A Case Study Of Immanuel Kant

A Case Study Of Immanuel Kant Part 1 Immanuel Kant wrote that For Kant, then, the focus is on outcomes, or the ends of an action; in deontology the actions themselves must be ethical and moral, or the outcome is moot. Deontology argues that there are norms and truths that are universal for all humans; actions then have a predisposition to right or wrong, moral or immoral. Kant believed that humans should act, at all times, as if their individual actions would have consequences for all of society. Morality, then, is based on rational thought and is the direction most humans innately want. It is not enough, though, for there to be individual morality. Kant took this further, reacting, and argued that a state or society must be organized by the way laws and justice was universally true, available, and, most importantly, justified by humanity. Yet, for Kant, these laws should respect the nature of freedom, autonomy, and egalitarianism of all members of society. Kant saw that a few basic rights were critical for any civil society to exist. After Kant, this became a rubric by which we may understand modern utilitarian principles and their interdependence with the concept of human rights. Thus it seems that for Kant, at least in Groundwork, the task is to seek the foundation of a principal of morality that will fit the human definition in almost all cases. Rationally, each person will move towards this axiom; to do otherwise would be to remain irrational. This, in particular, has relevance in the contemporary world of philosophical discourse, in which we can look at Kants ideas about freedom and the nature of action and apply to the principles of autonomy and humans as autonomous agents. For Kant, the basic idea of morality focuses on the question, But it is far more than simply an account of human and social interactions but a larger view of the overall metaphysics of the basis of morality; political, religious, cultural, and social issues explored as well. This, for Kant, is a seminal issue of the basis of human rights rights come from a deeper sense of ethics and morality, from the very basis of what spark defines humanity. But Kant did not develop his ideas in a vacuum, of course. The notion of human rights has been an ongoing political and philosophical debate since humans began to express their thoughts in writing. At the center of this debate is the notion that many remain dissatisfied with the definition of good or appropriate being at the whim of a particular social order, or ruling elite. This debate may be found in Aristotle, Socrates, and Aquinas, leading to more contemporary political notions from Lock, Kant, and even Martin Luther King, Jr. Forming th e core modern argument, for instance, Aquinas argued that there were certain universal behaviors that were either right or wrong as ordained by the Divine. Hobbes and Locke differed, and put forth the notion that there were natural rights, or states of nature, but disagreed on the controlling factors of those natural tendencies. Kant took this further, reacting, and argued that a state or society must be organized by the way laws and justice was universally true, available, and, most importantly, justified by humanity. Kant prescribed that basic rights were necessary for civil society, and becomes a rubric by which we may understand modern utilitarian principles and their interdependence with the concept of human rights. Kant deciphers his ethical questions surrounding natural rights, and by extension social and organizational rights, by critically analyzing the motivation of utility (an act) while briefly ignoring the consequences. Synthetic a priori judgments consist in utilizing certain sensory data and utilizing the Categories to organize the spatial or chronological. When we apply categories to our sensory data in space and time, then we become aware of physical objects. Only categories make objects possible. Kant terms items that exist apart from space, time, and categories as things in themselves(noumena). Alteration of substances is possible for Kant states of matter can change, evolve; therefore thoughts change too. Subsequent states are called effects when they transition appropriately from one state to another; lawful for Kant if it is a necessary consequence. There are, of course, dependencies as well, and Kant argues that it is more the appearance of cause and effect that is important, not the things themselves. In the contemporary world these Kantian ideals can be seen in relation to the morality of public policy, social interaction, and publicity actions relating to humans that provide the synthesis of information and motion towards utility for society. One may also view Kants causality in that policies must pass philosophical order to be just as social principles. ). Morally, then, Kantian principles hold that in order to maintain what is both politically and socially just for society, the rights of the individual must not only be protected, but actively cherished and cultivated, in order for the political-social contract to be continually validate. Part 2 But how does philosophical debate translate into the dogmatic, practical nature of the modern world? For Kant, it is reason somewhat dichotomous in that when things are dissected in