Relationship Between Teacher And Students

Relationship Between Teacher And Students Similarly according to Moloi et al. (as cited in Mtika Gates, 2010), group work is one of the strategies that can be useful in student-centered approaches. It does not only help students to discuss and share ideas with each other, but it also helps to improve students understanding of some concepts and develop their communication skills. In the student-centered classroom, the teacher has to think of students needs and the classroom is considered as a place where students work together, in groups and as individuals by encouraging them to take part in the learning process all the time (Jones, 2007). In the student-centered classroom, the teacher should know about their students background. Teachers should consider what they may know or do not know about their students because it helps to create the classroom conditions that are responsive to the learning needs of the students (Hodson, 2002). Furthermore, in social constructivist classrooms the relationship between teacher and students are much more dynamically involved, so that the teachers role is much more demanding to allow and actively promote recognition, evaluation, and reconstruction (Gunstone and Northfield as cited in Hand et al., 1997).   Ã‚  Ã‚  Ã‚  Ã‚   The size for effective student-centered classrooms can be organized into large group (class with 25-30 students), medium size (5-8 students), small group (3-5 students), pair group (2 students) and a teacher and a student (only in special condition) (MoEYS, 2002a). Furthermore, classroom arrangements, especially classroom space and resources like chairs and tables for large group activities are also important because appropriate resources helps to support the effectiveness and efficiency of instruction to the students. 2. 4 Definition of the Student-Centered Approaches to Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The terms student-centered approaches  and learner-centered approaches  to learning are the same and whilst some articles used the term student-centered approaches and other articles used the term learner-centered approaches, the two terms were used interchangeably. Both terms focus on the needs of students who as learners are actively involved in the learning process (Utecht, 2003). The term student-centered approaches is used in this study because this term is formally applied in Cambodian curriculum and ministry educational literature. Moreover, the student-centered approaches are broader for example, a student can be defined as learner, but a learner may not be defined as student. For example, a man wants to know about the educational law in Cambodia, so the man can go to library or search in the MoEYS website to read and learn about the law. The man therefore is not a student, but he is a learner.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student-centered approaches to learning are defined as teaching methodologies associated with an approach to learning where students are the main characters in the learning process, and actively learn in a socially interactive way (Brush Saye, 2000). The student-centered approaches are designed to assist students to learn best from meaningful life experiences, social interactions, and scientific experimentation (Pedersen Liu, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The student-centered approaches to learning focus on individual students needs and growth, because these approaches are intended to develop the potential of every individual student and encourage their personal growth and interests (Morris, 1996). The student-centered approaches are also considered effective alternatives to the traditional teacher-centered approaches. Similarly according to Courtney (2008), it looks very different from the traditional didactic teaching methods that are widely applied in Cambodia. These traditional teaching methods depend on the direct instruction of the teacher and verbal and written repetition with little emphasis on understanding but strong emphasis on memory and recall. Kember (as cited in ONeill McMahon, 2005) and Hirumi (2002) stated the student-centered approaches are in contrast to the traditional teacher-centered approaches. In the teacher-centered approaches, teachers are at the center of the learning and teaching p rocess and provide instruction to students; the students are the empty vessels into which the teacher pours their knowledge. This view contrasts sharply to that of constructivist theory where we see that students are central to the learning process, they are not viewed as empty vessels but rather actively participate in making knowledge by thinking and solving problems for themselves, and developing their self-esteem that is essential for learning and decision-making throughout life (American Psychological Association, 1993; Hirumi, 2002; MoEYS, 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The core principle of the student-centered learning approaches is that students have different abilities, needs, and interests for how they learn, and they construct knowledge and meaning and learn in different ways (Brady, 2006; Murdoch Wilson, 2008; Hirumi, 2002). The American Psychological Association (1993) stated that students have various capabilities and interests for learning. Individuals are born with and develop unique capabilities and talents and have acquired through learning and social acculturation different preferences for how they like to learn and the pace at which they learn (American Psychological Association, 1993, p. 9). According to Meyer Jones (as cited in Hirumi, 2002), in the class students talk, listen, write, read, and reflect on content, ideas, issues, and concerns in order to construct their own meaning. In student-centered environments, learners are given direct access to the knowledge-base and work individually and in small gr oups to solve authentic problems (Hirumi, 2002, p. 506). Similarly, according to Jones (2007), a student-centered class is a place where students needs are considered, as a group and as individuals, and students are encouraged to participate in the learning process all the time. At different times, students may work alone, in pairs, or in groups.