Ebay - Business report Research Paper Example | Topics and Well Written Essays - 1750 words

Ebay - Business report - Research Paper Example With the varying market conditions and the preferences of the customers, the business of eBay developed significantly in recent times. This can be acceptable with reference to the fact that the company reported a profit of $4.4 billion in the year 2014, which was beyond its expectation (BBC, 2014). From the perspective of providing an e-business background of eBay, it must be mentioned that the company utilises a service of online payment named PayPal, which facilitates and eases in making transactions on behalf of the sellers as well as the buyers (Bensinger, 2012). Prior to conducting a detailed e-marketing study on eBay, it is essential to obtain a brief idea about the external setting of the company. With this concern, the theoretical structure of Porter’s five forces is taken into concern for analysing the external situation of the company. From the analysis, it is evident that eBay faces a moderate level of threat relating to the entrance of new market players in the industry, as there persists lower levels of entry requirement. Apart from this, the buyers’ and suppliers’ bargaining power are deemed to be high and moderate respectively owing to the reason that different e-commerce companies offer parallel products and/or services as that of eBay and the suppliers remain much eager to sell by making effective use of well-established online sites. Finally, eBay faces low level of threat of alternatives or substitutes, as the company offers certain attractive features to the potential customers that entail auctions and bu yer protection among others. Apart from the above discussed aspects, the company also faces high level of threat from the existing business market competition in the similar industry due to the presence of already existing companies like Alibaba and Amazon among others (Hao, 2013). E-marketing analysis of eBay clearly

GSK Case Study Example | Topics and Well Written Essays - 250 words

GSK - Case Study Example GSK had several arguments in its defense. First, it argued that it was not breaching any competition laws since national governments already controlled and restricted the pharmaceutical sector (Schultz & Killick 2006, p.2). Secondly, GSK averred that opening up the pharmaceutical sector to parallel market operations would negatively impact on their revenues; hence, hampering their role in research and development. In addition, parallel market operations tended to create shortages of medicine in low-price countries as businesses were buying them from such countries and shipping them off to high-price countries within the EU in order to rake in huge profits. Nevertheless, some arguments clearly compromised GSK’s position. To begin with, GSK could not be exempted from Article 81 of the European Union that outlaws any activity that restricts trade among member states (Covingon & Burling 2005). Limiting parallel market operations would amount to undermining competition within EU member states (Morgan Lewis 2009, p. 1). Secondly, pharmaceutical companies, especially GSK, were not contributing towards the improvement of the production and distribution of medical products. Moreover, GSK had not been party to the promotion of technical and economic growth in their countries of operation. Consequently, the giant pharmaceutical corporation lost the case. Covington & Burling (2005) Parallel Trade in Pharmaceutical Products in Europe: The European Court of Justice’s Ruling in Syfait v. GSK.[Online]. Available from http://www.cov.com/files/Publication/13800cb1-53df-44f7-8fc6-acef546be00b/Presentation/PublicationAttachment/02f82d54-11c6-41ce-9dad-b190bfc3309c/oid11576.pdf. [Accessed April 29, 2014]. Morgan Lewis. (2009) European Court of Justice Delivers Mixed Message on Parallel Trade. Morgan Lewis. [Online] October 6, 2009. Available from http://www.morganlewis.com/pubs/ATR_EuropeanParallelTrade_LF_06oct09.pdf. [Accessed

Facilitating Changes In Health and Social Care Essay

Facilitating Changes In Health and Social Care - Essay Example These changes include legal, political, demographic, organizational, technology, and cultural. Poor change in management never works well as it creates resistance and stress. It is essential for the manager to learn an effective way on how to manage the change and help others in this crucial continual process for there to be service delivery that is effective. This paper introduces the readers to a variety of factors that can influence change. Furthermore, it provides the effect of the change to the users, staffs and organization, and the key principles of change management that is successful. The political factor is one of the factors that have a significant impact on the health and social care services. There is the introduction of some key changes by the Act of Social care and Health to the NHS in England. These changes came into existence on April 1, 2013. Some of these changes included; providing the clinical commission groups a good budget to obtain care on behalf of the local community. Also, the shifts of many responsibilities which have historically been in the Health Department to a new NHS Commission Board that is politically independent. Furthermore, the health and social act has a health specific economic regulator with the responsibility to guard against practices that are anti-competitive and also to move all NHS trust to foundation trust status (Peate, 2012). Another factor that drives change is the economic factor. Sin the year 2002, the NHS has operated on the basis of the market with a split between the provider of health care and purchase. From January 2006 and continues, every patient could choose there secondary care from their hospital of choice, and this created competition among the hospitals to attract the patients and secure their revenue. Quite numbers of researchers have examined the impact of this competitive market on clinical outcome. However, the researchers found some positive outcomes findings; competition has been

