Bernard Montgomery, World War II Field Marshal

Bernard Montgomery (November 17, 1887–March 24, 1976) was a British soldier who rose through the ranks to become one of the most important military leaders of World War II. Known to be difficult to work with, Monty was nevertheless exceptionally popular with the British public. He was rewarded for his service with promotions to Field Marshal, Bridgadier General, and Viscount. Fast Facts: Bernard Montgomery Known For: Top military commander during World War IIAlso Known As: MontyBorn: November 17, 1887 in London, England Parents: The Reverend Henry Montgomery, Maud MontgomeryDied: March 24, 1976 in Hampshire, EnglandEducation: St. Paul’s School, London, and the Royal Military Academy (Sandhurst)Awards and Honors: Distinguished Service Order (after being wounded in WWI); after WWII, he received the Knight of the Garter and was created 1st Viscount Montgomery of Alamein in 1946Spouse: Elizabeth CarverChildren: John and Dick (stepsons) and DavidNotable Quote: Every soldier must know, before he goes into battle, how the little battle he is to fight fits into the larger picture, and how the success of his fighting will influence the battle as a whole. Early Life Born in Kennington, London in 1887, Bernard Montgomery was the son of Reverend Henry Montgomery and his wife Maud, and the grandson of noted colonial administrator Sir Robert Montgomery. One of nine children, Montgomery spent his early years at the familys ancestral home of New Park in Northern Ireland before his father was made Bishop of Tasmania in 1889. While living in the remote colony, he endured a harsh childhood that included beatings by his mother. Largely educated by tutors, Montgomery seldom saw his father, who frequently traveled due to his post. The family returned to Britain in 1901 when Henry Montgomery became secretary of the Society for the Propagation of the Gospel. Back in London, the younger Montgomery attended St. Pauls School before entering the Royal Military Academy at Sandhurst. While at the academy, he struggled with discipline issues and was nearly expelled for rowdiness. Graduating in 1908, he was commissioned as a second lieutenant and assigned to the 1st Battalion, Royal Warwickshire Regiment. World War I Sent to India, Montgomery was promoted to lieutenant in 1910. Back in Britain, he received an appointment as battalion adjutant at the Shorncliffe Army Camp in Kent. With the outbreak of World War I, Montgomery deployed to France with the British Expeditionary Force (BEF). Assigned to Lieutenant General Thomas Snows 4th Division, his regiment took part in the fighting at Le Cateau on August 26, 1914. Continuing to see action during the retreat from Mons, Montgomery was badly wounded during a counterattack near Mà ©teren on October 13, 1914. He was hit through the right lung by a sniper before another round struck him in the knee. Awarded the Distinguished Service Order, he was appointed as a brigade major in the 112th and 104th Brigades. Returning to France in early 1916, Montgomery served as a  staff officer with the 33rd Division during the Battle of Arras. The following year, he took part in the Battle of Passchendaele as a staff officer with IX Corps. During this time he became known as a meticulous planner who worked tirelessly to integrate the operations of the infantry, engineers, and artillery. As the war concluded in November 1918, Montgomery held the temporary rank of lieutenant colonel and was serving as chief of staff for the 47th Division. Interwar Years After commanding the 17th  (Service) Battalion of the Royal Fusiliers in the British Army of the Rhine during the occupation, Montgomery reverted to the rank of captain in November 1919. Seeking to attend the Staff College, he persuaded Field Marshal Sir William Robertson to approve his admission. Completing the course, he was again made a brigade major and assigned to the 17th Infantry Brigade in January 1921. Stationed in Ireland, he took part in counter-insurgency operations during the Irish War of Independence and advocated taking a hard line with the rebels. In 1927, Montgomery married Elizabeth Carver and the couple had a son, David, the following year. Moving through a variety of peacetime postings, he was promoted to lieutenant colonel in 1931 and rejoined the Royal Warwickshire Regiment for service in the Middle East and India. Returning home in 1937, he was given command of the 9th Infantry Brigade with the temporary rank of brigadier. A short time later, tragedy struck when Elizabeth died from septicemia following an amputation caused by an infected insect bite. Grief-stricken, Montgomery coped by withdrawing into his work. A year later, he organized a massive amphibious training exercise that was praised by his superiors, which led to his promotion to major general. Given command of the 8th Infantry Division in Palestine, he put down an Arab revolt in 1939 before being transferred to Britain to lead the 3rd Infantry Division. With the outbreak of World War II in September 1939, his division was deployed to France as part of the BEF. Fearing a disaster similar to 1914, he relentlessly trained his men in defensive maneuvers and fighting. In France Serving in General Alan Brookes II Corps, Montgomery earned his