reality it is theoretical; but practical when he analyzes how things should be. And, is not modern social theory really about the process of making society better for all, engendering human rights and considering how things should be? For Kant, then, there are two main rubrics of moral philosophy: 1) meatphyics investigates the nature of reality, and 2) ethics, which, for Kant, seeks a priori rules that govern the manner in which free will helps make moral decisions. Reason has its practical employment in determining what ought to be as well. Theoretical reason is concerned with things that are formal and subjective. Practical reason is concerned with things that are real and objective. Kant believes that, It seems that Kant is saying to us that the basis for all morality is far deeper than just the idea of moral action or inaction it is reason itself. Reason is the human ability to make presumptions and identify the basic structure emanating from the idea of truth. It allows us to move from the particular and contingent to the global and universal. Reason seeks increasingly higher levels in order to explain the way things are. For humanity to prosper, Kant posits, the observable universe must, in and of itself, be conceived of by reason. This continual movement towards reason is simply a natural state of knowledge learning, and ways to determine the truth of the natural world. But it is clear that theoretical reason can never have knowledge of the totality of things. Morality, according to Kant, must be universal. For this reason it can only find its place within the realm of practical reason. Morality could not possibly take place within the realm of theoretical reason because this would involve the sensible world. For Kant, morality has to be pure and universal. Taking Kant a bit further, and looking at the ideas of Aristotle in the Nicomachean Ethics, we find that morality and ethics are more a choice of chronology and cultural appropriateness. Aristotle said we should act in the right way, at the right time, in the right amount towards the right persons for the correct reasonsNicomachean Ethics, II). The basic assumption about Aristotelian morality is that humans are moral agents through their individual actions. But, human behavior being what it is, morality is only one of the facets of humans evolution towards happiness. This centuries-long debate, though, certainly remains controversial. Now, we have the benefit of some of the Continental philosophers, of existentialism and other modern theories. But, in Kantian (and classical) ethics, narrative theories focus on ways to analyze and synthesize methodologies for establishing right and wrong, and to propose ways for distinguishing right and wrong actions. We know that two major ethical categories exist; teleological or consequential ethics and deontological, or non-consequential ethics. Teleological ethics judge consequences of actions; the right and wrong as a ratio of good to evil within a given set of parameters. Deontological ethics focus on the concept of the reason (duty) rather than any cultural or individual judgments of right or wrong. Under this paradigm, it is the nature (the inner feeling or duty or necessity) of action that defines the morality of the concept. This concept of teleological and deontological forms is unclear for Kant. There is the contrast between Kants deontological and teleological imperative within the rubric of morality. Some of the arguments in Groundwork appear to be relatively incompatible with any sort of teleological paradigm of ethics or morality. Kant insists that morality for all individuals is a part (a locus) of rational will, Similarly, the manner in which Kant views good and evil seem anti-teleological, which makes little sense considering his overall view of human nature, human values, and the purpose of the individual within the greater societal whole. Kant assumes that duty and good will are synonymous, but it is morality, which motivates both. For instance, if someone must lie or tell a falsehood to remain moral to a duty, it cannot be construed as immoral there was an a priori assumption. Actions cannot only be considered as the means to one persons end, but must satisfy the criteria of being a universal end, which ensures goodness for all, not merely for one. The basics of human nature are more inclined to act because of duty which is the proper Kantian moral. Doing so does gives one a feeling of happiness, and is therefore, perceived as good. Emotions play an important role in these perceptions, which Kant quite ignored. Emotions are not to be trusted, as they are fickle and intolerable. Perceptions, though, can change, and so can the concepts of right and wrong, depending upon the situation; a fact Kant ignores. In certain situations, for instance, falsehoods might be immoral, but Kant never conclusively proves this, remain ing rather abstract. If, because of telling a lie a human life is saved, then one can assume a desirable end has been reached but if the desirable end is not reached, how can we realistically agree that this is contrary to ones own moral duty, as Kant would have us believe? Kants categorical imperative appears unable to provide an undisputed answer to that question, and at least his final authority on moralism.

