedoes. In the course of this assault USS Melvin hit the battleship  FusÃ…  causing it to sink. Driving forward, Nishimuras remaining ships soon encountered the six battleships (many of them Pearl Harbor veterans) and eight cruisers of the 7th Fleet Support Force led by Rear Admiral Jesse Oldendorf. USS West Virginia (BB-48) firing during the Battle of Surigao Strait, 24-25 October 1944. US Naval History and Heritage Command Crossing the Japanese T, Oldendorfs ships used radar fire control to engage the Japanese at long range. Pounding the enemy, the Americans sank the battleship Yamashiro and the heavy cruiser Mogami. Unable to continue their advance, the remainder of Nishimuras squadron withdrew south.  Entering the strait, Shima encountered the wrecks of Nishimuras ships and elected to retreat. The fighting in the Surigao Strait was the last time two battleship forces would duel. Cape Engaà ±o At 4:40 PM on the 24th, Halseys scouts located Ozawas Northern Force. Believing that Kurita was retreating, Halsey signaled Admiral Kinkaid that he was moving north to pursue the Japanese carriers. By doing so, Halsey was leaving the landings unprotected. Kinkaid was not aware of this as he believed Halsey had left one carrier group to cover the San Bernardino Straight. At dawn on October 25, Ozawa launched a 75-plane strike against Halsey and Mitschers carriers. Easily defeated by the American combat air patrols, no damage was inflicted. Countering, Mitschers first wave of aircraft began attacking the Japanese around 8:00 AM.  Overwhelming the enemy fighter defense, the attacks continued through the day and ultimately sank all four of Ozawas carriers in what became known as the Battle of Cape Engaà ±o. Samar As the battle was concluding, Halsey was informed that the situation off Leyte was critical. Toyodas plan had worked. By Ozawa drawing away Halseys carriers, the path through the San Bernardino Straight was left open for Kuritas Center Force to pass through to attack the landings. Breaking off his attacks, Halsey began steaming south at full speed. Off Samar (just north of Leyte), Kuritas force encountered the 7th Fleets escort carriers and destroyers.   Launching their planes, the escort carriers began to flee, while the destroyers valiantly attacked Kuritas much superior force. As the melee was turning in favor of the Japanese, Kurita broke off after realizing that he was not attacking Halseys carriers and that the longer he lingered the more likely he was to be attacked by American aircraft. Kuritas retreat effectively ended the battle. Aftermath In the fighting at Leyte Gulf, the Japanese lost 4 aircraft carriers, 3 battleships, 8 cruisers, and 12 destroyers, as well as 10,000 killed. Allied losses were much lighter and included 1,500 killed as well as 1 light aircraft carrier, 2 escort carriers, 2 destroyers, and 1 destroyer escort sunk. Crippled by their losses, the Battle of Leyte Gulf marked the last time the Imperial Japanese Navy would conduct large-scale operations during the war. The Allied victory secured the beachhead on Leyte and opened the door for the liberation of the Philippines. This in turn cut off the Japanese from their conquered territories in Southeast Asia, greatly reducing the flow of supplies and resources to the home islands. Despite winning the largest naval engagement in history, Halsey was criticized after the battle for racing north to attack Ozawa without leaving cover for the invasion fleet off Leyte.

HRD Essay Example | Topics and Well Written Essays - 500 words - 4

HRD - Essay Example onal communication informal workplaces relate to leadership, communication climate, performance enhancement, evaluation and work control systems networks. Organizational communication currently in the business world is probably the most stunning interpersonal communication. Each employee in the workplace must more often than not perform interpersonal communication (Barker & Angelopulo, 2006). Communicating with other colleagues in a workplace is a process that cannot be viewed as of lesser importance. Organizational communication is of an uttermost complexity and significance especially in teamwork operations. Communication is a key element and role player in everyone’s life. This makes organizational communication in the workplace a larger key for cultural normalcy and expectancy. Every employee should communicate to one another in every department in the organization. This boosts interpersonal relations between the works to work collectively towards a common goal and objectives. To the younger individuals, school may appear to be the main agency for social communication while later in life, the job you occupy partake this role. It is socially stated and seen as a norm that later in adulthood life, people should have jobs for survival means. The best way to put organizational communication’s definition is that it is the pre-eminent way so far to survive at the workplace. Organizational communication concurrently gives guidelines in as far as respect to the managerial teams is concerned. Consequently, this organizational process binds the workers together because it is a sociological norm attribute. Organizational communication as a sociological norm quickens the individual adaptation to their jobs. Adaptation attribute at the workplace is the most important aspect of the work environment. The only way, therefore, to adapt to the working environment and be able to participate in everyday work life is to be able to communicate with the colleagues at