superiors praise. With the German invasion of the Low Countries, the 3rd Division performed well and, following the collapse of the Allied position, was evacuated through Dunkirk. During the final days of the campaign, Montgomery led II Corps as Brooke had been recalled to London. Arriving back in Britain, Montgomery became an outspoken critic of the BEFs high command and began a feud with the commander of Southern Command, Lieutenant General Sir Claude Auchinleck. Over the next year, he held several posts responsible for the defense of southeastern Britain. North Africa In August 1942, Montgomery, now a lieutenant general, was appointed to command the Eighth Army in Egypt following the death of Lieutenant-General William Gott. Serving under General Sir Harold Alexander, Montgomery took command on August 13 and began a rapid reorganization of his forces and worked to reinforce the defenses at El Alamein. Making numerous visits to the front lines, he diligently endeavored to raise morale. In addition, he sought to unite land, naval, and air units into an effective combined arms team. Anticipating that Field Marshal Erwin Rommel would attempt to turn his left flank, he strengthened this area and defeated the noted German commander at the Battle of Alam Halfa in early September. Under pressure to mount an offensive, Montgomery began extensive planning for striking at Rommel. Opening the Second Battle of El Alamein in late October, Montgomery shattered Rommels lines and sent him reeling east. Knighted and promoted to general for the victory, he maintained pressure on Axis forces and turned them out of successive defensive positions, including the Mareth Line in March 1943. Sicily and Italy With the defeat of Axis forces in North Africa, planning began for the Allied invasion of Sicily. Landing in July 1943 in conjunction with Lieutenant General George S. Pattons U.S. Seventh Army, Montgomerys Eighth Army came ashore near Syracuse. While the campaign was a success, Montgomerys boastful style ignited a rivalry with his flamboyant American counterpart. On September 3, the Eighth Army opened the campaign in Italy by landing in Calabria. Joined by Lieutenant General Mark Clarks U.S. Fifth Army, which landed at Salerno, Montgomery began a slow, grinding advance up the Italian peninsula. D-Day On December 23, 1943, Montgomery was ordered to Britain to take command of the 21st Army Group, which comprised all of the ground forces assigned to the invasion of Normandy. Playing a key role in the planning process for D-Day, he oversaw the Battle of Normandy after Allied forces began landing on June 6. During this period, he was criticized by Patton and General Omar Bradley for his initial inability to capture the city of Caen. Once taken, the city was used as the pivot point for the Allied breakout and crushing of German forces in the Falaise pocket. Push to Germany As most of the Allied troops in Western Europe rapidly became American, political forces prevented Montgomery from remaining Ground Forces Commander. This title was assumed by the Supreme Allied Commander, General Dwight Eisenhower, while Montgomery was permitted to retain the 21st Army Group. In compensation, Prime Minister Winston Churchill had Montgomery promoted to field marshal. In the weeks following Normandy, Montgomery succeeded in convincing Eisenhower to approve Operation Market-Garden, which called for a direct thrust toward the Rhine and Ruhr Valley utilizing large numbers of airborne troops. Uncharacteristically daring for Montgomery, the operation was also poorly planned, with key intelligence about the enemys strength overlooked. As a result, the operation was only partially successful and resulted in the destruction of the 1st British Airborne Division. In the wake of this effort, Montgomery was directed to clear the Scheldt so that the port of Antwerp could be opened to Allied shipping. On December 16, the Germans opened the Battle of the Bulge with a massive offensive. With German troops breaking through the American lines, Montgomery was ordered to take command of U.S. forces north of the penetration to stabilize the situation. He was effective in this role and was ordered to counterattack in conjunction with Pattons Third Army on January 1, with the goal of encircling the Germans. Not believing his men were ready, he delayed two days, which allowed many of the Germans to escape. Pressing on to the Rhine, his men crossed the river in March and helped encircle German forces in the Ruhr. Driving across northern Germany, Montgomery occupied Hamburg and Rostock before accepting a German surrender on May 4. Death After the war, Montgomery was made commander of the British occupation forces and served on the Allied Control Council. In 1946, he was elevated to Viscount Montgomery of Alamein for his accomplishments. Serving as Chief of the Imperial General Staff from 1946 to 1948, he struggled with the political aspects of the post. Beginning in 1951, he served as deputy commander of NATOs European forces and remained in that position until his retirement in 1958. Increasingly known for his outspoken views on a variety of topics, his postwar memoirs were severely critical of his contemporaries. Montgomery died on March 24, 1976, and was buried at Binsted.

