Battle of Chantilly - Civil War Battle of Chantilly

Battle of Chantilly - Civil War Battle of Chantilly Battle of Chantilly - Conflict Date: The Battle of Chantilly was fought September 1, 1862, during the American Civil War (1861-1865). Armies Commanders Union Major General Philip KearnyMajor General Isaac Stevensapprox. 6,000 Confederate Major General Thomas Stonewall JacksonMajor General J.E.B. Stuartapprox. 15,000 Battle of Chantilly - Background: Defeated at the Second Battle of Manassas, Major General John Popes Army of Virginia retreated east and re-concentrated around Centreville, VA. Weary from the fighting, General Robert E. Lee did not immediately pursue the retreating Federals. This pause allowed Pope to be reinforced by troops arriving from Major General George B. McClellans failed Peninsula Campaign. Despite possessing fresh troops, Popes nerve was failing and he decided to continue falling back towards the Washington defenses. This movement was soon checked by Union General-in-Chief Henry Halleck who ordered him to attack Lee. As a result of pressure from Halleck, Pope issued orders for an advance against Lees position at Manassas on August 31. That same day, Lee directed Major General Thomas Stonewall Jackson to take his Left Wing, Army of Northern Virginia in a flanking march to the northeast with the goal of circling Popes army and cutting off its line of retreat by capturing the vital crossroads of Jermantown, VA. Moving out, Jacksons men marched up Gum Springs Road before turning east on Little River Turnpike and camping for the night at Pleasant Valley. For much of the night, Pope was unaware that his flank was in peril (Map). Battle of Chantilly - The Union Response: During the night, Pope learned that Major General J.E.B. Stuarts Confederate cavalry had shelled the Jermantown crossroads. While this report was initially dismissed a subsequent one detailing a large mass of infantry on the turnpike elicited a response. Realizing the danger, Pope cancelled the attack on Lee and began shifting men to ensure that his line of retreat to Washington was protected. Among these moves was ordering Major General Joseph Hooker to reinforce Jermantown. On the road since 7:00 AM, Jackson halted at Ox Hill, near Chantilly, upon learning of Hookers presence. Still unsure of Jacksons intentions, Pope dispatched Brigadier General Isaac Stevens division (IX Corps) north to establish a defensive line across Little River Turnpike, approximately two miles west of Jermantown. On the road by 1:00 PM, it was soon followed by Major General Jesse Renos division (IX Corps). Around 4:00 PM, Jackson was alerted to the approach of Union forces from the south. To counter this, he ordered Major General A.P. Hill to take two brigades to investigate. Holding his men in trees along the northern edge of the Reid Farm, he pushed skirmishers across the field to the south. Battle of Chantilly - Battle is Joined: Arriving south of the farm, Stevens also sent skirmishers forward driving back the Confederates. As Stevens division arrived on the scene, Jackson began deploying additional troops to the east. Forming his division to attack, Stevens was soon joined by Reno who brought up Colonel Edward Ferreros brigade. Ill, Reno assigned Ferreros men to cover the Union right but left tactical control of the fighting to Stevens, who sent an aide to seek additional men. As Stevens prepared to advance, what had been a steady rain increased to a heavy downpour damaging cartridges on both sides. Pushing across open terrain and a cornfield, the Union troops found the going hard as the rain turned the ground into mud. Engaging Confederate forces, Stevens sought to press his attack. Taking the colors of the 79th New York State Infantry, he led his men forward into the woods. Mounting a fence, he was struck in the head and killed. Surging into the woods, the Union troops began a furious fight with the enemy. With Stevens death, command devolved to Colonel Benjamin Christ. After nearly an hour of fighting, the Union forces began to run low on ammunition. With two regiments shattered, Christ ordered his men to fall back across the fields. As they did so, Union reinforcements began to reach the field. Stevens aide had encountered Major General Philip Kearny who began rushing his division to the scene. Arriving around 5:15 PM with Brigadier General David Birneys brigade, Kearny began preparing for an assault on the Confederate position. Consulting with Reno, he received assurances that the remnants of Stevens division would support the attack. Taking advantage of the lull in the fighting, Jackson adjusted his lines to meet the threat and moved fresh troops forward. Advancing, Birney quickly realized that his right was not being supported. While he requested Colonel Orlando Poes brigade to come up to support him, Kearny began seeking immediate aid. Racing across the field, he ordered the 21st Massachusetts from Ferreros brigade to Birneys right. Annoyed by the regiments slow advance, Kearny rode forward to scout the cornfield himself. In doing so, he ventured too close to the enemy lines and was killed. After Kearnys death, the fighting continued until 6:30 PM with little result. With darkness setting in and little usable ammunition, both sides broke off the action. Aftermath of the Battle of Chantilly: Having failed in his goal to cut off Popes army, Jackson began falling back from Ox Hill around 11:00 that night leaving the Union forces in control of the field. Union troops departed around 2:30 AM on September 2 with orders to rejoin the retreat towards Washington. In the fighting at Chantilly, Union forces suffered around 1,300 casualties, including both Stevens and Kearny, while Confederate losses numbered around 800. The Battle of Chantilly effectively concluded the Northern Virginia Campaign. With Pope no longer a threat, Lee turned west to begin his invasion of Maryland which would culminate over two weeks later at the Battle of Antietam. Selected Sources CWPT: Battle of ChantillyHistory of War: Battle of Chantilly CWSAC: Battle of Chantilly

