Language and Gender Definitions and Discussions

Language and Gender Definitions and Discussions Language and gender is an interdisciplinary field of research that studies varieties of speech (and, to a lesser extent, writing) in terms of gender, gender relations, gendered practices, and sexuality. In The Handbook of Language and Gender (2003), Janet Holmes and Miriam Meyerhoff discuss the shift that has occurred in the field since the early 1970sa movement away from essentialist and dichotomous conceptions of gender to a differentiated, contextualized, and performative model which questions generalized claims about gender. What Are Language and Gender Studies? Regarding gender, extensive research on language, culture, and identity has sought to uncover the logic of the encoding of sex differences in languages, to analyze the oppressive implications of ordinary speech, to explain miscommunication between men and women, to explore how gender is constructed and interacts with other identities, and to investigate the role of language in helping establish gender identity [as] part of a broader range of processes through which membership in particular groups is activated, imposed, and sometimes contested through the use of linguistic forms . . . that activate stances ([Alessandro] Duranti 2009: 30-31). Other work explores how language is used to reproduce, naturalize, and contest gender ideologies, drawing from many disciplinary perspectives . . .. Critical discourse, narrative, metaphor, and rhetorical analysis have been used to examine other gendered dimensions of processes of meaning making, such as gender bias in cell biology (Beldecos et al . 1988) and factory farm industry language used to conceal violence (Glenn 2004).(Christine Mallinson and Tyler Kendall, Interdisciplinary Approaches. The Oxford Handbook of Sociolinguistics, ed. by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013) Doing Gender We act out gender roles from a continuum of masculine and feminine characteristics; we are therefore gendered and we are involved in the process of our own gendering and the gendering of others throughout our lives. In the field of  gender and language use, this performance of gender is referred to as doing gender. In many ways we are rehearsed into our gender roles, like being prepared for a part in a play: gender is something we do, not something we are (Bergvall, 1999; Butler, 1990). Over our lives and particularly in our early formative years, we are conditioned, prompted and prodded to behave in acceptable ways so that our gender, and our communitys acceptance of it, aligns with our ascribed sex. [S]ome scholars in the field question the distinction that sex is a biological property and gender is a cultural construct, and both terms continue to be contested . . ..(Allyson Julà ©, A Beginners Guide to Language and Gender. Multilingual Matters, 2008) The Dangers of Abstraction Our diagnosis is that gender and language studies suffer from the same problem as that confronting sociolinguistics and psycholinguistics more generally: too much abstraction. Abstracting gender and language from the social practices that produce their particular forms in given communities often obscures and sometimes distorts the ways they connect and how those connections are implicated in power relations, in social conflict, in the production and reproduction of values and plans. Too much abstraction is often symptomatic of too little theorizing: abstraction should not substitute for theorizing but be informed by and responsive to it. Theoretical insight into how language and gender interact requires a close look at social practices in which they are jointly produced. (Sally McConnell-Ginet, Gender, Sexuality, and Meaning: Linguistic Practice and Politics. Oxford University Press, 2011) Background and Evolution of Language and Gender Studies In the United States during the late 1960s and early 1970s, women began to examine and critique societal practices that supported gender discrimination in consciousness-raising groups, in feminist cells, in rallies and media events (see [Alice] Echols, 1989, for a history of the womens movement in the United States). In the academy, women and a few sympathetic men started to examine the practices and methods of their disciplines, subjecting them to similar critiques for similar ends: the elimination of societal inequities based upon gender. The study of language and gender was initiated in 1975 by three books, the latter two of which have continued to significantly influence sociolinguistic work: Male/Female Language (Mary Ritchie Key), Language and Womens Place (Robin Lakoff), and Language and Sex: Difference and Dominance (Barrie Thorne and Nancy Hedley, Eds.). . . . Overly dichotomous ideas of gender pervade Western society in ways that must be challenged. Because, however, it is important that challenging exaggerated notions of difference does not simply result in women assimilating to male, or mainstream, norms, feminist scholars must simultaneously document and describe the value of attitudes and behaviors long considered feminine. In doing so, feminist scholars challenge their exclusive association with women and point out their value for all people.