Epic of Beowulf Essay - A True Literary Epic -- Epic Beowulf essays

Beowulf : A True Literary Epic       The Adventures of Beowulf, a rousing Old English poem of man and monster, and perhaps the earliest European vernacular epic, is rightfully considered an epic for it possesses those features which characterize epic poetry.    For example, in epic poetry the central character has heroic or superhuman qualities. In The Adventures of Beowulf, the main character, a Geat warrior named Beowulf, possesses such qualities: â€Å"He was the strongest of men alive in that day, mighty and noble.†Ã‚   Upon spotting Beowulf approaching, the sea-guard of the Danes says, â€Å"Never have I seen a greater man on earth†¦Ã¢â‚¬ Ã‚   King Hrothgar of the Danes says of Beowulf, â€Å"Seafarers who took gifts to the Geats say that he has the strength of 30 men in his hand grip.† Beowulf chooses to fight Grendel by himself and without shield or weapons; previously the hero slew 9 sea monsters with his sword. And he is fully willing to sacrifice his very life for this: â€Å"†¦ I alone will fulfill the wish of your people †¦ or die in the foe’s grasp.† Beowulf consciously chooses to act in a superhuman manner: â€Å"I shall perform the deeds of a hero or I have passed my last day in t his mead hall.† Even Grendel recognizes the hero’s superior strength: â€Å"The criminal knew he had not met in this middle-earth another with such a grip.† Other warriors when thinking of Beowulf â€Å"would quickly compose a skillful tale in words.† Hrothgar refers to Beowulf as â€Å"the best of warriors.†Ã‚   The Danish queen Wealhtheow compliments after Grendel’s defeat, â€Å"You have earned forever the praise of men from near and far.† Hrothgar expounds on good warriors: â€Å"This is the best-born man – my friend Beowulf †¦ the best of warriors.† When the dragon burns the mead hall of the... ...eat among his kin,† â€Å"war-death,† â€Å"held the gift-seat,† â€Å"a feast to ravens,† â€Å"old and wise,† â€Å"fell down battle-pale,† â€Å"battle-sweat,† â€Å"war-chief,† â€Å"drew his battle-knife,† â€Å"on his death-bed,† â€Å"death held him fast,† â€Å"feared evil days,† etc.    The Adventures of Beowulf is a poem of such stature that it manifests many common characteristics of epic poetry; therefore, it can rightfully be classified as an epic poem in its own right.    BIBLIOGRAPHY    Clark, George. Beowulf. Boston: Twayne Publishers, 1990.    Fry, Donald K. â€Å"Introduction: The Artistry of Beowulf.† In TheBeowulf Poet, edited byDonald K. fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Robinson, Fred C. â€Å"Apposed Word Meanings and Religious Perspectives.† In Beowulf – Modern Critical Interpretations, edited by Harold Bloom. New York: Chelsea House Publishers, 1987.

Education Programs for Gifted Students

Started in the 1970's, America's Gifted & Talented programs are used to enhance the curriculum of students included in either category in order to challenge and strengthen their unique abilities. These students are usually provided a separate class with specialized lessons in all areas and a teacher with a special degree in gifted education. I feel that it is important that the teacher was a gifted student who would know what the students must face as â€Å"above average† members of their school. The job market for gifted education offers a wide range of opportunity and gifted teachers are needed all over the country. One of the earliest programs for gifted and talented students was set up in 1974, at The Old Donation Center, in Virginia Beach. Students scoring within the top 3% of students on an assessment test are referred here to be further challenged. These students are considered gifted and have special teachers and classes to promote development of their talents and minds. Programs like this began to pop up around the nation in the 70's; however, gifted students were looked down upon by teachers,parents, and peers. Many people considered them to be â€Å"freaks† because they were different. They didn't understand the implications of the terms â€Å"gifted† and â€Å"talented†. Most people simply expected gifted students to act more mature or to be geniuses, even though gifted students are the same as other children in their needs as human beings. Some gifted students were forced to grow up too fast and some simply ignored the fact that they were smarter than others, thus, they were lost in the shuffle. The irony of it all is that gifted-ness seems to run in families and the children of these repressed gifted students are, themselves, gifted. But what exactly is a â€Å"gifted† student? Students (elementary & secondary) are given a repertoire of tests. These tests check IQ, psychomotor ability, specific academic aptitude/talent, creative and productive thinking, leadership ability, and skills in the visual and performing arts. The main requirement, the IQ, is tested by a