Standard Form Of Contract With Quantities Construction Essay

Standard Form Of Contract With Quantities Construction Essay This report will outline the full range of roles and responsibilities within the JCT 2005 Standard Form of Contract with Quantities (SBC/Q) for the project of Oasis Leisure Complex. This project is at the request of the employer the Gallagher Brothers, Duck Construction (UK) Ltd have been successful in winning the contract to complete the building works. For this project the contract to be used is the JCT 2005 Standard Form of Contract with Quantities (SBC/Q). With this type of contract being selected there are certain roles and responsibilities that each party involved in the contract must observe. The key personnel involved in a contract of this type are as follows:- Roles Within Project (Standard Building Contract: Ed 2 Construction Contracts: Ed 4) Employer Client The client is the employer for the project; this can be a single person, a partnership or a large scale company. The client is the role which issues the project requirements and provides the funding for the building works to go ahead. The client must select a principle contractor or a representative who is skilled in this type of contract to ensure the contract and project are carried out correctly. Professionals Principle Contractor/Project Manager/Representative The principle contractor will work on behalf of the employer to carry out all the major elements of the building project and the contractual procedures. The principle contractor will be in contact with all of the key personnel within the project liaising and instructing all of the external companies brought in to carry all of the building and design related work. As can be seen on the diagram below (Standard Building Contract: Ed 2 ) the principle contractor will have to liaise with multiple parties throughout the whole of the projects duration ensuring all the employers requirements are carried out. Architect An Architect must also be employed in most projects, this can be done by the employer prior to appointing a principle contractor or they can be selected by the principle contractor when the project is underway. The architects role is to work with the client and the principle contractor to come up with an overall design from the requirements laid down by the employer. They will ensure that the building is functional and achievable and will provide all the drawings for the complete project with exact measurements and details for construction. The architect will also work with designers and technologists to complete the drawings for the project to take shape. They are responsible for any changes that need to be made from the existing drawings. The roles of these specialists are:- Technologist The technologist will ensure the structure and design ideas from the architect are feasible. They will specify materials and structural design for the contracted builders to follow Designer The designer will specialise in fit out and interior area design and functionality. They will specify finishes and qualities of areas throughout the building project. Quantity Surveyor The role of the quantity surveyor is to provide measurement and costing from the architects drawings. The QS will carry out this task to get an accurate cost model for the project from the drawings they are supplied with to give to the employer as a projected quote for completion of the building. The QS will work throughout the project adjusting the costing and final accounts as the job progresses if any changes or variations occur. Management Main Contractor Person in Charge (PIC)/Site Manager The role of the PIC/Site Manager is to be permanently on site to supervise the building works. They are usually specified by the principle contractor to act upon the role of the principle contractor via an onsite basis. The PIC/Site Manager is responsible for all building works taking place onsite; they are also responsible for all direction and specification given by any inspectors or Clerk of Works. Clerk of Works The Clerk of Works is employed by the client to work with the Architect in an onsite inspector role. The Clerk of Works responsibility is to ensure that all the design elements of the architects plans are being carried out and are being done to the correct specifications from the employer. Contractor The role of the contractor is to work on behalf of the principle contractor to appoint each of the specialist trades needed to build the project; these specialists are known as sub-contractors. The contractor will source builders, glazers, plumbers etc to carry out each of the individual tasks that will need to be carried out to complete the final structure. The contractor will also liaise with suppliers to ensure that correct materials are ordered, the best prices are paid and that all materials are delivered to site at the right times. They ensure that the Sub-contractors are aware of the work that is required of them and coordinating all the elements taking place on the site at specific times of the construction process. Works Contractors Sub contractors This role consists of the builders, plumbers, glazers etc employed by the contractor. They are specialists in each of their individual trades and will be responsible for the actual construction and works that take place on site. Suppliers This role consists of taking orders and supplying materials on site that are required by the sub-contractors. Specific suppliers are normally stipulated in the contract and they will provide all of the required materials for the project for an agreed amount. Materials that they will supply can consist of sand for brickwork, block work, hardcore etc. Problems Conflicts (Construction Contracts: Ed 4) Many of the individual roles that have been outlined above will have never worked in collaboration with each other on a personal basis as well as the client potentially being inexperienced in the contract and construction process. With so many different roles having to come together and work efficiently over a large scale project inevitably problems will occur as the plans take shape. These issues are common with most projects and if managed correctly can be easily overcome, the use of a JCT contract will aid in solving the problems that occur and build a strong and reliable team. Some of the common problems and conflicts are as follows: Large-scale Project Team The size and scale of man power and people involved even within the smallest of construction projects is very difficult to manage without problems. With so many different trades and specialisations coming together on one project communication and understanding is key. Many different professionals will no doubt be spread out across the country and will have to work together efficiently to ensure the project takes place, is to the correct specifications and on time. The timing of each trade or skill taking place must be streamlined in order to minimise the problems that may occur. Communication must be focused on at all times as this is the easiest solution to the problems that occur with large scale teams. Professional Pride Due to most people and trades involved with the project never working with each other on a single construction project pride and ignorance can play a huge role in conflicts occurring. Each individual is responsible for their part of the project and will face charges or sanctions if they do not carry out their role properly. Because of this some trades or individuals will feel that they are at a higher worth than other members of the project and that other roles are inferior. This attitude should be avoided at all costs, the principle contractor should ensure that all roles are working well together and take relative steps to counter any problems occurring or remedy any existing problems by liaising with the personnel involved. Task/Timescale Overlaps Almost all projects will have a timescale associated with them. Most projects will be meticulously planned so that all building and consultation works take place as efficiently and smoothly as possible. Each stage will be in line with all of the other tasks to ensure that no conflict occurs. Unfortunately task/timescale overlaps are also inevitable, damage limitations or contingencies should be thought through to ensure projects do not fall too far behind. The best way to counter this problem is to have someone meticulously monitor and adjust a semi-flexible timescale plan which is developed as the project takes place, this will ensure that the problem planned components can be changed quickly without too much disruption. As shown above all the roles and responsibilities are outlined in the JCT contract, this helps to minimize the problems that can occur on a construction project. The JCT does this by clearly outlining each persons role and responsibility with in the whole of the construction project, it ensures that each person is fully aware of what is expected of them and if problems do occur the contract outlines can be used to source and remedy the problem immediately and efficiently.