(Rebecca Freeman and Bonnie McElhinny, Language and Gender. Sociolinguistics and Language Teaching, ed. by Sandra Lee McKay and Nacy H. Hornberger. Cambridge University Press, 1996) In the first phase of language/gender research, Many of us were eager to piece together an overall portrayal of differences in the speech of women and men. We invented notions like genderlect to provide overall characterizations of sex differences in speech (Kramer, 1974b; Thorne and Henley, 1975). The genderlect portrayal now seems too abstract and overdrawn, implying that there are differences in the basic codes used by women and men, rather than variably occurring differences, and similarities.(Barrie Thorne, Cheris Kramarae, and Nancy Henley, 1983; quoted by Mary Crawford in Talking Difference: On Gender and Language. SAGE, 1995)Interactional sociolinguistics [IS] serves as one of many theoretical orientations that have been drawn on to investigate gender and communication. The pioneering study of Maltz and Borker (1982) provided a starting point for [Deborah] Tannens (1990, 1994, 1996, 1999) writing on language and gender in which Tannen investigates interactions between women a nd men as a kind of cross-cultural communication and firmly establishes IS as a useful approach to gendered interaction. Her general audience book You Just Dont Understand (Tannen, 1990) offers insights into everyday communication rituals of speakers of both genders. Much like Lakoffs (1975) Language and Womens Place, Tannens work has fueled both academic and popular interest in the topic. In fact, language and gender research exploded in the 1990s and continues to be a topic receiving a great deal of attention from researchers using various theoretical and methodological perspectives (Kendall and Tannen, 2001).(Cynthia Gordon, Gumperz and Interactional Sociolinguistics. The SAGE Handbook of Sociolinguistics, ed. by Ruth Wodak, Barbara Johnstone, and Paul Kerswill. SAGE, 2011) Language and gender studies have seen significant expansion to encompass sexual orientation, ethnicity and multilingualism, and, to some extent, class, involving analyses of spoken, written, and signed gendered identities.(Mary Talbot, Language and Gender, 2nd ed. Polity Press, 2010)

Refection paper Essay Example | Topics and Well Written Essays - 1000 words

Refection paper - Essay Example The speaker based her presentation on life experience and the entire event was informative and identified concepts that are applicable to my real life situation (Syracuse University). The event was informative and improved my knowledge on existence of challenges from different aspects of life. It also enlightened me on different aspects of life and their roles in facilitating strength and coexistence among individuals. With the knowledge of natural and human imposed limits, the event taught me of the benefits of courage in facing challenges. A courageous heart will for example have strength to embrace difficulties and uncertainties until success is realized and therefore reduces chances of missed opportunities. The event has also taught me the concept of persistence and determination in pursuing a venture. These concepts define continued efforts in spite of possible challenges in a situation and they eliminate possibilities of losing a viable opportunity because of lost hope from frustrations. Close to the concept of persistence is the concept of perseverance that I also learnt from the unit and that facilitates success in initiatives (Syracuse University). I also learnt of the importance and significance of having a purpose in an individual’s life, of having a driving factor in a person’s life, of being spiritual and being able to maintain established potentials. A purpose establishes targets to be attained and facilitates development of strategies for attaining those targets. I have also learnt to understand purpose as an intrinsic motivator that encourages efforts towards achieving desired goals. The event also enlightened me of the need to be a motivated person in order to embrace and even overcome challenges in life. Hope, courage, and faith that are developed from spiritual aspects of life are other sources of power and strength towards managing challenges and overcoming them to achieve success (Syracuse University). The ‘30th Annual

Human capital is increasingly considered a source of competitive Essay