standardized IQ test (remember, however, that IQ tests are not always perfectly accurate). Ratings are given to each bracket of IQ scores: If a student receives a rating of â€Å"gifted† or higher (130+), he/she is considered to be a gifted student and is introduced into the designated programs. These students are given the opportunity to choose classes that are meant to teach them how to use their minds for critical thinking, reasoning, and artistic pursuits. Students in these classes are also exposed to culture, literature, and other subject areas that are not usually covered in what they term â€Å"normal classes†. The gifted classes are mainly in an open format allowing the student to create the parameters of his/her work and allowing them to be creative in their learning experience. Each class is presided-over by a teacher that has specialized degrees in gifted education. Almost every school in the United States has a need for a gifted class, making job opportunities endless; there are never enough. Gifted teachers must have both a degree in education (secondary or elementary) and a degree in special education (gifted). These teachers are individuals that must have stamina, people skills, and open minds. It is also important (to the students) that the teacher himself/herself was also classified as gifted. It sets a common bond, shows them that the teacher understands the problems they face as so-called â€Å"smart kids†. These students are often ridiculed by their peers and looked-down upon by their teachers. They are often separated from others their age by a barrier that can only be described as their â€Å"intelligence†. This is why, often, gifted teachers have degrees in administration, counseling, or psychology. All teachers that I interviewed told me that a continually upgraded education is a must (as are additional degrees). In order to keep up with the students one must attend seminars, workshops, special classes, etc. There is no end to the amount of education that could help you to understand gifted students and the role of their â€Å"teacher†. Also, if a teacher has extra educational qualifications, he/she could be asked to step up to the position of administrator or, more often, counselor. This means pay raises. Though the average salary for teachers is approximately $27,500 per year, it is â€Å"a worthwhile undertaking† according to Jane Mansueto, â€Å"It is incredible to work with gifted students. They are incredible! † She went on to remark that it is fascinating to imagine that they are of the same level of intelligence as the teacher and what they must be feeling inside. She feels that the students are not bothered by what their peers think, but actually tend to understand that other's opinions mean little compared to their own. Mrs. Mansueto taught at Elm Grove Middle School for 5 years. She commented on her role as a gifted teacher to consist of â€Å"one part mentorship, one part hardship, and one part friendship†. When asked what kind of hours she keeps, she laughed and asked if she was supposed to have time off. According to Mrs. Mansueto, unlike a â€Å"normal† teacher, a gifted teacher has no books to go by or preset material to teach, or, for that matter, a preset subject to teach. They are given a blank page and, using input from students, must draw up lessons from every subject area and constantly challenge the inquisitive minds of the gifted. Jane Mansueto attended Trinity College where she majored in both elementary education and gifted education. Her favorite part of being a gifted teacher is being with the students, working hand in hand with them to plan and carry out projects and trips. Though the pay is average, and there is not much room to be promoted if you wish to remain in the classroom, gifted teaching has its personal rewards. Jeff Simpleton, a gifted teacher as well as a former gifted student, states, â€Å"I really think that by being gifted, I am in touch with what they have to go through. They know that I can understand. † Mr. Simpleton's class consists of 6 high school students, who have many problems due to the intelligence barrier and a kind of isolation that has built up over the years between themselves and their classmates. They seem to feel that they have a reputation that they must live up to. The students try to please everyone†¦ hey push themselves with sheer motivation and determination and drive. Mr. Simpleton feels that this is â€Å"what makes them so great†. He feels hat anyone with a sense of adventure and a need for something new day after day would find teaching a gifted class to be the perfect job for them. Gifted teachers are important to the development of their students minds. They are understanding individuals who must work hard to make the curriculum interesting and challenging. With the proper education it is possible to go far as a teacher of the gifted.