ESL Pronunciation Exercises - Short Vowels Consonants

ESL Pronunciation Exercises - Short Vowels Consonants The following series of pronunciation exercises combines words beginning with the same consonant sound followed by similar vowel sounds. Voiced and voiceless consonants are paired (b - voiced / p - voiceless, d - voiced / t - voiceless, etc.) to help students compare and contrast similar consonant formation. Pairing similar phonemes to improve pronunciation skills is also known as the use of minimal pairs. Minimal pairs change words by one phoneme so that the basic pronunciation pattern remains the same with one slight - minimal - difference. This allows students to really focus in on the slight difference in jaw, tongue, or lip placement needed to make the various phonemes. Repeat each line slowly, listen for the minor differences between the vowel and consonant sounds.Repeat each line three times. Each time repeat more quickly trying to keep the sounds distinct.Find a partner and listen to each other repeat the lines.Try to invent sentences using each sound at least once. For example: The big bat bet he could beat the others. - Dont worry too much about the sentence making much sense! ih - pronounced ih as in hit ee - pronounced ee as in see eh - pronounced eh as in let ae - pronounced ae as in cat big beat bet bat pig peep pet pat did deal death dad tip teeth tell tap gill gee! get gap kill keep kept cat sip see set sat zip zeal zeppelin zap ship sheet shelf shaft gin jeep jell jack chip cheek chess chat hit heat help hat Vowel Sounds eh - as in let, ih - as in hit, ee - as in see, and ae- as in catlong ah - as in car, short ah - as in gotlong uh - as in put, short uh - as in up, oo - as in through Diphthong Sounds ay - as in day, ai - as in skyou - as in home, ow - as in mouse, oi - as in boyieh(r) - as in near, ehi(r) - as in hair

Effect of School Uniform on Students Life Essay

Effect of School Uniform on Students Life - Essay Example This result was appreciated by the community at large with only 600-700 out of the 70,000 students in the district preferring to be exempted from wearing uniforms, which mean a whopping 99% of students preferred uniforms (Cohn and Cohn). This policy was adopted in other states with positive results being registered in all cases. This argument is supported by North Carolina Family Police Council Director Stephen Daniels publication on students’ dress codes in which he asserts ‘Dress codes reduce conflict associated with name brand and gang clothing, decrease the gap between poor and rich students, and encourage a sense of belonging that contributes to overall order and discipline. (Daniels). This also supports the proponents of the debate. Opponents of the school dress code, on the other hand, claim it will infringe on the first amendment rights of students to freedom of expression, their religious rights and will contribute to dampening of student expression rights. Despite the displeasure of the opponents, many schools have already started making uniforms mandatory in Kentucky sharply contrasting to the majority of public schools showing reluctance to do the same (Daniels). While both sides of the divide continue to hold on to their position, it can be seen quite clearly from their arguments that their debate revolves around general morality and constitutionality. Proponents think this will help to improve the discipline among the students and increase morality in school while opponents hold onto their culture preservation and constitutional rights of expression. Considering that constitutionality of school uniforms has been challenged in court and the decision was in favor of dress codes, it is evident that proponents are winning the debate. They seem to have support even from the few research results available as well as The Center for the Prevention of School Violence who pointed out