Human capital is increasingly considered a source of competitive advantage for organizations - Essay Example First, the statement will be examined and then the role of human resource managers will be discussed within this context. The competition amongst the businesses around the globe is getting tougher and tougher (Dyer, 1993). Businesses are employing new techniques and adopting new strategies to reach the customer through developing a competitive edge over their customers. The reasons for this increased competition are global competition, knowledgeable customers, demanding stockholders and constant changes in technology (Dyer, 1993). The businesses which reach the top have always been successful in finding the competitive advantage that proves to be sustainable over the time (Dyer, 1993). Financial resource of an organization or the use of technology has been the main source of competitive advantage of the organization in the past. These resources are essential for the success of the organization, but not sufficient. For this reason, the companies with large employee base have started viewing their human resource as the source of creating customer delight and rapid innovation which places the organization ahead of its competitors. The performance of the organization will suffer if the human resource processes and policies are misaligned, failing to reinforce the business strategy. Since many years, many organizations have tried to shift their competitive advantage to the human resource by managing it more effectively (Dyer, 1993). At the end of the day, it is the human capital of the organization which formulates strategies, identify business opportunities, innovate new products and target the right market segments (Dyer, 1993). The uniqueness in services and products is created and maintained by the human resource of an organization (Pilenzo, 2009). Therefore, if the human resource is managed well, the organization can develop a competitive advantage which cannot be duplicated over time (Pilenzo, 2009). Knowledge and

Effect of outdoor play on children

Effect of outdoor play on children The aim of this project is to explore the effect of outdoor play on childrens social, emotional and physical development. According to Bruce (2004) play is probably one of the least understood aspects of an early-childhood practitioners work (p.135). The conceptualisation of play is shared by many other early childhood practitioners for whom play is considered essential, as an activity promoting learning (p.135). Outdoor play is a much needed activity in the early childhood. You may have come across a child playing and you are sure he/she is having a fun time. Therefore, play is the building block of a childs intellectual skills. Through play child develops social, emotional and physical skills. The outdoors according to Letter Wyver (2008) presents obvious opportunities to move and be active, and for children to discover and engage with the natural environment, as well as the chance for open ended activities such as sand water play, construction and pretend play. According to Hutt et al (1989, p.10) the emotional and social development of pre-school children depends crucially upon play while Penn (2008) asserts that to learn about child development is to learn about Piaget (p.41). As Piaget focused on how children acquire knowledge, he tried to understand how children change the way they think, how babies show intense reactions to external stimuli them (Penn, 2008). Ibid (2008) asserts that it was Piaget who provided a theoretical legitimating of learning through play. In addition, Berk (2009), Keenan (2002) Bruce (2004) are firm believers that children actively explore their environment and are influential in shaping their own knowledge. They believe that it was through social interaction with more experienced and more knowledgeable members of the society parents, relatives, teachers, peers etc. that children are able to acquire the knowledge and skills that a culture deems to be important According to Bruce (2004) there is no clear definition for play. It is still an umbrella world (Ibid, 1991), while other early childhood practitioners defined play as childs work. Play is primary way children express their social nature (Strickland et al, 2003). Ibid (2003) argued that all kids enjoy playing alone some of the time; while some prefer to play with others (social play) much of the time. Play is an integral part of learning. Piaget defined play as a kind of scientific rehearsal (Penn, 2008; p.43). While Bitton (2010) stated that play offers a meaningful context for children and that it is only when a situation has meaning and purpose ED3000 0749364 that children can function at a higher level (p.49). Childrens emotions are ways in which they react to situations while social development refers to how they get alone with