Rhetorical Devices In The Death Of The Moth - 1224 Words

Many people attempt to avoid death, and many times those people are successful; however, more often than not, when people face the predicament of dying, they are not fortunate enough to escape the misfortune. Whether a person surpasses the curse of death at one point in time, eventually they will come to meet death; death is inevitable. Virginia Woolf, author of the essay, â€Å"The Death of the Moth,† captures the message death is inevitable. Throughout the essay, Woolf follows the short life of a day moth. In following the moth, Woolf comes to the realization that regardless of what she attempts to do to proliferate the decay of the moth, the moth will still succumb to death. To encapsulate the theme in the essay, Woolf uses numerous†¦show more content†¦Analyzing her newfound appreciation sanctions Woolf to remind herself that life is precious. Reminding herself of life s grandeur enables Woolf to then transfer the tone into her writing. Conveying the value of life , changes Woolf’s perspective. She values life more, but as she has learned earlier from the moth, sadness is inherent; sadness is brought by tragedy, like dying. Conclusively, Woolf’s use of pathos in her writing enabled her to present a clear tone, which contributed to the theme that death is inevitable. Next, Woolf employs imagery in her writing to further develop the theme. Specifically, Wolf uses imagery to capture the moth’s final moments in life. Woolf adds descriptive phrases such as â€Å"stiff or so awkward that he could only flutter to the bottom† and â€Å"he slipped from the wooden ledge and fell, fluttering his wings,† to encapsulate the moth’s initial difficulties of living. She creates a visual that enhances the moth’s struggle to survive; the moth continues to attempt to fly, but only meets difficulty. To expand on the idea that the moth is struggling, Woolf, herself in the essay, attempts to aid the moth’s in its dying struggle. She writes, â€Å"The helplessness of his attitude roused me. It flashed upon me that he was in difficulties; he could no longer raise himself; his legs struggled vainly.Show MoreRelatedRhetorical Analysis Of The Death Of The Moth And On Keeping A Notebook 1427 Words   |  6 Pages 19, September, 2014 9th Ni Device Use Analysis Rhetoric devices are often used by writers to clarify ideas, emphasize key points, or relate insights to the reader. In both â€Å"The Death of the Moth† and â€Å"On Keeping A Notebook, † the authors heavily rely on such devices to get their points across to the audience, and these devices help strengthen overall theme the authors want to communicate. Though several may argue that Didion’s use of metaphor and rhetorical question compliment her essay veryRead MoreRhetorical Strategies Are Techniques Writers Use For A Particular Effect3632 Words   |  15 PagesRhetorical strategies are techniques writers use for a particular effect. In previous classes, you might have been introduced to them as â€Å"literary devices† – others will be completely new to you. When thinking of language choices that we make when writing or speaking, think of it like this -- everyone draws from a â€Å"toolbox† of rhetorical strategies as they express ideas an d evoke responses in their readers. The more â€Å"tricks† of language that you know, the more effectively you can say what youRead MoreThomas Hardy Poems16083 Words   |  65 Pagesdetermine man s merits or fortunes. The pain the â€Å"doomsters† (judges) dispensed could have readily been blisses for all they cared; neither reward nor punishments for man’s actions are considered. The poet uses techniques such as rhetorical questioning in lines 10-12, to enhance the flavour of this poem, as it also gives off a dramatic irony as the writer proves his point that god does not exist so he in turn has to answer the questions that he asked. Lines 3-4, is an oxymoron as twoRead MoreEssay on Silent Spring - Rachel Carson30092 Words   |  121 Pages.......11 Chapter 1 A Fable for Tomorrow.........................................................................12 Chapter 2 The Obligation to Endure....................................................................14 Chapter 3 Elixirs of Death.....................................................................................16 Chapter 4 Surface Waters and Underground Seas.............................................18 Chapter 5 Realms of the Soil..................................