Descriptive Narration Essay Example | Topics and Well Written Essays - 500 words

Descriptive Narration - Essay Example It was about dinner time when I asked my parents to get dressed up so we could go and dine out at Al-Habib Resturant. Al-Habib had to be the perfect location that night as it was located on the suburbs of Karachi and I wanted to drive out of the metro for a change, plus the food they offered was amongst the best in town. Convincing my parents wasn’t an easy job at all considering my mom isn’t an easy person to deal with. Looking for my parents, I finally found them in the kitchen. Dad was busy watching news as usual and mom was busy with the household chores. The moment I got hold of her was when she had just moved on to the dishwasher to do the dishes. I asked her to get ready so we could leave in a bit, but much to my amazement she seemed to be the least interested. She replied in the negative and told me she had peeled the potatoes and was just about to fry them and there was no chance we’d leave. This is where my tool of emotional blackmail came in, something which I was very good it. I told her I hadn’t been out since a month, that even at the office the year end auditing had kept me really busy and tensed. Dad, being a former auditor himself poked in and convinced mom telling her how important this rest was for me. Mom still pissed, finally did agree to leave. As soon as the clock struck nice, I got out of my apartments and told my parents to come down in five minutes while I get the petrol tank filled up from the nearby pump. Upon reaching the parking lot, straight away I found my car and drove towards the pump. On my way to the gas station, the roads seemed to be empty and I wasn’t able to find even a single car on my way. Even at the station I just found one car, that being of their proprietor. Anyway I got the tank filled and moved towards my apartments and ultimately reach there in five minutes. This time I didn’t enter the apartments but rather called up my dad on his cellular phone

The Computer Geek :: Definition Computer Geek Essays

The Computer Geek What defines a true computer geek? People have several different views on what a computer geek actually consists of. It is important to notice how society places certain people into this category automatically without even knowing much about them. Growing up with all sorts of television shows, most of the time there would be a nerdy character. That is how I believe my definition for a computer geek formed. Like all ideas in life, there was some kind of influence that shaped it. When I think computer geek, I see a tall, lanky, eyeglass wearing guy. Not to be sexist, but I do not really think of a computer geek as a girl. Considering the fact that computers are advanced technology, it is only natural for computer geeks to be smart. They know all there is to know about computers, along with all the equipment that comes with it. For example, a broken printer or web camera would not threaten a computer geek. Also, not only do they know about computers, but usually know a lot about math or science. As I mentioned before, television shows, like Saved by the Bell had characters like Samuel â€Å"Screech† Powers. To me, he is the ultimate computer geek. His character was clumsy and sometimes lacked common sense. Screech would walk into walls, knock things over, and tends to have a â€Å"big mouth†. If you needed to tell someone a secret, your best choice would not be Screech. He never cared about fashion, so stylish clothes were insignifican t to him. Media created this kind of image in many television shows for their characters. Another thing that comes to my mind when I think about the profile of a computer geek is that they tend to be very introverted. Usually they keep to themselves and of course they â€Å"play† on their computers. The one thing that I think is really cool about the stereotypical computer geek is that they are real people. Cool meaning, unnatural of a stereotype. Most of the time stereotypes have a bad connotation. They do not try to be someone they are not. In other words they are not fake by not trying to impress anyone. Maybe they don’t have the greatest social skills. The Computer Geek :: Definition Computer Geek Essays The Computer Geek What defines a true computer geek? People have several different views on what a computer geek actually consists of. It is important to notice how society places certain people into this category automatically without even knowing much about them. Growing up with all sorts of television shows, most of the time there would be a nerdy character. That is how I believe my definition for a computer geek formed. Like all ideas in life, there was some kind of influence that shaped it. When I think computer geek, I see a tall, lanky, eyeglass wearing guy. Not to be sexist, but I do not really think of a computer geek as a girl. Considering the fact that computers are advanced technology, it is only natural for computer geeks to be smart. They know all there is to know about computers, along with all the equipment that comes with it. For example, a broken printer or web camera would not threaten a computer geek. Also, not only do they know about computers, but usually know a lot about math or science. As I mentioned before, television shows, like Saved by the Bell had characters like Samuel â€Å"Screech† Powers. To me, he is the ultimate computer geek. His character was clumsy and sometimes lacked common sense. Screech would walk into walls, knock things over, and tends to have a â€Å"big mouth†. If you needed to tell someone a secret, your best choice would not be Screech. He never cared about fashion, so stylish clothes were insignifican t to him. Media created this kind of image in many television shows for their characters. Another thing that comes to my mind when I think about the profile of a computer geek is that they tend to be very introverted. Usually they keep to themselves and of course they â€Å"play† on their computers. The one thing that I think is really cool about the stereotypical computer geek is that they are real people. Cool meaning, unnatural of a stereotype. Most of the time stereotypes have a bad connotation. They do not try to be someone they are not. In other words they are not fake by not trying to impress anyone. Maybe they don’t have the greatest social skills.