peers and form relationships (Ashiabi, 2007). Furthermore, emotional and social developments are linked because childrens social interactions are usually emotionally charged (Ibid, 2007). To clearly explore the role of outdoor play on social, emotional and physical development. Strickland et al (2003) asserts that outdoor play is critical to the social development of 3-4 year old children, and to girls in particular when it comes to building self confidence (p.2). In addition, children learn to be more empathy and less egocentric through play and they develop more skills for coping with conflict while boys tend to engage in more social dramatic outdoor play than indoors; outdoor play allows boys who are more physical to assume leadership roles (Srickland, 2002) and perhaps get more positive affirmation than they do inside. White (2007) confirmed that when given the choice, the outdoors is where most children want to be and playing outdoors is preferable to indoors. In support of this argument, Eustice Heald (1992) argued that outdoor play is an extension of classroom activities which summarises the beliefs of early year management that children learn best by explorin g, investigating and solving problems outdoors (p.7). While Alfano (2010) asserts that playing outdoors is a form of exercise that promotes well-being and wholesome physical developments; and that children are naturally drawn to active play outdoors. One of the obvious benefits of getting kids outside to play is the increased exercise they will be getting as opposed to setting in front of the T.V. or computer. Most early years scholars have also assert that when children play outdoors they are developing mentally, emotionally, socially, and physically. This view is supported by Johnson et al (2002) that children gain lots of opportunities outside to develop basic social skills and social competencies e.g. running, jumping cycling, hide and seek, sing; sensing, make noise, make mess, crawl, and explore the natural world unchallenged. While Brice (2004) viewed that through play, children develop initiative and are strengthened to face challenges in life (p.134). More so, playing outdoors reduces stress in kids. Children express and work out emotional aspects of everyday experiences through unstructured play (Levesque. 2011). Whilst Strickland (2002) argued that there are also opportunities for emotional development as children test their limit and challenge themselves to try things that may be just at the edge of their reach ED3000 0749364 Moreover, most theorists found that pretend play outdoors was the most dominant form of play (Bulton, 2002). Perhaps thats why theorists such as Piaget and Vygotsky assert that pretend play provides children with opportunities to practice grown up and perspective talking (Ashiabi, 2007; p.2002). Also, in pretend play a child is always above his average age (Penn, 2008; p.44) and above their daily behaviour. In addition, Wyver Little (2008) asserts that play also facilitates language development, creative thinking and problem-solving; and helps children deal with complex and competing emotions. In view of the above statement, parents should allow their children play with other children because it helps in the emotional and social development. Although social and emotional benefits of outdoor play may not be in clear cut, one benefit from research is that it allows kids to move freely, make noise and self-express themselves in ways that many not be encouraging inside. Outside play encourages logical thinking and the ability to reason through highly interactive activities such as building sand-castles, playing games with friends, playing puzzles with friends etc. Time spent outside with peers helps to create social skills that are needed for great healthy friendship (Brouillette, 2010). While Froebal cited by Bruce (2004) stated that play is the highest level of learning.activities of the child (p.132). While Siraj-Blatchford et al (2002) cited by Bruce (2004) shows that the richest play is found especially in nursery schools. According to Little Wyver (2008) the significanc e of outdoor play as an essential part of every childs life has also been acknowledged by the United Nations Convention on the Rights of the Child Article 31 supports a childs right to rest and leisure, and to participate in play and recreational activities appropriate to the age of the child. There are other reasons why playing outdoor is important for children, according to Stewart (2010) when children play outside, they are more likely to maintain a healthy weight because they get the chance to burn off extra calories by running, jumping, climbing, riding bikes, yelling etc. which can also lead to better sleep. Also, the above exercise help children to develop small and large muscles, strengthened