Internet Security: Is Your Computer Ready? :: essays research papers fc

Internet Security: Is Your Computer Ready?   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Internet Security. Those are two words that hold a huge importance on our lives today. For the past half-century even more so in the past near quarter-century, computers have become an important staple to one’s own way of living, and the world’s largest network of computers, the Internet, has become one of the most useful and essential resources for legions of users around the world. However, this and e-mail communication can have their drawbacks, and very serious drawbacks at that.   Ã‚  Ã‚  Ã‚  Ã‚  There are those users, who we call hackers, who have the ability manipulate their own programs to infect, and attack various organizations and institutions around the world. And they perform these acts, â€Å"cyber-crime,† in the form of programs called viruses, worms, Trojan Horses, and spam, or junk mail. Companies also do this in spyware and adware. This is where Internet Security comes into play. Many programs have been created to protect computers and their resources from those who want to invade them.   Ã‚  Ã‚  Ã‚  Ã‚  Symantec Corporation’s Norton Internet Security, which has a new version every year, has been recognized as a benchmark program in providing the best protection for computers. This program is actually a combination of other Symantec products: Norton AntiVirus, Norton Personal Firewall, Norton Privacy Control, Norton Parental Control, and Norton AntiSpam. With this combination, Norton Internet Security blocks and removes Internet worms, e-mail worms, and viruses that are script-based, while allowing the user to go about his or her business on the Web. A new version of this product, which incorporates a simpler, easy-to-use approach for the user, has been scheduled to be distributed in fall 2004 (Chapelle 1).   Ã‚  Ã‚  Ã‚  Ã‚  There can be times when the world’s best software companies can have their efforts backfire on them. One example of such an occurrence is Microsoft Corporation, whose operating systems Windows 2000 and Windows XP have been susceptible to flaws from other popular Internet security programs such as Internet Security Systems’ BlackICE Defencer and BlackICE Agent, resulting in a number of possibilities for opportunistic hackers (Fairplay 1). Microsoft will be releasing later this year a second service pack for their Windows XP operating system, programmed with a stronger firewall for computers running under this OS (Sandusky 1). One should not be surprised by the number of flaws that come with Windows XP, or any operating system.