The Many Meanings of the German Verb Lassen

The Many Meanings of the German Verb Lassen Principal Parts: lassen, ließ, gelassen The German verb lassen is a very useful irregular (strong) verb with the basic meaning of to allow or to let. But it has many other meanings and is used often in everyday German. Common Verb Combinations The verb lassen is also found in several common verbal phrases. Under the new spelling rules, they are written as two words, although the old combined spelling is still accepted. A few examples: fallen lassen to drop, fahren lassen to abandon/give up (hope), stehen lassen to leave (standing). Below we examine this extremely versatile verb, which can have over a dozen different meanings in English (and German), depending on the context. However, one can reduce these many meanings of lassen into seven basic categories: to allow/letto get/have doneto cause/maketo leave (behind)a suggestion (Lets do something.)to cease/quit/stop (doing something)to be possible (reflexive, sich) The various specific meanings listed below will generally fall into one of these seven main categories. Each meaning has one or more German synonyms listed along with the English meaning. Lassen (erlauben, zulassen) English Meaning: to allow, letExamples: Sie lsst ihren Hund auf dem Bett schlafen. (She lets her dog sleep on the bed.) Das lasse ich mit mir nicht machen. (I wont stand for / put up with that. Lit., I wont allow that with me.) Lassen (veranlassen, helping verb, modal verb) English Meaning: to get/have doneExamples: Sie lassen sich scheiden. (Theyre getting a divorce.) Er hat sich die Haare schneiden lassen. (He got a haircut.) Lassen Sie Herrn Schmidt hereinkommen. (Please send Mr. Schmidt in.) Lassen (vorschlagen) English Meaning: to let (let me, lets)Examples: Lass uns gehen. (Lets go.) Lass ihn das machen. (Have / Let him do that.) Lassen (aufhà ¶ren, unterlassen) English Meaning: to stop, refrain from (doing something)Examples: Lassen Sie das! (Stop doing that! Leave that alone!) Er konnte es einfach nicht lassen. (He just couldnt resist it.) Sie kann das Rauchen nicht lassen. (She cant quit / give up smoking.) Lassen (stehen lassen, zurà ¼cklassen) English Meaning: to leave (sth somewhere)Examples: Bitte lass den Koffer stehen. (Please leave the suitcase [standing] where it is.) Lassen Sie sie nicht draußen warten. (Dont leave them waiting outside.) Lassen (à ¼briglassen) English Meaning: to leave (behind, over)Example: Die Diebe haben ihnen nichts gelassen. (The thieves cleaned them out / left them with nothing.) Lassen (nicht stà ¶ren) English Meaning: to leave alone, leave in peaceExample: Lass mich in Ruhe! (Leave me alone!) Lassen (bewegen) English Meaning: to put, place, run (water)Examples: Hast du ihm Wasser in die Wanne gelassen? (Did you run his bath water?) Wir lassen das Boot zu Wasser. (Were putting out the boat/putting the boat into the water.) Lassen (zugestehen) English Meaning: to grant, admitExample: Das muss ich dir lassen. (Ill have to grant you that.) Lassen (verlieren) English Meaning: to loseExample: Er hat sein Leben dafà ¼r gelassen. (He laid down his life for that.) Lassen (mà ¶glich sein, reflexive) English Meaning: to be possibleExamples: Hier lsst sich gut leben. (One can live well here.) Das Fenster lsst sich nicht à ¶ffnen. (The window wont open. The window cant be opened.) Das lsst sich nicht leicht beweisen. (That wont be easy to prove.) Lassen (verursachen) English Meaning: to cause, make (sb do sth)Example: Die Explosion ließ ihn hochfahren. (The explosion made him jump.) Idioms and Expressions With Lassen blau anlaufen lassento temper (metal)sich blicken lassento show ones faceeinen lassento cut one, let one rip (vulgar)die Kirche im Dorf lassento not get carried away, not over-do it (leave the church in the village)jdn im Stich lassento leave sb holding the bag, leave sb in the lurchkeine grauen Haare darà ¼ber wachsen lassento not lose any sleep over sthkein gutes Haar an jdm/etw lassento pick sb/sth apart / to pieces Compound Verbs Based on Lassen ablassen (sep.) to drain, empty, let outanlassen (sep.) to start (motor), leave on (clothes)auslassen (sep.) to omit, leave out; vent, let outbelassen (insep.) to leave (in place), leave at that (dabei)entlassen (insep.) to discharge, dismiss, lay offà ¼berlassen (insep.) to hand over, turn over tounterlassen (insep.) to omit, not do, refrain from doing​verlassen (insep.) to abandon, leave behindzerlassen (insep.) to melt, dissolve (cooking)zulassen (insep.) to grant, permit

Battle of the Frontiers in World War I