bones, increases flexibility, fine and gross motor skills and improves their overall health (Ibid, 2010). In addition, outdoor play is important in early childhood because it helps in the physical development of the child as ED3000 0749364 obesity is a common problem among children today (Pillar, 2010). Therefore, engaging in outdoor play helps in preventing childhood obesity. More so, Vitamin D is essential for the skin and can only be derived by playing outdoors as it is impossible to get an adequate amount from food and vitamins alone. Getting kids outdoor increases the exposure to sun and their natural production of Vitamin D. In contrary to the above advantages of outdoor play, White (2007) argued that today it seems that the motivation for childrens outdoor play has declined because global society is very busy in its day-to-day activities and over protected parents. Furthermore, many school age children have too much homework after school, therefore having less time for outdoor play. Whilst those without homework are too busy/lazy watching T.V, playing computer games, or pre-occupied chatting with friends on-line. Lastly, some parents are too busy with work and other activities (watching T.V, Football, cooking) to see to their childrens adequate outdoor play. Some parents are so paranoid that every man outside the street with big glasses/spectacles is a pervert or paedophile waiting to attack or abduct their children as they play outside. Furthermore, social and environmental factors have greatly impacted on childrens opportunities for outdoors play. Little Wyver (2008) asserts that where once children may have spent time playing in the street riding bicycle, playing chasing games, and hide seek etc, increased traffic has made these areas and play opportunities off-limits for children as the changes are far too great. Children are now confined to classroom, backyards or local parks for relatively safe places to play. Also, Ibid (2008) stated that increase demand for housing in many areas, particularly urban areas, is eroding childrens play ground. Lastly, according to Johnson et al (2005) providing for outdoor play needs for children is a complex and challenging task. A variety of factors must be considered, including the various play needs of young children, supervision, safety etc. while many educators, politicians, and parents believe outdoor play takes time away from academic activities; as a result, recess and physical education in many schools is limited or totally eradicated (Sutterby Frost, 2002 cited by Johnson et al, 2005). Word Counts: 1,613

Monet Essay examples -- essays research papers fc

Monet   Ã‚  Ã‚  Ã‚  Ã‚  Over the years there have been many respectable artists but one of the most famous of these artists would have to have been French impressionist Claude Oscar Monet.   Ã‚  Ã‚  Ã‚  Ã‚  Monet was born on Nov. 14, 1840 in Paris, France and started showing an appreciation for art at an early age. When he was nineteen Monet decided that he wanted to attend art school and soon after that he entered the studio of Charles Glegre. While he was there he met and worked with other respectable artists such as Frederic Bazille, Auguset Renoir, and Alfred Sisley.   Ã‚  Ã‚  Ã‚  Ã‚  Monet began working outside with the invention of portable tubes of oil paint in the 1840’s. Soon he began presenting his pictures of the outdoors sunlight with a direct sketch-like application of bright color. Many felt that would cut off any possibilities of him ever becoming a successful painter. Many of Monet’s paintings from this time are extremely loosely structured and the colors seemed to have been applied in strong, distinct strokes as if no   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II reworking had been attempted. This type of art seemed to suggest that the a...

Dss Leadership Paper

I believe this is one area Davit is very effective in conveying to its teammates. Davit's mission is â€Å"To be the Provider. Partner and Employer of Choice. † Everywhere I have visited within the Village I have seen this mission be the corner stone of what Davit is all about. The teammates really take pride in what they do. They understand that patient outcomes are very important yet management does not forget the importance of professional development, teammate Incentive programs and work environment, all related to being the Employer of Choice.This information has been backed up by organizations like Training Magazine's â€Å"Top 125† which Davit ranked #1 for national health care service provider for its employee training programs. One thing that fits for me in is the statement in the book that states, â€Å"If an action we're are considering doesn't support our mission, either directly or indirectly, we don't do It. † This Is something I plan to live by and really make sure the decisions