Early Childhood Education and Creative Learning Essay

1. Analyse the differences between creative learning and creativity. Creativity and creative learning are highlighted by the Early Years Foundation Stage (EYFS) framework as being a significant aspect in the holistic development of young children. Children need to have the opportunities to respond in an individual and personal way, make choices and follow new ideas uninhibited by adult expectations. Many people believe creative learning and creativity are the same but in fact they are very different. Creative learning is about how children are actively involved in their own learning and their ability to make choices and decisions. Ofstead states that among professionals, creative learning is seen as questioning and challenging, making connections and seeing relationships, envisaging what might be, exploring ideas, keeping options open and reflecting critically on ideas, actions and outcomes. (Ofstead 2010) Creativity however is about seeing things in a new way and using your imagination. Being creative is strongly linked to play and by allowing children to explore and express themselves through a variety of media or materials including, dance, music, craft, drawing, painting and role play, children are able to produce original outcomes in a variety of ways. The National Advisory Committee on Creative and Cultural Education (NACCCE) defines creativity as â€Å"imagination, fashioned so as to produce outcomes which are original and of value† (NACCCE, 1999) and believes all people have the capacity and democratic right, to be creative in all aspects of life. 2. Explain current theoretical approaches to creativity and creative learning in early childhood. Western society has for many years supported the idea of nurturing children’s creativity to enhance early childhood education, inspired by Swiss philosopher Jean-Jaccques Rousseau’s ‘Romantic’ view first voiced in the eighteenth century that acknowledged children’s curiosity and capacity to make new ideas and meanings. In 1999, Gopnik, Meltzoff and Kuhl supported this theory with revolutionised ideas on the human mind and childhood. They  believed that babies are born with the ability to make connections to the world around them and with this desire to explore is born curiosity, in turn developing our creativity. However, Woolf and Belloli (2005) state that children also need a supportive environment and the opportunities in which to develop the skills required to support their creativity. Adults should encourage children, provide new materials, such as stories, music and dance in order to explore and offer interest and praise to promote self value and a feeling of achievement. More contemporary theories support Woolf and Belloli’s ideas, such as the Effective Provision of Preschool Education Project (EPPE) 2004, which emphasises the importance of adult supported play. Interaction and acknowledgement during play is significant, for it is the process and not the final outcome that is central to creative learning. It is also believed that creativity and creative learning support holistic development in the early years, improving overall outcomes especially for those from disadvantaged backgrounds. By developing a child’s innate curiosity and creativity, practitioners are able to build on current skills and expand opportunities. The Thomas Coram Children’s Centre in Camden, London focuses on the Every Child Matters Agenda and the importance of creativity in the early years and shows from a study conducted in 2009, that 90% of the cohort of children who left that year, reached or exceeded expectations for their age, although only 56% were reaching expectations on entry to the centre. Studies have emphasised the importance of developing creative practice in the early years setting and fostering creativity directly from the child, encouraging a child’s ideas and promoting the possibilities. Jeffrey and Craft (2010) believe this practice to be ‘learner inclusive’ by providing young children with the means and resources to demonstrate their own unique skills, initiating their own ideas and developing their own perception of the world around them. 3. Critically analyse how creativity and creative learning can support young children’s emotional, social, intellectual, communication and physical development. Creativity and Creative learning can be delivered across the whole curriculum and can support each of the Early Learning Foundation Stage’s six areas of development: Personal; Social and Emotional; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development (Gross motor and fine motor) and Creative Development. All these areas must be delivered through a balance of child initiated and adult led activities and are all equally significant in the holistic development of young children. Personal, Social and Emotional Supports development through the process of selecting and using activities and resources independently and in taking turns and sharing equipment during imaginative play. Communication, Language and Literacy: Supports development through the listening to and the use of language, both through written and spoken. Uses this to communicate in play and in learning by talking about what they are doing and communicating with others. Problem Solving, Reasoning and Numeracy: Supports development through developing mathematical ideas and methods to solve practical problems and learning new concepts. Knowledge and Understanding of the World: Supports development through the use of senses and the investigation of objects and materials. Physical: Supports development through the use of handling tools, objects, construction and malleable materials, developing dexterity, had and eye co-ordination and general fine motor skills. Creative: Supports development through expressing and communicating ideas, thoughts and feelings, through imaginative play, designing, making, music and song, drawing and painting. Pompts aesthetic awareness and appreciation of shape, patterns, relationships and composition. Bibliography * www. hoddereducation. co. uk/SiteImages/f3/f3966925-d0a6-4 * www. educationstudies. org. uk/materials/comptonf4. pdf * www. ofsted. gov. uk/resources/learning-creative-approaches-raise-standards.