Age of Imperialism

Imperialism (1850~1914) * Imperial refers to * Empire * Royalty * Extending powers * Age of Imperialism  (http://www. smplanet. com/teaching/imperialism/#SAW1) * Main Events * 1823 –  Monroe Doctrine reflected special U. S. interest in Americas * 1850 –  European trading with Africa becomes well established * 1852 –  Napoleon III (Louis Napoleon) proclaimed himself emperor of France * 1869  Ã¢â‚¬â€œÃ‚  Suez Canal opens (Egypt) 1871  Ã¢â‚¬â€œÃ‚  Bismark completed unification of German Empire * 1884~1885  Ã¢â‚¬â€œÃ‚  Berlin Congress sets rules for African colonization * 1898 * United States acquired Philippines, annexed Hawaii * United States won Spanish-American War * 1899  Boer War began in South Africa * 1910 –  Mexican Revolution began * 1914 * Most of Africa is under European control * World War I began * 1918  World War I ended Industrialism  Imperialism  Nationalism Industrialism * Profit maximization England – Factory s ystem * Resources from colonies * Mass production goods = sell & export to the colonies * Profit maximization * Industrialization stirred ambitions in many European countries * Competed new markets for own goods * Saw Africa as a source for materials and a market * Colonial power seized lots of areas in Africa during the 19th and 20th centuries * Imperialism * Colonization * World market * England as the world power in the 1820s. * Power – World standing â€Å"the sun never sets on the England Empire† * Usually through military might and sometimes economics * Seizure of a territory by a stronger country * * Throughout out most Africa, stronger countries dominated in many areas * * Europeans ignored the claims of African ethnic groups, kingdoms, and city-states * * African nations continue to fell the effects of the colonial presence more than 100 years later * Europeans established colonies. * 1823  Monroe Doctrine A reaction to the independence Latin America+ Mexico +Central America    * * After 1823, only Bolivia is still under spanish control * It warned European nations that continuing to be in the Americas is going to be seen as an act of aggression    * Claimed to help the Latin Americas, but it actually restrained and threatened them to follow rules from the United States * The United States  had the right to intervene problems in the western hemisphere * White Man's Burden * Nationalism and social Darwinism Racist patronizing that preached that â€Å"superior† Westerners had an obligation to bring their culture to â€Å"uncivilized† people in other pars of the world   * Germany and Russia especially used imperialistic drives to divert popular attention from the class struggle at home and to create a false sense of national unity. Causes of Imperialism * Nationalism * British colonized Canada, Australia, New Zealand, Ireland * Colonists wanted their freedom (1800s) * To gain power, European nations compete for coloni es and trade * European Migration Between 1815 and 1932 more than 60 million people left Europe * Migrants went primarily to European inhabited areas * North and South America * Australia * New Zealand * Siberia * European migration provided further impetus for Western expansion (Westernization) * More were poor from rural areas, though seldom from the poorest classes (due to oppressive land policies) * Economic Competition * Search for new markets and raw materials * Missionary works * more successful in African and Asian areas Europeans believe they must spread their Christian teachings to the world * New military and naval bases to protect one's interests against other European powers * British concerned by French and German land grabs in 1880s * might seal off their empires with high tariffs and restrictions * future economic opportunities might be lost * Increases tensions between the â€Å"haves† (British Empire) and the â€Å"have nots† (Germany & Italy) who cam e in latte to the Imperialist * Dr. David Livingston 1st white man to do humanitarian and religious work in south and central Africa Old & New Imperialism * Europe's influence continued to expand in the 19th century, and for all the same old reasons * European imperialism became global in nature, with Britain the world leader (â€Å"The sun never sets on the British Empire†) * Contradictory: Many European nations explored nationalism, liberalism†¦Ã‚   * Old Imperialism * 15th ~ 16th century * Didn't penetrate into Africa or Asia * No substantial influences on lives of people European powers did not usually acquire territory except for Spain in Americas and Portugal in Brazil, but rather built a series of trading stations * Respected and frequently cooperated with local rulers in India, china, Japan, Indonesia, another areas where trade flourished between locals and european coastal trading centers * New Imperialism * A policy in which one country seeks to extend its auth ority by conquering other countries or by establishing economic and political dominance over other countries. European nations conquers with armies * New military and naval bases to protect their interest * Raising taxes to restrain land grab * 18th ~ 19th century * Influences over economic, political and socials lives of people * People were used to benefit the European   economies * Forms of Imperialism * Colony * A country or territory governed internally by a foreign power * Protectorate * A country of territory with its own internal government but under the control of an outside power * Sphere of Influence An area in which an outside power claims exclusive investment or trading privileges * Economic Imperialism * An independent but less-developed country controlled by private business interest tauter than other governments   Imperial Management Methods * Indirect Control * Local government officials used * Limited self-rule * Develop future leaders * Government institutions are based on European styles but may have local rules * Direct Control * Foreign officials brought in to rule * No self-rule Paternalism – Europeans governed people in a parietal way by providing for their needs but not giving them rights * Assimilation – based on the idea that in time, the local populations would adopt French culture and become like the French * Government institutions are based only on European style * Legacy of Colonial Rule * Positive * Colonization * Europeans control lands and people in areas of Africa, Asia, and Latin