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a theory of epistemology, constructivism proposes that students bring their existing experiences and beliefs, as well as world views and their cultural histories, into the learning process when they internally build knowledge by interacting with the environment (Yilmaz, 2008). Constructivism is considered as a process that students actively construct their knowledge upon knowledge that they already have (Motschnig-Pitrik Holzinger, 2002). Social constructivist, Vygotsky believed that learning is a social process in which learners developed understanding through interaction with the environment around them (Brush Saye, 2000, p. 5). According to Jonassen; Duffy Jonassen (as cited in Brush Saye, 2000), the need for more student-centered learning activities have been promoted by the supporters of the constructivist epistemology of learning.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In short, the key characteristics of the student-centered approaches to learning emphasize students  prior knowledge and experience, developing Bloom Taxonomy thinking skills, especially critical thinking and problem solving, exploring individual learning needs and interests, promoting active student involvement, and developing motivation for life-long learning (American Psychological Association, 1993; Brush Saye, 2000; Hirumi, 2002; Mtika Gates, 2010). However, there is no single strategy that helps students to have effective learning all the time and there is no teaching strategy that is better than others in every circumstance. Each teaching strategy has its strength and weakness, so teachers need to make decisions and chose teaching strategies that help their students to achieve the learning outcomes (Killen, 2003). Similarly according to Hab Em (2003), to choose and effectively apply a teaching strategy the teacher has to judge many times because s electing an appropriate teaching strategy is based on the decision whether we provide knowledge to students through direct instruction (teacher-centered approaches) or indirect facilitation (student-centered approaches). 2. 5 Student-Centered Learning as Adopted by the Cambodian Ministry of Education   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2.5.1 Vision of learning and teaching   Ã‚  Ã‚  Ã‚  Ã‚     Learning has many styles such as learning by seeing, listening, writing, reading, watching television, self-experiment, practice, thinking, playing games, study tour and so on. These styles of learning provide knowledge to the learners. However different learning can have different result. Learners may produce different learning outcomes with a different learning style to another student (MoEYS, 2002b). For example, those who learn by listening will forget all or remember a little after several days. Those who just stand and see people swimming cannot swim, but if they learn to swim themselves, they can swim effectively. People therefore can do something when they involve themselves. According to Confucianism, it is believed that If you tell me, I will forget. If you show me, I may remember. But if you involve me, I can do and understand (MoEYS, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Cambodian governments vision of the purposes for learning and teaching roles has gradually changed between societies and from one a period of time to another (MoEYS, 2002a). Previous teaching methods considered effective and appropriate was when teachers were considered to be the knowledge providers. Teachers provided knowledge and told students, and students listened to teachers and followed teachers without developing their own ideas or understanding. In this context teachers had the power because they had the knowledge that students needed to be able to progress through the education system. This vision was later officially abandoned because the learning outcomes were considered unsuitable to both the needs of the country for skilled thinkers and they compared poorly to the wider international educational context.