Biography of Matthew Ridgway, Korean War General

Biography of Matthew Ridgway, Korean War General Matthew Ridgway (March 3, 1895–July 26, 1993) was a U.S. Army commander who led the United Nations troops in Korea in 1951. He later served as Chief of Staff of the U.S. Army, where he advised against American intervention in Vietnam. Ridgway retired in 1955 and was later awarded the Presidential Medal of Freedom by President Ronald Reagan. Fast Facts: Matthew Ridgway Known For: Ridgway was a U.S. military officer who commanded United Nations troops during the Korean War.Born: March 3, 1895 in Fort Monroe, VirginiaParents: Thomas and Ruth RidgwayDied: July 26, 1993 in Fox Chapel, PennsylvaniaEducation: United States Military AcademySpouse(s): Julia Caroline  (m. 1917–1930), Margaret Wilson Dabney (m. 1930–1947), Mary Princess Anthony Long (m. 1947-1993)Children: Matthew Jr. Early Life Matthew Bunker Ridgway was born on March 3, 1895, at Fort Monroe, Virginia. The son of Colonel Thomas Ridgway and Ruth Bunker Ridgway, he was reared on Army posts across the United States and took pride in being an army brat. Graduating from English High School in Boston, Massachusetts, in 1912, he decided to follow in his fathers footsteps and applied for acceptance to West Point. Deficient in mathematics, he failed in his first attempt, but after extensive study of the subject he gained entry the following year. Ridgway was classmates with Mark Clark and two years behind Dwight D. Eisenhower and Omar Bradley.  Their class graduated early due to the U.S. entry into World War I. Later that year, Ridgway married Julia Caroline Blount, with whom he would have two daughters, Constance and Shirley. The couple would divorce in 1930. Early Career Commissioned a second lieutenant, Ridgway was quickly advanced to first lieutenant and then given the temporary rank of captain as the U.S. Army expanded due to the war. Sent to Eagle Pass, Texas, he briefly commanded an infantry company in the 3rd Infantry Regiment before being sent back to West Point in 1918 to teach Spanish and manage the athletic program. At the time, Ridgway was upset with the assignment as he believed combat service during the war would be critical to future advancement and that the soldier who had had no share in this last great victory of good over evil would be ruined. In the years after the war, Ridgway moved through routine peacetime assignments and was selected for the Infantry School in 1924. Rising Through the Ranks Completing the course of instruction, Ridgway was dispatched to Tientsin, China, to command a company of the 15th Infantry Regiment. In 1927, he was asked by Major General Frank Ross McCoy to take part in a mission to Nicaragua due to his skills in Spanish. Though Ridgway had hoped to qualify for the 1928 U.S. Olympic pentathlon team, he recognized that the assignment could greatly advance his career. Ridgway traveled south, where he aided in supervising free elections. Three years later, he was assigned as the military advisor to the Governor-General of the Philippines, Theodore Roosevelt, Jr. His success in this post led to his appointment to the Command and General Staff School at Fort Leavenworth. This was followed by two years at the Army War College. World War II After graduating in 1937, Ridgway saw service as the deputy chief of staff for the Second Army and later the assistant chief of staff of the Fourth Army. His performance in these roles caught the eye of General George Marshall, who had him transferred to the War Plans Division in September 1939. The following year, Ridgway received a promotion to lieutenant colonel. With the U.S. entry into World War II in December 1941, Ridgway was fast-tracked to higher command. Promoted to brigadier general in January 1942, he was made assistant division commander of the 82nd Infantry Division. Ridgway was later promoted and given command of the division after Bradley, now a major general, was sent to the 28th Infantry Division. Airborne Now a major general, Ridgway oversaw the 82nds transition into the U.S. Armys first airborne division and on August 15 was officially re-designated the 82nd Airborne Division. Ridgway pioneered airborne training techniques and was credited with turning the unit into a highly effective combat division. Though initially resented by his men for being a leg (non-airborne qualified), he ultimately gained his paratrooper wings. Ordered to North Africa, the 82nd Airborne began training for the invasion of Sicily. Ridgway led the division into battle in July 1943. Spearheaded by Colonel James M. Gavins 505th Parachute Infantry Regiment, the 82nd sustained heavy losses largely due to problems outside of Ridgways control such as widespread issues with friendly fire. Major General Matthew B. Ridgway (center), Commanding General, 82nd Airborne Division, and staff, overlooking the battlefield near Ribera, Sicily, 25 July 