I make are the Davit way and they fit within our mission and core values.The book states that Santa runs a productive ND he Leadership Secrets of Santa Claus, is written by Eric Harvey, David Cottrell, AY Lucia and Mike Harridan. There are eight main points or Santa Secrets Running head: The Leadership Secrets 3 happy place in spite of the intense pressures and challenges they face. This is exactly the work environment we face within Davit. The environment on the floor Is Intense and the pressure to meet our goals in enormous yet I have fun doing it.I enjoy trying to figure out new ways to improve what we do which leads me to the next secret. Another secret the book discusses is â€Å"Listen to the Elves. † In this chapter the author discusses the importance of inviting participation from the team. The author also encourages the reader to notice how others perceive them and to spend some time walking In their teammates shoes. This Is one area w here I think I can really be an effective leader within Davit. 1 OFF started working as a technical on ten moor Ana 010 so Tort auto one Ana anal years before advancing to an FAA.Even though I have only been with Davit a short amount f time it has allowed me to understand what a technician or nurse goes through working on the floor. I by no means have all the answers and still consider myself a new tech but it has given me a foundation to grow on. I have seen managers outside of Davit and within Davit implement change without first discussing the change with the entire team and I believe that is what this section is all about. Getting you team involved in the decision making process.I think a great example how this process works is when other staff members get involved in all aspects of patient care. For example when our Anemia Manager, asks the clinicians what might have caused a patients Homoerotic to drop; or when our FAA asks us how we want to adjust our patient schedule and the n Running head: The Leadership Secrets 4 chips in during turnover to make the day a little easier; and when our nurses ask the Techs how their day is going and willingly lend a hand with patient care. These are Just some of the examples of how we listen to each other as a team.Conclusion This is a very good book and in the interest of peeping this paper short I will conclude here. I believe these concepts discussed in the book are a great start not Just for the management aspect of business but for our personal lives as well. This book is like no other leadership book I have read and really puts an interesting twist to leadership which makes the book fun to read. It will make for a great reference to look back on. Thank you! Running head: The Leadership Secrets 5 References Cottrell David. (2003). The Leadership Secrets of Santa Claus. Performance Systems Corporation.

Invasion of Italy (Salerno) in World War II

The Allied invasion of Italy took place September 3–16, 1943, during World War II (1939–1945). Having driven the German and Italian troops from North Africa and Sicily, the Allies decided to invade Italy in September 1943. Landing in Calabria and south of Salerno, British and American forces pushed inland. The fighting around Salerno proved particularly fierce and ended when British forces from Calabria arrived. Defeated around the beaches, the Germans withdrew north to the Volturno Line. The invasion opened a second front in Europe and helped take pressure off Soviet forces in the east. Fast Facts: Invasion of Italy Dates: September 3–16, 1943, during World War II (1939–1945).Allies Armies and Commanders: General Sir Harold Alexander, General Sir Bernard Montgomery, and Lieutenant General Mark Clark; 189,000 men.Axis Armies and Commanders: Field Marshal Albert Kesselring and Colonel General Heinrich von Vietinghoff; 100,000 men. Sicily With the conclusion of the campaign in North Africa in the late spring of 1943, Allied planners began looking north across the Mediterranean. Though American leaders such as General George C. Marshall favored moving forward with an invasion of France, his British counterparts desired a strike against southern Europe. Prime Minister Winston Churchill ardently advocated for attacking through what he termed the soft underbelly of Europe, as he believed that Italy could be knocked out of the war and the Mediterranean opened to Allied shipping.  Ã‚   As it became increasingly clear that resources were not available for a cross-Channel operation in 1943, President Franklin Roosevelt agreed to the invasion of Sicily. Landing in July, American and British forces came ashore near Gela and south of Syracuse. Pushing inland, the troops of Lieutenant General George S. Pattons Seventh Army and General Sir Bernard Montgomerys Eighth Army pushed back the Axis defenders.   