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the following period, another new teaching method was integrated called question and answer method. The teacher raised questions and the students answered. This method was adopted in the belief that it would bring better results for students. The question and answer method was later changed and reformed to what was known as the active method because this method required much relationship between teacher and students. For the last vision, it was believed that creation only relationship between teacher and students was not enough. To have better result for students, relationship between students and students must be created in the teaching and learning process. Teachers have to prepare students to work in groups, so students can exchange their ideas, work cooperatively, and help each other in learning. This last vision is a very important part of student-centered approaches (Hab Em, 2003; Inspector, 2002; Ung, 2008). These approaches to learning and teachin g shifted the power reposition of the teacher from one who held all the knowledge to a more equal one where teachers partner with, sometimes lead, their students into new understanding and knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2.5.2 Principle and theory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Theories that are applied and relevant to teaching and learning in the current Cambodian school system are: Learning is creating new knowledge Learning is exchanging experience (Inspector, 2002)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The theories of learning above are also clearly identifiable as concepts of constructivism. Although constructivism is not a theory of learning, the principles have been applied by many educators in teaching and learning, especially, but not only, in science education (Han et al., 1997; Yilmaz, 2008). Constructivism emphasizes that knowledge and meaning are constructed by the human mind; in effect learners create links between their existing knowledge and new experience and make new knowledge structures and meaning (Yilmaz, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The role of teachers and students are changed by the adoption of the student-centered approaches to learning. Students are given greater responsibility for their learning and the teachers roles change where they become more coordinators or facilitators of the learning experiences. Students are encouraged to explore the knowledge by themselves and with other learners and the teachers help the learning process by showing students paths of knowledge. In this new role in the classroom, the teachers become part of the learning process and acts as a guide and a resource for the students (Utecht, 2003). Furthermore, the importance of school is to provide multiple opportunities to students to create knowledge and understanding by themselves through research, real experience and solving problems.

A Journey into the Heart of American Adolescence

Teenagers will be teenagers.   Perhaps this is the best way to understand the lives of eight teenagers in Hersch’s (1999) book, A Tribe Apart: A Journey into the Heart of American Adolescence.   Although Hersch only writes about American teenagers, adolescents around the world may be able to relate to the eight kids interviewed by the author.They are naughty, to say the least, and their parents seem to have little or no interest in how they are leading or in fact ruining their lives.   The teenagers use illegal drugs, enjoy premarital sex, steal, get into trouble, and essentially do everything that they are most likely to do in the absence of adults from their lives.Adults have abused them through neglect or other means.   Hence, the young people do not have real models to follow.   Instead, they experiment with life so as to learn their own lessons before adulthood strikes.   Many of the lessons that such teenagers may learn will undoubtedly be painful if not plai n sad.It is clear to the reader of A Tribe Apart that these teenagers could have been saved from the difficulties they may inevitably face by following models of propriety.All the same, it is impossible to find such models when their parents are missing from home and out at work.   Teachers may not be able to fill in the gap seeing as it is the parents’ responsibility to teach morality to their kids for the latter to consider it believable.   After all, children are meant to spend more time with their parents than with their teachers.The teenagers of A Tribe Apart do not belong to poor families.   Researchers have often described adolescents from poor families who are neglected or abused by other means before they turn into drug addicts or thieves.Teenagers belonging to poor families are therefore believed by the masses to be morally degraded.   The unique fact about Hersch’s book is that all of the teenagers she has interviewed for her research belong to the h ealthy middle class.   Perhaps this makes it easier for adolescents around the globe to relate to the eight teenagers in her book.Most if not all teenagers may be considered ‘a tribe apart’ as the reader contemplates the fact that both the haves and the have-nots behave in similar ways through adolescence.   Indeed, teenagers belonging to poor families appear to be destroying their lives just like the adolescents interviewed by Hersch for her study.The good news is, however, that Hersch’s book could serve as a warning signal for parents who have neglected or abused their growing kids in other ways.   If parents do not take heed, their growing kids may very well shape themselves as adults that behave like their own parents.   Wealth does not matter in this case.   Rather, teenagers would remain as stereotypical teenagers – experimenting with adulthood in their youth.   They know no boundaries.They are always crossing their limits.   Most impor tantly, there is nobody to guide them out of their troubled existence.   Drugs and sex become the sole source of joy for them.   Thus, Hersch’s book is a wake up call that all parents must give serious thought to.   The fact that eight teenagers confided in Hersch must also be taken seriously.   It is possible for parents to honestly understand their kids.   Hersch has proved this with her research.