Impact of Baby Boomers on Today’s Workforce Free Essays

Baby boomers are those born between 1945 to 1964, the boom of the US population. Data from the Department of Labor BLS, in 1998 indicate that there were 77 million baby boomers and this represented 37% of the country’s population. As of 2008, baby boomers make up 40% of US workforce. We will write a custom essay sample on Impact of Baby Boomers on Today’s Workforce or any similar topic only for you Order Now This percentage is expected to increase dramatically in the next decade and baby boomers will make up majority of the employees in many companies. (Department of Labor, 2008) Companies are now at a dilemma on the effects of this population boom of older workers. Human Resource Departments are torn between decisions to retain or terminate their services. At one hand, older workers have the experiences and technical expertise; many are valued employees. Retiring or terminating them may mean significant loss to many companies. On the other hand, many older employees have not kept pace with modern technologies; their skills have become obsolete. Older employees also are more expensive considering higher salary rates, pension and other benefits. An article from ABC by John Strossel and Frank Mastropolo, â€Å"Fired for Being Too Old: Unfair or Good for Business? † (2008) presented various age discrimination cases filed against companies. Like many, disc jockeys of 99. 7 KY Max Floyd and Tanna Guthrie were fired from work and without any warning. Though they were told that the company was changing formats, they knew that they were fired for being too old and they felt hurt and betrayed. Why couldn’t they keep us? We’ve been there, been loyal with the company, and they didn’t change the music a lot† (Strossel Mastropolo, 2008, p. 1). They sought protection of the law for age discrimination and filed million-dollar lawsuit against the company. Sympathy may be given to baby boomers that end up being replaced with young, fresh talents. But in the competitive industry, businesses have to survive a nd be able to replace their aging employees when needed. How to cite Impact of Baby Boomers on Today’s Workforce, Papers

Fiercely Feminine free essay sample

I am so lucky to have been able to spend the last 17 years of my life in a home filled with all of the comforts of a woman’s touch. Walking into my house, one can immediately sense the female influence: the scent of perfume in the air, the pile of fashion magazines on the coffee table, a vase of flowers centered in the room. Although this setting may not seem very significant, it truly is. All of the superficial ‘girly’ perks of my household reflects the strong feminist pride that has made me the person I am today. Throughout my life, I have been surrounded by generations of women. My sister in her early twenties, my mother in her late forties, and my grandmother in her middle sixties. Their years of experience and knowledge has helped to bring out my most dominant traits and attributes. My sister has instilled in me a sense of determination. We will write a custom essay sample on Fiercely Feminine or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She always has a clear idea of what she wants and has the resolve and will to go out and get it. From becoming valedictorian to winning a competitive internship at a local newspaper, my sister has always pulled through to achieve her goals. Drive is a very important attribute of mine for I set high goals for myself and in order to accomplish these I will persevere over all of the exhaustion, sacrifice a lot of time, and work with passion. My mother has instilled in me a sense of independence. She is divorced from my father and has been single ever since. Even when she accomplishes the smallest tasks, I feel inspired by her. Whether it involves moving heavy furniture around the house or dealing with car problems, my mother has been able to handle all of the typical household responsibilities a man would handle. Because of her, I have become a fiercely independent person. When I accomplish something all on my own, I feel satisfied and proud. My grandmother has instilled in me the desi re to be generous. My grandmother is one of the most giving, caring people I know. She always takes care of the family and will do whatever it takes to make our lives a little easier. She has helped me to realize that I want to make a difference in people’s lives and give as much as I can. Whether I decide to pursue a field in humanities or a career in non-profit organizations, I know I want to make a positive impact on the world around me. Living in this world of strong ‘girl power’ has instilled in me a pride like no other. I am proud to be a sister, a daughter, and a granddaughter. But most importantly, I am proud to be myself.