Battle of the Frontiers in World War I The Battle of the Frontiers was a series of engagements fought from August 7 to September 13, 1914, during the opening weeks of World War I (1914-1918). Armies Commanders: Allies General Joseph JoffreField Marshal Sir John FrenchKing Albert I1,437,000 men Germany Generaloberst Helmuth von Moltke1,300,000 men Background With the beginning of World War I, the armies of Europe began mobilizing and moving towards the front according to highly detailed timetables. In Germany, the army prepared to implement a modified version of the Schlieffen Plan. Created by Count Alfred von Schlieffen in 1905, the plan was a response to Germanys likely need to fight a two-front war against France and Russia. After their easy victory over the French in the 1870 Franco-Prussian War, Germany viewed France as less of a concern than its larger neighbor to the east. As a result, Schlieffen elected to mass the bulk of Germanys military might against France with the goal of winning a quick victory before the Russians could fully mobilize their army. With France out of the war, Germany would be free to focus their attention on the east (Map). Anticipating that France would strike across the border into Alsace and Lorraine, which had been lost during the earlier conflict, the Germans planned to violate the neutrality of Luxembourg and Belgium to attack the French from the north in a massive battle of encirclement. German troops were to hold along the border while the right wing of the army swung through Belgium and past Paris in an effort to destroy the French army. In 1906, the plan was adjusted by Chief of the General Staff, Helmuth von Moltke the Younger, who weakened the critical right wing to reinforce Alsace, Lorraine, and the Eastern Front. French War Plans In the years before the war, General Joseph Joffre, Chief of the French General Staff, sought to update his nations war plans for a potential conflict with Germany.  Though he originally desired to design a plan that had French troops attack through Belgium, he was later unwilling to violate that nations neutrality. Instead, Joffre and his staff developed Plan XVII which called for French troops to concentrate along the German border and commence attacks through the Ardennes and into Lorraine.  As Germany possessed a numerical advantage, the success of Plan XVII was based on them sending at least twenty divisions to the Eastern Front as well as not immediately activating their reserves.  Though the threat of an attack through Belgium was acknowledged, French planners did not believe the Germans to have sufficient manpower to advance west of the Meuse River.  Unfortunately for the French, the Germans gambled on Russia mobilizing slowly and devoted the bulk of their strength to the west as well as immediately activated their reserves. Fighting Begins With the start of the war, the Germans deployed the First through Seventh Armies, north to south, to implement the Schlieffen Plan.  Entering Belgium on August 3, First and Second Armies pushed back the small Belgian Army but were slowed by the need to reduce the fortress city of Liege.  Though the Germans started to bypass the city, it took until August 16 to eliminate the last fort.  Occupying the country, the Germans, paranoid about guerrilla warfare, killed thousands of innocent Belgians as well as burned several towns and cultural treasures such as the library at Louvain. Dubbed the rape of Belgium, these actions were needless and served to blacken Germanys reputation abroad.  Receiving reports of German activity in Belgium, General Charles Lanrezac, commanding the Fifth Army, warned Joffre that the enemy was moving in unexpected strength.   French Actions Implementing Plan XVII, VII Corps from the French First Army entered Alsace on August 7 and captured Mulhouse.  Counterattacking two days later, the Germans were able to reclaim the town.  On August 8, Joffre issued General Instructions No. 1 to the First and Second Armies on his right.  This called for an advance northeast into Alsace and Lorraine on August 14.  During this time, he continued to discount reports of enemy movements in Belgium.  Attacking, the French were opposed by the German Sixth and Seventh Armies.  As per Moltkes plans, these formations conducted a fighting withdrawal back to a line between Morhange and Sarrebourg.  Having obtained additional forces, Crown Prince Rupprecht launched a converging counterattack against the French on August 20.  In three days of fighting, the French withdrew to a defensive line near Nancy and behind the Meurthe River (Map).  Ã‚  Ã‚  Ã‚   Further north, Joffre had intended to mount an offensive with the Third, Fourth, and Fifth Armies but these plans were overtaken by events in Belgium.  On August 15, after urging from Lanrezac, he ordered Fifth Army north into the angle formed by the Sambre and Meuse Rivers.  