Marketing Management – Toyota

Toyota Motors Marketing Plan for Hybrid Vehicles by geographic location (Europe) 1. 0 Executive Summary The Toyota Motor Company continues to strive to be the global market leader in the automobile manufacturing industry. Over the years, Toyota has managed to remain the leader of this industry through its management structure, fuel efficient vehicle design and competitive pricing based on global market knowledge. Toyota has realized that environmentally conscious products were needed to ensure continued company (and sales) growth in the future.Toyota has been actively reducing its carbon footprint since 1998. Annually, Toyota has been publishing its Environmental and Social Sustainability report in order to enhance disclosure of information regarding environmental actions carried out in conjunction with its corporate activities. Through more efficient and â€Å"cleaner† production lines it has reduced its environmental impact. Toyota also seeks to be the market leader for so c alled â€Å"clean (or green) vehicles† such as Electric Vehicles, Hybrid Vehicles and Plug-In Hybrid Vehicles.This marketing plan will discuss Toyota's strategy with regards to green vehicles, with particular reference to one geographical location, Europe. This Marketing plan will have a closer look at how the European Branch operates within Toyota's global structure and how it reflects Toyota's overall vision of a cleaner, more sustainable future. 1. 1 Vision Toyota realizes that its future lies in the production of environmentally conscious cars. Toyota's vision of a cleaner future revolves around two main points. Firstly, the production of vehicles that have a smaller impact on the environment.Along with â€Å"cleaner† versions of its gasoline powered cars, Toyota believes that the company's success in the present and future lies in its line of Electric, Hybrid and Plug-In Hybrid Vehicles. Through this line of vehicles Toyota will be actively reducing environmental impact by producing cleaner cars for consumers to use. Secondly, Toyota believes that to achieve its goals towards a cleaner future, it must continuously strive to make its production lines even cleaner. In fact, since 2002 Toyota has managed to reduce the energy used or the production of vehicles by 40%, waste products by 50% and water consumption by 70% (Toyota Motors Europe: Sustainability Report 2011). Both of the above points fall under a global philosophy called â€Å"The Toyota Way†. As analysed by Liker (Liker J. , 2004) this holistic philosophy maintains fourteen key principles which Toyota has adopted to give its customers what they want, when they want it, in the most efficient way possible whilst leaving the smallest possible carbon footprint. Toyota also believes that continual growth can be achieved by exceeding its customers' expectations.In fact the Toyota Global website(2012) states â€Å"our attitude is to anticipate and deliver to the needs of those we ser ve† 1. 2 Objectives Toyota's main objectives are stated clearly in its Sustainability Report (2011). The said report outlines a global vision, to be attained by the year 2020. Toyota's new Global Vision 2020 comprises of three main pillars: * Lead the way to the future of mobility, which is our core business. * Commit to quality, innovation, environmental protection and by doing so, make cars that people love. Engage our people's energy and passion to â€Å"Always Find a Better Way† (Toyota Motors Europe: Sustainability Report 2011) 2. 0 Current Market Summary Traditionally, Toyota's primarily focused on the US and Japanese markets. The European market is a fairly new addition to Toyota's Sales portfolio. Although the European market for cars has seen a steady decline in recent years, Toyota currently holds a 4. 2% share of the total car market. In 2011 total sales in Europe amounted to 822,386, 10% of which were Hybrid vehicles. 2. 1 Market NeedsThrough Customer Relati onship Management and market research, Toyota has established a new set of characteristics it's vehicles need to satisfy in order to reach the Global Vision 2020. Toyota has determined it's cars need to be: * Of high quality and reliability thus requiring infrequent maintenance. * Widely affordable, including increased affordability of Hybrid and Plug-in Hybrid vehicles. * Silent in a world which is increasingly aware of noise pollution. * Easy to use, with particular reference to simplified user interfacing on new Hybrid and Plug-in Hybrid vehicles * Clean.Even if in a traditional gasoline engine model emissions need to be kept to an absolute minimum. Whilst identifying the need for â€Å"cleaner† cars, Toyota has also launched the Plug-in Hybrid Electric Vehicle (PHEV) demo project in 18 European countries. This project involves a limited production line of 200 PHEV vehicles which are being road tested by customers in 18 European countries till 2013. So far the project has already increased awareness of PHEV cars and provided crucial data with regards to technical performance and customer satisfaction.This data will be used in the near future to launch a large scale PHEV production line. Toyota realises the importance of its customers time. The increasing use of the internet, especially in the early stages of a purchase, has made the company's website an important asset. Therefore an updated website will all models, colours, specifications and options is of vital importance. 2. 2 Market Growth Despite the afore mentioned drop in car sales in Europe, Toyota has managed to sustain a positive growth within this market. Toyota aims to increase its European market share from 4. % to 4. 5% ( 835,000 vehicles sold) in 2012. In 2011 its Hybrid sales amounted to 10% of the total sales figure. Toyota seeks to increase this to 14% in 2012 and up to as much as 20% in 2013/14 (Reuters: 5th March 2012). To do so, Toyota has re-designed some of its more popular mode ls (Yaris and Auris) and has offered them in both traditional gasoline engines and Hybrid configuration. To further maximise growth in the Hybrid and Plug-In sector, many of Toyota's European distributors have started offering very advantageous finance schemes on these models.This means that a customer no longer needs to go through the bank to purchase a new car. 2. 3 Market Segmentations Toyota's European Market is vastly diverse and requires heavy segmentation. Each market segment requires separate market research, a separate marketing strategy and a separate product offering all together. When segmenting the European market one has to take the following considerations: * Age of the target consumer * Social Standing * Occupation and thus purchasing power * Educational background * Other cultural and socio-economic factorsFor the purposes of this plan we shall conduct a socio-demographic segmentation. Market segments may include : * Young ,trendy people who opt for small, inexpensi ve, cheap to run vehicles. this segment is also very environmentally conscious. * Young adults with higher spending power who opt for small saloon, small SUV's/mini-vans and 4Ãâ€"4 vehicles. This segment is also very environmentally conscious but less so than the young trendy people * Middle aged adults who are better off and can afford higher end vehicles such as large saloons and high end 4Ãâ€"4 vehicles.This segment is less environmentally conscious and therefore less likely to invest in a Hybrid or PHEW vehicle unless these become trendy to own. * Mature adults who are about to retire or have retired from work. This segment looking for comfort and practicality while still maintaining style. Depending on their occupation and ability to save(throughout their career), their spending power will vary. This segment is the least environmentally conscious. Other market segments include small, medium and large business organisations for which Toyota has developed a range of trucks and vans of various sizes and payload capacity. . 4 SWOT Analysis Strengths * Toyota has firmly placed itself as one of the leading car manufacturers in the world and is also steadily gaining ground in Europe. Toyota's reputation for quality and reliability has help to breach and gain a foothold in the European automobile market. * Toyota is on the forefront of cutting edge technology and is the leading manufacturer for Hybrid vehicles in Europe and aims to further increase sales of Hybrids and PHEV in the next 2 years. * The Toyota Way of management continues to advocate efficiency in the production, distribution and sales of Toyota vehicles.Toyota's continues drive towards efficiency has led to a reduction in cost of production/distribution/sales * Toyota's Sustainability Report informs partners, distributors, employees and customers of the company's commitment to a cleaner future. This further reinforces Toyota's Corporate Social Responsibility in the minds of all third parties. * Th e company has a highly skilled workforce * Wide distribution network through clearly marked Toyota stores and other authorised distributors allowing potential customers easy access to the company's vehicles Weaknesses * Toyota's size as an organisation is in itself a weakness.The scale of the company presents different sets of challenges. The decision making process may be slower than in other organisations due to the sheer size of the management structure. * A wide distribution network requires a large workforce dedicated to logistics