The most important part of Emergency Planning Introduction

How to Fill Out the Standard Application to Private School

How to Fill Out the Standard Application to Private School The Standard Application, provided by the SSAT, facilitates the process of applying to multiple private schools for grades 6 through the PG or postgraduate year by using a common application. There is a standard application online that applicants can fill out electronically. Here is a breakdown of each section of the application and how to complete it: Part One: Student Information The first section asks students information about themselves, including their educational and family background, and whether or not their family will be applying for financial aid. The application also asks if the student will require a Form I-20 or an F-1 Visa to enter the U.S. The first part of the application also asks whether the student is a legacy at the school, meaning that the student’s parents, grandparents, or other relatives attended the school. Many schools offer a relative advantage to legacies in comparison to similar non-legacy students in admissions. Part Two: The Student Questionnaire The student questionnaire asks the applicant to complete the questions on his or her own in his/her own handwriting. The section begins with a number of short questions that usually ask the student to list her present activities and her plans for future activities, as well as her hobbies, interests, and awards. The student may also be asked to write about the reading she has recently enjoyed and why she liked it. This section, though short, can allow the admissions committees to understand more about the applicant, including her interests, personality, and the subjects that excite her. There is no one right â€Å"answer† for this section, and it’s best to write honestly, as the school wants to make sure applicants are a good fit for their school. While it may be tempting for a hopeful applicant to write about her compelling interest in Homer, admissions committees can usually sense insincerity. If a student really likes ancient Greek epics, by all means, she should wri te about her interest in honest, vivid terms. However, if she is really interested in sports memoirs, it’s better for her to write about what she really reads and to build on this essay in her admissions interview. Remember that a student will also go through an interview and may be asked about what she wrote on her admissions essays. This section of the application also allows the student to add anything he or she would like the admissions committee to know. The student’s questionnaire also requires the applicant to write a 250-500 word essay on a subject such as an experience that has had an effect on the student or a person or figure the student admires. Writing the candidate statement can be difficult for students who have never completed this type of essay before, but they can write the essay over time by first starting to brainstorm about their meaningful influences and experiences and then outlining, writing, and revising their essay in stages. The writing should be produced by the student, not by the parents, as admissions committees want to understand what the student is truly like and whether the student would be a good fit for their school. Students generally do best at schools that are right for them, and the candidate statement allows students to reveal some of their interests and personalities so the school can evaluate whether the school is the right place for them. While it is again tempting for the student to try t o appear to be what the school wants, it is best for the student to write honestly about her interests and thereby find a school that’s appropriate for her. The Parent’s Statement The next section on the standard application is the parent’s statement, which asks the parent to write about the applicant’s interests, character, and ability to handle private school work. The application asks whether the student has had to repeat a year, withdraw from school, or has been put on probation or suspended, and it is best for the parent to explain the situations honestly. In addition, the more honest, though positive, a parent is about a student, the better chance the student will have to find a school that’s a good fit. Teacher Recommendations The application concludes with forms filled out by the applicant’s school, including a recommendation by a school head or principal, an English teacher recommendation, a math teacher recommendation, and an academic records form. The parents sign a release and then give these forms to the school for completion.

Criminal justice case study Essay Example | Topics and Well Written Essays - 750 words - 1

Criminal justice case study - Essay Example As there is a possibility of conflict between State and Federal law resulting in jeopardy, US attorneys are directed to check with the Attorney General before prosecuting any case that shows the possibility of a double jeopardy. There is a possibility of double jeopardy when the defendant in a trial prefers not to testify his defense and later on asserts that he is not given ample opportunity to defend his side. So, it is for the trial judge to see that the defendant’s refusal to testify his own defense properly comes on the trial record. Otherwise, it later leads to double jeopardy. In cases like the present one where the defendant adopts ‘nolo contendere’ or no contest by not testifying his defense, there is a high possibility of double jeopardy as the different States in the US have different laws relating to the acceptance of nolo contendere. However, the general notion is that it is considered similar to guilty plea, and as it saves time and money, and as it calls for mercy, there is a possible reduction in sentence. At this juncture, as Justice Bhatt (n.d), depending on the circumstances of the case, the court can even immediately impose sentence. It seems that by not taking the stand in his own defense, the defendant has not made any influence on the jury. It seems like the usual way of concluding a case when the defendant does not defend his own stand. In this particular case, the victim identified the defendant in a lineup. In addition, the defendant did not care to take his defense. In normal course, either the defendant can plead ‘not guilty’ or ‘guilty’; in addition, the defendant can also plea ‘nolo contendere’ which means ‘no contest’ (Mueller & Kirkpatrick, 1999, p. 355). This simply means that the defendant is ready to accept any sentence handed down, but does not admit the factual guilt. Thus, in