Fashion of America in the 1906's Essay Example | Topics and Well Written Essays - 750 words

Fashion of America in the 1906's - Essay Example The essay "Fashion of America in the 1906's" talks about the fashion and trends in America during 1906. This inspired me to study the fashion events for understanding trends and comparing the old trends with the new ones. American first fashion design program was founded in the 1906. Persons established the Seventh Avenue of New York City as the home of American fashion. Seventh Avenue is respected being the first fashion-designing centre in New York. Parsons offers a bachelor degree in fine arts, fashion designing, and fashion marketing. Seventh Avenue is playing its role as an international fashion centre to educate the American youth on fashion aspects. Many artists appeared on the art horizon in the early 20th century with some exceptional work in the field. That period of the century is also known as the period of making and breaking. Eakins, Winslow home and Charles Russell displayed talent in painting and landscaping. Alfred showed mastery and soon became the famous photograph er of America. Newspaper changed from two columns to four-column tabloid style paper in the first decade of the 20th century. Newspaper â€Å"the Christian science monitor’ was found in 1908 in America. Fiction stories gained fame in women as women go the material of their interest in fiction books. Mary Jonson’s â€Å"to have and to hold† and â€Å"the Virginian† are the masterpieces that still entertain the people in America and outer world. These books and newspapers have gone through continuous updating with the passage of time. and are still liked by many Americans (Druesedow & Mitchell 34). The decade brought progressive education in all the fields of fashion life of American people. After the persons, other educational schools were opened for girls in 1900s (Thomas 2011). Men fashion also started getting touch of romance at the start of new century. Men in America used to wear long trousers with half sleeve shirts. Youths were crazy of motoring in smart dress. Use of goggles and hats increased amongst the youngsters especially for motoring and biking (Wilcox 48). Broad shoulder dressing was commonly used in 1906s. Cotton knit lightweight shirts got fame as beach and sportswear. Smart and slim women wore straight corset with long hips in order to give a small look to their waist. Automobile advancement also had long lasting effects on dressing of the people in 1906s. Women started wearing smaller skirts as for ease of travelling in the new model automobiles (Scheips 129). Hobble skirts were particularly used for walking and jogging. High button shoe that we still see some Hollywood stars wearing them, were first introduced in the first decade of the century (Thomas 2011). Americans adopted bobbed hairstyle after its first appearance in 1908. Hats got a lot of fame in 1906s and both the genders used hats extensively in the normal life. Different designs of hats were introduced catering for modern dressing. Large and small hats of different cloth and colour were very famous in 1900s (Wilcox 52). Advancement of technology brought about many changes in human life in that decade. Teddy Bear became a famous cartoon and his fashion spread fast in 1905. Job opportunities for railway, ships and different business opportunities changed the human lifestyle in that part of the world (Hall 58). Wright brothers made first human journey in 1903. This was a remarkable achievement of human mind in field of aviation. Cadillac and Ford introduced cheap cars for common Americans in the same decade (Scheips 125). Sunday