and distribution which can be quite expensive. * A weakness can also be identified in the supply chain for hybrid vehicles in Europe. Even though hybrid Yaris and Auris models are produced in Britain (and as of April 2012, also in France) almost all of the parts used to make these vehicles have to be imported.This will increase the overall cost per unit, therefore reducing competitiveness. (Reuters 5th March 2012) * Toyota owns and runs 8 manufacturin g plants, 14 parts centres and 9 vehicle logistic centres in Europe. These plants and centres have high fixed costs. With an expected 5% decrease in the demand for cars in Europe, these plants' fixed costs may become a long term burden on Toyota Europe and may decrease profitability. Opportunities * Being on the forefront of hybrid and PHEV technology, Toyota is an ideal position to strengthen its hold on this market segment and increase overall sales in Europe.In fact sales targets for 2013/14 for hybrid vehicles are initially set at 14% and 20% at a later stage. Various governments are imposing lower licensing fees on hybrid vehicles thus providing the perfect incentive for consumers to opt for a Toyota hybrid model * Soaring fuel prices are driving consumers to look for alternative modes of transport. Toyota's hybrid and PHEV vehicles are very fuel efficient thus providing Toyota with the perfect opportunity to increase its market share. * Toyota plans to start manufacturing part s for hybrid and PHEV in Europe once sales reach 150,000 hybrid vehicles per year.At present, these parts are imported from Asia and the US. The production of parts in Europe would bring significant savings in transport and logistical costs which would bring a lower cost per unit and in term allow Toyota to be even more competitive with its prices. This would also put Toyota in a position to offer maintenance services to its customers at a lower price. Threats * In recent years Toyota has had to recall millions of vehicles due to defective brakes, suspensions and accelerator units. Recalls have cost Toyota millions of dollars in the past and they continue to be a costly problem in the present and foreseeable future.Recalls can also have a negative effect on brand equity and effect sales growth in the long term. * New brands could increase competition and erode Toyota's sales. New entrants from Korea, China and India are providing various market offerings, at different levels of qual ity and at increasingly competitive prices. * Soaring fuel prices and raw material prices could have a negative impact on costs of production and distribution therefore further reducing profitability. * Economic factors such as the global recession in the last 3/4 years and the lack of consumer confidence in banking institutions will have a negative effect on sales.In recent years, unemployment rates have risen in Europe making selling expensive commodities, such as cars, even harder. 2. 5 Competition The Automobile industry is in itself a fiercely competitive industry. Even more so in the European market place due to the numerous European car manufacturers. Toyota faces stiff competition from most European car makers as they market and sell the bulk of their products in Europe. Therefore when it comes to purchasing a car, the European consumer has many more product offerings to chose from. Most of the European car makers have developed entire fleets of cars to suite different budge ts, demographics and astes. In Europe, specifications such as miles per gallon, design features and retail price, have become battle grounds for car manufacturers. Toyota also faces a socio-cultural challenge: European car manufacturers take pride in the fact that their cars are designed and built in Europe for Europeans. This, in a way, can prove to be an advantage for brands such as BMW, Mercedes-Benz and Volkswagen. These brands can give the perception of being able to understand the European consumer's needs better than their Asian and American counterparts. Toyota also faces stiff competition from other Asian manufacturers such as Kia, Hyundai and Honda.These manufacturers have also realised the importance of maximising fuel efficiency (with particular emphasis to small urban/city cars). Asia manufacturers have also been able to compete when it comes to retail price. Labour is relatively cheap in certain parts of Asia, thus allowing Asian manufacturers to keep costs of producti on low and passing on the savings to its customers. Competition has also risen due to new entrants into the European market. American giant General Motors launched Chevrolet Europe in 2005. Chevrolet have redesigned product offerings and created new product offerings to suit the European market.