Next Steps These efforts resulted in a successful campaign that led to the overthrow of Italian leader Benito Mussolini  in late July 1943. With operations in Sicily coming to close in mid-August, the Allied leadership renewed discussions regarding an invasion of Italy. Though the Americans remained reluctant, Roosevelt understood the need to continue engaging the enemy to relieve Axis pressure on the Soviet Union until landings in northwest Europe could move forward. Also, as the Italians had approached the Allies with peace overtures, it was hoped that much of the country could be occupied before German troops arrived in large numbers. Prior to the campaign in Sicily, Allied plans foresaw a limited invasion of Italy that would be restricted to the southern part of the peninsula. With the collapse of Mussolinis government, more ambitious operations were considered. In assessing options for invading Italy, the Americans initially hoped to come ashore in the northern part of the country, but the range of Allied fighters limited potential landing areas to the Volturno river basin and the beaches around Salerno. Though further south, Salerno was chosen due to its calmer surf conditions, proximity to Allied air bases, and the existing road network beyond the beaches. Operation Baytown Planning for the invasion fell to Supreme Allied Commander in the Mediterranean, General Dwight D. Eisenhower, and the commander of the 15th Army Group, General Sir Harold Alexander. Working on a compressed schedule, their staffs at Allied Force Headquarters devised two operations, Baytown and Avalanche, which called for landings in Calabria and Salerno, respectively. Assigned to Montgomerys Eighth Army, Baytown was scheduled for September 3. It was hoped that these landings would draw German forces south, allowing them to be trapped in southern Italy by the later Avalanche landings on September 9. This approach also had the benefit of the landing craft being able to depart directly from Sicily. Not believing that the Germans would give battle in Calabria, Montgomery came to oppose Operation Baytown as he felt that it placed his men too far from the main landings at Salerno. As events unfolded, Montgomery was proved correct, and his men were forced to march 300 miles against minimal resistance to the reach the fighting. Operation Avalanche Execution of Operation Avalanche fell to Lieutenant General Mark Clarks U.S. Fifth Army, which was comprised of Major General Ernest Dawleys U.S. VI Corps and Lieutenant General Richard McCreerys British X Corps. Tasked with seizing Naples and driving across to the east coast to cut off enemy forces to the south, Operation Avalanche called for landing on a broad, 35-mile front to the south of Salerno. Responsibility for the initial landings fell to the British 46th and 56th Divisions in the north and the U.S. 36th Infantry Division in the south. The Sele River separated the British and American positions. Supporting the invasions left flank was a force of U.S. Army Rangers and British Commandos, which were given the objective of securing the mountain passes on the Sorrento Peninsula and blocking German reinforcements from Naples. Prior to the invasion, extensive thought was given to a variety of supporting airborne operations utilizing the U.S. 82nd Airborne Division. These included employing glider troops to secure the passes on the Sorrento Peninsula as well as a full-division effort to capture the crossings over the Volturno River. Each of these operations was deemed either unnecessary or unsupportable and was dismissed. As a result, the 82nd was placed in reserve. At sea, the invasion would be supported by a total of 627 vessels under the command of Vice Admiral Henry K. Hewitt, a veteran of both the North Africa and Sicily landings. Though achieving surprise was unlikely, Clark made no provision for a pre-invasion naval bombardment despite evidence from the Pacific that suggested this was required. German Preparations With the collapse of Italy, the Germans commenced plans for defending the peninsula. In the north, Army Group B, under Field Marshal Erwin Rommel, assumed responsibility as far south as Pisa. Below this point, Field Marshal Albert Kesselrings Army Command South was tasked with halting the Allies. Kesselrings primary field formation, Colonel General Heinrich von Vietinghoffs Tenth Army, consisting of XIV Panzer Corps and LXXVI Panzer Corps, came online on August 22 and began moving to defensive positions. Not believing that any enemy landings in Calabria or other areas in the south would be the main Allied effort, Kesselring left these areas lightly defended and directed troops to delay any advances by destroying bridges and blocking roads. This task largely fell to General Traugott Herrs LXXVI Panzer Corps. Montgomery Lands On September 3, Eighth Armys XIII Corps crossed the Straits of Messina