America * Reduced local warfare (variety in ethnic groups) * Humanitarians provided schools and hospitals (better living conditions) * Colonial Economics Europeans control trade in the colonies and set up dependent cash-crop economies * African products came to be valued on international market * Christianization * Christianity spreads to Africa, India and Asia * Negative * Africa lost its independence and its land * Contempt for the traditional culture and admiration of European life undermined stable societies and caused identity problems for Africans * Division of African continent * created problems that plagued African colonies during European occupation Africa 1880  Europeans controlled 10% of Africa (mainly on the coast) * Scramble for African Territory because of the discoveries of diamonds in South Africa * By 1914  Europeans controlled all Africa  except Liberia and Ethiopia * late 1860s  Ã¢â‚¬â€œ Congo Sparks Interest * David Livingstone traveled with a group of Africans to central Africa to promote Christianity * 1871  Henry Stanley  found Livingston (whom westerners thought to be dead) * his newspaper reports created European interest in Africa * Stanley sought aid of king of Belgium to dominate the Congo region. 1879 ~ 1882  Ã‚  Stanley signed treaties with local chief of the Congo River Valley * Gave King Leopold II of Belgium the control of these lands * He claimed that his moti ve in establishing colony was to abolish the slavery and promote Christianity * But he exploited Africans brutally (collect sap from rubber plants) * At least 10 million Congolese died due to his abuses * 1908  Belgian Government took over power of the colony * Belgian Congo (80 times larger than Belgium) This action alarmed France * Soon Britain, Germany, Italy, Portugal and Spain claimed parts of Africa * Berlin Conference * 1884~1885 * 14 European Nations established the â€Å"rules† for conquest of Africa * PAPER PARTITION * Sponsored by Bismarck & Jules Ferry * Sought to precent conflict over imperialism * Coincided with German's rise as an imperial power * Agreed to stop slavery and slave trade in Africa * No African rulers were invited to attend these meetings * Factors promoting Imperialism in Africa European technical superiority * 1884  Maxim Gun (world's 1st auto machine gun) * Invention of steam-boat, made it easy to travel (for Europeans) * Susceptible to mal aria (disease carries by dense swarms of mosquitoes in Africa's interior * 1829  perfection of drug protected Europeans from malaria * Various languages and cultures in Africa * Discouraged the unity in Africa * Africans, Dutch and British  Clashed over South Africa for resources and lands * Zulus & British * 1816  Shaka, a Zulu chief created a large centralized state by isciplined warriors and good military organization * 1879  Zulu king Cetshwayo refused to dismiss the Zulu army * Not accepting British Rules * British invaded Zulu nation * July 1879  Battle of Ulundi * The Zulus lost the Battle and their Kingdom * 1887  Under British control * Boers & British in Cape * 1st Europeans settle in South Africa were the Dutch * 1625  Dutch came to the Cape of Good Hope * established way station for sailing between Dutch East Indies and the Netherlands * Those Dutch settlers were known as the  Boers 1880s  British took over the Cape Colony PERMANENTLY   * Boers clashe d over British policy (land & slaves) * 1830s  Great Trek * Boers moved to North in order to escape the British African Colonization & Independence * 1884  Western leaders met to divide Africa into colonial holdings * 1914  nearly all of Africa is under European controls * European imperial powers set national borders in Afirca without regard for local ethnic or political divisions 1898 Fashoda Incident * France & Britain nearly went to war over Sudan France backed down in the face of the Dreyfus Affair * Wanted to connect Cape to Cairo by railroads 1899 ~ 1902 The Boer War (South Africa War) * Boers blamed British bringing the â€Å"outsiders† into Africa (for minerals†¦ diamonds and gold) * 1st modern â€Å"total† war * British countered by burning Boer lands and imprisoning women and children * Black South Africans were involved in the war * British won * 1910  Boer republics joined Union of South Africa, which was controlled by the British * Cecil Rhod es * Prime Minister of Cape Colony Principal sponsor of the Cape-to-Cairo (British wanted to control over the continent) * Rhodes wanted to extend his influence there after the diamonds and gold were discovered in the Transvaal but rein controlled by Boers (Dutch settlers) * Kruger Telegram (1902) * Kaiser Wilhelm II (starter of WWI) * Congratulated Boers on defeating British invaders without need of German assistance * Anger swept through Britain and targeted at Germany Asia 1898 Spanish-American War * Mid-1890s  Ã¢â‚¬â€œ the United States had developed substantial business holdings in Cuba. It had an economic stake in the fate of the country. * Objected to the Spanish brutality. * Helped Cuban war for independence. * Lasted about four months. * U. S. forces launched their first attack not on Cuba but on the Philippine Islands   * Unprepared for a war on two fronts, the Spanish military quickly collapsed. * U. S. defeated Spain (took Philippines, Guam, Hawaii & Cuba) * 1901   – Cuba became an independent nation * BUT United States installed a military government and continued to exert control over Cuban affairs. -; caused tensions * American had become the dominate imperial power in Latin America 1898 ~ 1901 Boxer Rebellion * Anti-foreign pro to nationalist movement by the Righteous Harmony in China * Took place against a background of serious drought and economic disruption in response to foreign influence * Opposing Imperialism and Christianity from the foreigners * June 20th  A German minister stationed in China (Klemens Freiferr von Kettler) represented various countries' going zongli yamen and demanded protection, is ambushed by the clear soldier on the way * Led to war 904 ~ 1905 Russo-Japanese War * Sino-Japanese War * Japanese Victory, China lost Manchuria * 1903  They had a war over Manchuria * Japan claimed they will recognize the right of Russian in Manchuria if Russian stayed out of Korea. Russian refused * Japan launched a surpris e attaching on Russian ships at Manchuria, which this action resulted in Russo-Japanese War