Key Battles of World War One

There were many, many battles during World War l across a number of fronts. The following is a list of the key battles with details of dates, which front, and a summary of why they’re notable. All of these battles caused large numbers of casualties, some horrifically high, and many lasted months on end. People didnt just die, although they did that in droves, as many were terribly wounded and had to live with injuries for years. The scar these battles carved into the people of Europe is unforgettable. 1914 †¢Battle of Mons: August 23, Western Front. The British Expeditionary Force (BEF) delay the German advance before being forced back. This helps stop a swift German victory.†¢Battle of Tannenberg: August 23–31, Eastern Front. Hindenburg and Ludendorff make their names stopping the Russian advance; Russia will never do this well again.†¢First Battle of the Marne: September 6–12, Western Front. The German advance is fought to a halt near Paris, and they retreat to better positions. The war will not end quickly, and Europe is doomed to years of death.†¢First Battle of Ypres: October 19–November 22, Western Front. The BEF is worn out as a fighting force; a massive wave of recruits is coming. 1915 †¢Second Battle of the Masurian Lakes: February. German forces begin an attack which turns into a massive Russian retreat.†¢Gallipoli Campaign: February 19–January 9, 1916, Eastern Mediterranean. The allies attempt to find a breakthrough on another front, but organize their attack badly.†¢Second Battle of Ypres: April 22–May 25, Western Front. The Germans attack and fail, but bring gas as a weapon to the Western Front.†¢Battle of Loos: September 25–Oct 14, Western Front. A failed British attack brings Haig to command. 1916 †¢Battle of Verdun: February 21–December 18, Western Front. Falkenhayn attempts to bleed the French dry, but the plan goes wrong.†¢Battle of Jutland: May 31–June 1, Naval. Britain and Germany meet in a sea battle both sides claim to have won, but neither will risk fighting again.†¢The Brusilov Offensive, Eastern Front. Brusilov’s Russians break the Austro-Hungarian army and force Germany to shift troops east, relieving Verdun. Russia’s greatest WW1 success.†¢Battle of the Somme: July 1–November 18, Western Front. A British attack costs them 60,000 causalities in less than an hour. 1917 †¢Battle of Arras: April 9–May 16, Western Front. Vimy Ridge is a clear success, but elsewhere the allies struggle.†¢Second Battle of the Aisne: April 16–May 9, Western Front. The French Nivelle offensives destroy both his career and the morale of the French army.†¢Battle of Messines: June 7–14, Western Front. Mines dug under the ridge destroy the enemy and allow a clear allied victory.†¢The Kerensky Offensive: July 1917, Eastern Front. A roll of the dice for the embattled revolutionary Russian government, the offensive fails and the anti-Bolsheviks benefit.†¢Battle of Third Ypres / Passchendaele: July 21–November 6, Western Front. The battle which typified the later image of the Western Front as a bloody, muddy waste of life for the British.†¢Battle of Caporetto: October 31–November 19, Italian Front. Germany makes a breakthrough on the Italian Front.†¢Battle of Cambrai: November 20–December 6, Western Fron t. Although the gains are lost, tanks show just how much they will change warfare. 1918 †¢Operation Michael: March 21–April 5, Western Front. The Germans begin one final attempt to win the war before the US arrives in great numbers.†¢Third Battle of the Aisne: May 27–June 6, Western Front. Germany continues to try and win the war, but is growing desperate.†¢Second Battle of the Marne: July 15–August 6, Western Front. The last of the German offensives, it ended with the Germans no nearer to winning, an army beginning to fall apart, broken morale, and an enemy making clear strides.†¢Battle of Amiens: August 8–11, Western Front. The Black Day of the German Army: allied forces storm through German defenses and it’s clear who will win the war without a miracle: the allies.