Hermaphrodites and Society Essay Example for Free

Hermaphrodites and Society Essay Individuals are given the gift of life when they are born into this world. Many agree that everyone is blessed and should not take their lives for granted. To be truly alive, individuals must be overjoyed and pursue happiness. However, others would describe their lives as a joke. To be precise, many would be ashamed of who they are. A very strong example of an ashamed soul would be Calliope, the main protagonist of Middlesex by Jeffrey Eugenides. In the story, Eugenides tells the tale of Callie, who is supposedly a monster because she is a hermaphrodite. Being a hermaphrodite indicates that someone has the sex organs associated with both genders. By definition, Callie is an abnormal freak. Eugenides employs literary devices, such as tone, imagery, and personification, to express Callie’s shame and humiliation of being herself. Eugenides employs imagery to transport readers into Callie’s shoes and understand her shame of being a hermaphrodite. Callie describes herself as â€Å"being surrounded by illuminating faces bent over books, her hair covering the definition of herself. Normal individuals surround Callie, and she abruptly conceals the word monster to prevent anyone from realizing her true identity. In Callie’s point of view, normal individuals surround her, and she is in the center covering a secret that could ultimately ruin her reputation as a human. Callie is so frightened of being exposed to the world as a true monster. Callie makes a past reference of how she had experienced monster before. Callie addresses that â€Å"she was not looking at it in her bathroom stall. † She has the affirmation that someone had already known her as a monster, but she was too afraid to agree. Now, however, Callie is reminded of her past, and sadly acquaints past and present to reach the conclusion the she is indeed a monster. Callie also refers to herself as a â€Å"lumbering, shaggy creature pausing at the edge of the woods, as a humped convolvulus rearing its dragon’s head from an icy lake. † Callie truly visualizes herself as an actual monster, a freak of nature that is shunned by the world and lives in absolute seclusion. In her eyes, she is a grotesque beast that cannot even stand to stare at herself out of humiliation and shame. Callie is absolutely alone and is surrounded by others who look at her with disgust and wide eyes. Eugenides utilizes tone in the story to help readers develop sympathy and pity towards Callie. All throughout the passage, the tone of the story is serious. Callie acknowledges that â€Å"her mother was crying in the next room, and the doctors were working on Callie’s disease in secret. † The statements convey that Callie’s parents are also disappointed and ashamed of what their daughter has become. Callie understands that her mother sheds tears thinking what she has done to deserve a defected daughter. Callie’s parents are so ashamed and overwhelmed that they took Callie to New York to try and heal in secret instead of in the open. Callie’s parents do not want others to see what has happened to her out of concern for their daughter’s social life as a normal individual. The thoughts and emotions expressed give readers pity towards Callie and her condition. Callie muses that â€Å"she longed to be held, caressed, which was impossible. † Callie wishes to be comforted and surrounded by others that loved and understood her. Unfortunately, Callie views herself so much like a monster rather than an individual that she is too far long to be comforted by anyone. Readers infer that Callie is a freak with no friends, family, or loved ones. Eugenides also uses personification to display how Callie views the inhumane objects around her as also excluding her from humanity and pushing her towards being a monster. Callie enunciates that â€Å"fear is stabbing me. † Callie feels horrible about her discovery of being a hermaphrodite; she actually visualizes fear around her. Callie feels frightened and vulnerable to the thought of others singling her out and chanting the monster. Callie cannot even comprehend what she feels, but can only implore she is engulfed by fear and incapable of accepting her secret getting out. This also expresses Callie’s extreme shame of being who she is, as well as how others will view her as a non –human. Callie comments on the chain within the dictionary as â€Å"speaking of poverty, mistrust, inequality, and decadence as she held onto it. † Callie establishes a connection between herself and the chain as both being bound to the worst parts of human lives. Callie strongly grasps the word monster in her hand, as if she is bound to it like the chain is. Callie cannot detach herself because deep in her heart, she understands that she is a monster, no matter how much she wishes not to be. As Callie leaves the Reading Room, Callie also cannot release the word monster from herself. Callie appeals that â€Å"the Webster’s dictionary kept calling after her, Monster, Monster! † Callie is so attached and strongly understands herself as a monster that she hears the word everywhere she goes. No matter where Callie goes, the word monster will always haunt and pursue her, always reminding her of what she is. Callie interprets the chants of inanimate objects calling her monster, and she cannot help but feel ashamed and humiliated to be reminded of what she is. Calliope, all throughout the passage, is a hermaphrodite and a monster. A world of normal individuals surrounds Callie and do not understand what she is. Eugenides uses literary devices, such as imagery, tone, and personification to express Callie’s shame and humiliation of being herself. To be alive is truly a blessing, but is being abnormal in the eyes of peers a curse? Everywhere, there are individuals who are terrified and alone, and sometimes, no one comes to help them. Regardless of who they are, or whether they may be different, everyone belongs. No one is a monster.