Impact Of Ethical And Non Ethical Communications - 1800 Words

This paper strives to discuss the impact of ethical and non-ethical communications in business. Topics explored include the brief history of communications in business, ethics in business communications, the impact of social media on business communications, and the importance of ethical business communications to business success. The importance of honesty in communication and its impact on business reputation will also be discussed. Background The history of business communications can be traced back as far as ancient Greece and Rome. The roots of business writing can be traced to the letter writing styles they used, with their adaptation to the audience and conversational tone, though this is thought to be more of a general outline of†¦show more content†¦Businesses communicate externally via written correspondences and advertising, and those advertisements can both influence consumerism and become a part of the zeitgeist itself. Yet, the average consumer must examine advertisements carefully in order to ascertain the truth about a product or service offered. Advertisements can be communicated in such a way that is not fully clear, and often the things they say are not truly what they mean. They can be misleading in order to convince you to buy a product or make use of a service, and they may omit information that could affect your decision making process in whether or not to deal with their organization. It can lead to an environment of skepticism and mistrust. The long-standing question then becomes: at what point does it become unethical, and do people truly care? Where is the line drawn? This is a question that is debated every day, with each new business scandal that hits the media. Laws are debated, rejected, and passed to govern just what is allowed in business communications and what is illegal. Still, business should strive to keep their communications ethical, even without laws governing them, and should consider the impact of their messages both on their business itself and on society in general. Impact of Ethics in Business Communication Business