and commenced landings at various points in Calabria. Meeting light Italian opposition, Montgomerys men had little trouble coming ashore and began forming to move north. Though they encountered some German resistance, the greatest impediment to their advance came in the form of demolished bridges, mines, and roadblocks. Due to the rugged nature of the terrain, which held British forces to the roads, Montgomerys speed became dependent on the rate at which his engineers could clear obstacles. On September 8, the Allies announced that Italy had formally surrendered. In response, the Germans initiated Operation Achse, which saw them disarm Italian units and take over the defense of key points. With the Italian capitulation, the Allies commenced Operation Slapstick on September 9, which called for British and U.S. warships to ferry the British 1st Airborne Division into the port of Taranto. Meeting no opposition, they landed and occupied the port. Landing at Salerno On September 9, Clarks forces began moving towards the beaches south of Salerno. Aware of the Allies approach, German forces on the heights behind the beaches prepared for the landings. On the Allied left, the Rangers and Commandos came ashore without incident and quickly secured their objectives in the mountains of the Sorrento Peninsula. To their right, McCreerys corps encountered fierce German resistance and required naval gunfire support to move inland. Fully occupied on their front, the British were unable to press south to link up with the Americans. Meeting intense fire from elements of the 16th Panzer Division, the 36th Infantry Division initially struggled to gain ground until reserve units were landed. As night fell, the British had achieved an advance inland of between five to seven miles while the Americans held the plain to the south of the Sele and gained around five miles in some areas. Though the Allies had come ashore, German commanders were pleased with the initial defense and began shifting units towards the beachhead. The Germans Strike Back Over the next three days, Clark worked to land additional troops and expand the Allied lines. Due to the tenacious German defense, growing the beachhead proved slow, which hampered Clarks ability to build up additional forces. As a result, by September 12, X Corps switched to the defensive as insufficient men were available to continue the advance. The next day, Kesselring and von Vietinghoff commenced a counteroffensive against the Allied position. While the Hermann Gà ¶ring Panzer Division struck from the north, the main German attack hit the boundary between the two Allied corps. This assault gained ground until stopped by a last-ditch defense by the 36th Infantry Division. That night, the U.S. VI Corps was reinforced by elements of the 82nd Airborne Division, which jumped inside the Allied lines. As additional reinforcements arrived, Clarks men were able to turn back German attacks on September 14 with the aid of naval gunfire. On September 15, having sustained heavy losses and failed to break through the Allied lines, Kesselring put the 16th Panzer Division and 29th Panzergrenadier Division on the defensive. To the north, XIV Panzer Corps continued their attacks but were defeated by Allied forces supported by airpower and naval gunfire. Subsequent efforts met a similar fate the next day. With the battle at Salerno raging, Montgomery was pressed by Alexander to hasten Eighth Armys advance north. Still hampered by poor road conditions, Montgomery dispatched light forces up the coast. On September 16, forward patrols from this detachment made contact with the 36th Infantry Division. With Eighth Armys approach and lacking the forces to continue attacking, von Vietinghoff recommended breaking off the battle and pivoting Tenth Army into a new defensive line spanning the peninsula. Kesselring agreed on September 17 and on the night of the 18/19th, German forces began pulling back from the beachhead. Aftermath During the course of the invasion of Italy, Allied forces sustained 2,009 killed, 7,050 wounded, and 3,501 missing while German casualties numbered around 3,500. Having secured the beachhead, Clark turned north and began attacking towards Naples on September 19. Arriving from Calabria, Montgomerys Eighth Army fell into line on the east side of the Apennine Mountains and pushed up the east coast. On October 1, Allied forces entered Naples as von Vietinghoffs men withdrew into the positions of the Volturno Line. Driving north, the Allies broke through this position and the Germans fought several rearguard actions as they retreated. Pursuing, Alexanders forces ground their way north until encountering the Winter Line in mid-November. Blocked by these defenses, the Allies finally broke through in May 1944 following the Battles of Anzio and Monte Cassino.