Fair Teacher Pay Association :: Argumentative Persuasive Education Papers

Fair Teacher Pay Association Factà ³There is a shortage of qualified graduates of professional teacher preparation programs entering the teaching profession in the United States. Factà ³More than 80% of the employing jurisdictions in the United States have been forced to hire unlicensed, untrained, unprepared teachers because there are not enough licensed graduates of teacher preparation programs to fill the need. Factà ³The overwhelming response from college students to the question of why they wonà ­t enter the teaching profession is that "teacher pay is too low". Factà ³The average national salary for a beginning teacher for the 1998-1999 academic year was $25,735 , far less than the salary for other college graduates. Would you want to be a teacher?? Dear Mr. & Mrs. Doe: Do you care about the quality of your childrenà ­s education? Weà ­re sure you do, just like most hard working Americans. Think about it. Our childrenà ­s education is their future, and their future is our nationà ­s future. This future is determined by our childrenà ­s teachers. A lack of teachers and, more importantly, a lack of GOOD teachers is a big problem in our schools today. We, the members of the Fair Teacher Pay Association (FTPA), believe this injustice must be brought to the attention of all. In addition to informing the public, we want to do things to change the current system. This letter and informaional packet will briefly inform you of the facts you need to know on this subject. We often hear people say things such as: Teachers work form 9 to 3, less than bankers. Teachers work 9 months, and then get the summers off. Teachers themselves say: Teaching is the only job where you work three times per day. First you teach a full day, then you work at school in the afternoon, and then you take work home to do at night. The average teacher works a minimum of 8 hours and 37 minutes each day. 8:37 multiplied by an average school year of 180 days is 1551 hours a year. That is the minimum required for their daily tasks. Teachers also have supplementary tasks that they must complete on an irregular basis. These tasks such as pre and post school year activities, meetings, and continuing education add up to an average minimum of 318 hours per year. This adds up to a grand total of 1869 hours per year! Check out these statistics: - A teacher works a minimum of 1,869 hours per year to perform his/her

Competency Statement to Support Social and Emotional Development and to Provide Positive Guidance

Social Development and Emotional Development goes hand and hand. They are closely related . Social development refers to the young child feelings about himself or herself, the people in his or her life, and the environment in which they play and lives. Emotional developments color the experience of every young child mood. At our center we provide social and emotional security for each child. I help each child to know, accept and take pride in him or herself and to develop a sense of independence. In our preschool class we treat each child as an individual. All children have different rates of development and different personalities. As a teacher I show the children that I am very concern about them and their feeling and this helps children during their discuss times. Every morning I greet the child and their parent, I receive and give hugs too each child upon arriving and departure. In my classroom I respond quickly and calmly when children are having a disagreement, children tend to look too the teacher to help solve the disagreement. Responding quickly also help children from hurting other. (For example; John and Bob were playing car, at the block center, John wanted the car that Bob had bob would let John see the car so John took the car from Bob and hit him. I went over to John and said your friend is sad because you hit him and took his car, we do not treat our friends like that we have too learn too share and keep our hand by our side, and do you remember the book we read about hitting our friends and how that makes they sad. Also John you must learn too use you words â€Å"my turn please†. When children are unhappy because something has change in their life I like too find a book too read too cheer them up. Their were two best friends but one had to moved too another school. The friend that was left was so sad so I asked the class too share ideas of things that we could do too cheer him up. The children wanted me too read a book; I read a book about Feeling, as I read I was pointing at the different facial expression. I encourage the class too draw pictures that reflect the boys feeling and picture that would cheer him up Sharing is something we practice everyday what ever they are playing with becomes mines, mines and mines my class has a hard time sharing to encourages sharing we play lots of activities with four at each tables, for instance we do board games, art activities, we pair up and share a book, table tubs, outside we take turn riding the bikes, and sharing the balls. It is important that we use all of our resources to develop our children social and emotional skill teaching them how to interact and share with other peers.

Arundel Partners Case Analysis Essay - 1499 Words

Arundel Partners Case Analysis Executive Summary: A group of investors (Arundel group) is looking into the idea of purchasing the sequel rights associated with films produced by one or more major movie studios. Movie rights are to be purchased prior to films being made. Arundel wants to come up with a decision to either purchase all the sequel rights for a studios entire production during a specified period of time or purchase a specified number of major films. Arundels profitability is dependent upon the price it pays for a portfolio of sequel rights. Our analysis of Arundels proposal includes a net present value calculation of each movie production company. In order to decide whether Arundel can make money buying movie†¦show more content†¦In addition, once production started, the studio would inevitably form an opinion about the movie and the likeliness that a sequel would be possible. This would put Arundel at a disadvantage, because they would then have to negotiate the price for sequel rights o n each film produced, while knowing much less than the production studio about the film. What are primary advantages and disadvantages of the approach that was taken by us in valuing the sequel rights? Our analysis of Arundels proposal includes a net present value calculation of each movie production company. Arundel feels that waiting to purchase sequel rights until after the movie goes into production will make it more difficult and costly to purchase the rights. Below are advantages and disadvantages of our approach. ADVANTAGES: - Simplicity - Because all available data was used, there is a greater sample in our analysis. 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