1943. USMHI Italy In the wake of the Sicily operation, plans were made to have the 82nd Airborne play a role in the invasion of Italy. Subsequent operations led to the cancellation of two airborne assaults and instead Ridgways troops dropped into the Salerno beachhead as reinforcements. They helped hold the beachhead and then participated in offensive operations, including breaking through the Volturno Line. D-Day In November 1943, Ridgway and the 82nd departed the Mediterranean and were sent to Britain to prepare for D-Day. After several months of training, the 82nd was one of three Allied airborne divisions- along with the U.S. 101st Airborne and the British 6th Airborne- to land in Normandy on the night of June 6, 1944. Jumping with the division, Ridgway exerted direct control over his men and led the division as it attacked objectives to the west of Utah Beach. The division advanced toward Cherbourg in the weeks after landing. Market-Garden Following the campaign in Normandy, Ridgway was appointed to lead the new XVIII Airborne Corps which consisted of the 17th, 82nd, and 101st Airborne Divisions. He supervised the actions of the 82nd and 101st during their participation in Operation Market-Garden in September 1944. This saw American airborne forces capture key bridges in the Netherlands. Troops from XVIII Corps later played a key role in turning back the Germans during the Battle of the Bulge that December. In June 1945, he was promoted to lieutenant general and dispatched to the Pacific to serve under General Douglas MacArthur. Arriving as the war with Japan was ending, he briefly oversaw Allied forces on Luzon before returning west to command U.S. forces in the Mediterranean. In the years after World War II, Ridgway moved through several senior peacetime commands. Korean War Appointed Deputy Chief of Staff in 1949, Ridgway was in this position when the Korean War began in June 1950. Knowledgeable about operations in Korea, he was ordered there in December 1950 to replace the recently killed General Walton Walker as commander of the battered Eighth Army. After meeting with MacArthur, who was the supreme United Nations commander, Ridgway was given latitude to operate the Eighth Army as he saw fit. In Korea, Ridgway found the Eighth Army in full retreat in the face of a massive Chinese offensive. Lieutenant General Matthew B. Ridgway, circa. 1951. Public Domain An aggressive leader, Ridgway immediately began working to restore his mens fighting spirit. He rewarded officers who were aggressive and conducted offensive operations when able. In April 1951, after several major disagreements, President Harry S. Truman relieved MacArthur and replaced him with Ridgway, who oversaw U.N. forces and served as military governor of Japan. Over the next year, Ridgway slowly pushed back the North Koreans and Chinese with the goal of re-taking all of the Republic of Koreas territory. He also oversaw the restoration of Japans sovereignty and independence on April 28, 1952. Chief of Staff In May 1952, Ridgway left Korea to succeed Eisenhower as Supreme Allied Commander, Europe, for the newly formed North Atlantic Treaty Organization (NATO). During his tenure, he made significant progress in improving the organizations military structure, though his frank manner sometimes led to political difficulties. For his success in Korea and Europe, Ridgway was appointed U.S. Army Chief of Staff on August 17, 1953. That year, Eisenhower, now president, asked Ridgway for an assessment of possible U.S. intervention in Vietnam. Strongly opposed to such an action, Ridgway prepared a report that showed that massive numbers of American troops would be needed to achieve victory. This clashed with Eisenhower, who wished to expand American involvement. The two men also fought over Eisenhowers plan to dramatically reduce the size of the U.S. Army, with Ridgway arguing that it was necessary to retain enough strength to counter the growing threat from the Soviet Union. Death After numerous battles with Eisenhower, Ridgway retired on June 30, 1955. He went on to serve on numerous private and corporate boards while continuing to advocate for a strong military and minimal involvement in Vietnam. Ridgway died on July 26, 1993, and was buried at Arlington National Cemetery. A dynamic leader, his former comrade Omar Bradley once remarked that Ridgways performance with the Eighth Army in Korea was the greatest feat of personal leadership in the history of the Army. Legacy Ridgway was highly decorated for his military achievements. In addition to the Congressional Gold Medal, he received a Purple Heart, the Presidential Medal of Freedom, and the Army Distinguished Service Medal. Ridgway remains a U.S. military icon and is widely admired by servicemembers. Sources Bachrach, Deborah. The Korean War. Lucent Books, 1991.ï » ¿Ridgway, Matthew. Soldier: The Memoirs of Matthew B. Ridgway. Harper Brothers, 1956.