To fill the line, the Third Army slid north and the newly-activated Army of Lorraine took its place.  Seeking to gain the initiative, Joffre directed Third and Fourth Armies to advance through the Ardennes against Arlon and Neufchateau.  Moving out on August 21, they encountered the German Fourth and Fifth Armies and were badly beaten.  Though Joffre attempted to restart the offensive, his battered forces were back at their original lines by the night of the 23rd.  As the situation along the front developed, Field Marshal Sir John Frenchs British Expeditionary Force (BEF) landed and began concentrating at Le Cateau.  Communicating with the British commander, Joffre asked French to cooperate with La nrezac on the left. Charleroi Having occupied a line along the Sambre and Meuse Rivers near Charleroi, Lanrezac received orders from Joffre on August 18 instructing him to attack either north or east depending on the enemys location.  As his cavalry was unable to penetrate the German cavalry screen, Fifth Army held its location.  Three days later, having realized that the enemy was west of the Meuse in force, Joffre directed Lanrezac to strike when an opportune moment arrived and arranged for support from the BEF.  Despite these orders, Lanrezac assumed a defensive position behind the rivers.  Later that day, he came under attack from General Karl von Bà ¼lows Second Army (Map).   Able to cross the Sambre, German forces succeeded in turning back French counterattacks on the morning of August 22.  Seeking to gain an advantage, Lanrezac withdrew General Franchet dEspereys I Corps from the Meuse with the goal of using it to turn  Bà ¼lows left flank.  As dEsperey moved to strike on August 23, Fifth Armys flank was threatened by elements of General Freiherr von Hausens Third Army which had begun crossing the Meuse to the east.  Counter-marching, I Corps was able to block Hausen, but could not push Third Army back over the river.  That night, with the British under heavy pressure on his left and a grim outlook on his front, Lanrezac decided to retreat south. Mons As Bà ¼low pressed his attack against Lanrezac on August 23, he requested General Alexander von Kluck, whose First Army was advancing on his right, to attack southeast into the French flank.  Moving forward, First Army encountered Frenchs BEF which had assumed a strong defensive position at Mons.  Fighting from prepared positions and employing rapid, accurate rifle fire, the British inflicted heavy losses on the Germans. Repelling the enemy until evening, French was compelled to pull back when Lanrezac departed leaving his right flank vulnerable. Though a defeat, the British bought time for the French and Belgians to form a new defensive line. Aftermath In the wake of the defeats at Charleroi and Mons, French and British forces began a long, fighting withdrawal south towards Paris. Retreating, holding actions or unsuccessful counterattacks were fought at Le Cateau (August 26-27) and St. Quentin (August 29-30), while Mauberge capitulated September 7 after a short siege. Forming a line behind the Marne River, Joffre prepared to make a stand to defend Paris. Increasingly irate by the French habit of retreating without informing him, French wished to pull the BEF back towards the coast, but was convinced to stay at the front by War Secretary Horatio H. Kitchener (Map). The opening actions of the conflict had proved a disaster for the Allies with the French suffering around 329,000 casualties in August.  German losses in the same period totaled approximately 206,500.  Stabilizing the situation, Joffre opened the First Battle of the Marne on September 6 when a gap was found between Kluck and  Bà ¼lows armies.  Exploiting this, both formations were soon threatened with destruction.  In these circumstances, Moltke suffered a nervous breakdown. His subordinates assumed command and ordered a general retreat to the Aisne River. Fighting continued as the fall progressed with the Allies assaulting the Aisne River line before both commenced a race north to the sea.  As this concluded in mid-October, heavy combat began again with the start of the First Battle of Ypres.  Ã‚  Ã‚   Selected Sources: First World War: Battle of the FrontiersHistory of War: Battle of the Frontiers

Essay about readings Example | Topics and Well Written Essays - 1250 words

About readings - Essay Example I always use to use my beloved site for at least 2 to 3 hours a day that comprises various activities of my interest. The most amazing thing about Facebook is that I am getting tremendous knowledge about the events going on around me as current affairs. I am not a big fan of politics. However, when I see funny side of politics shared by my friends, I start taking interest in politics naturally. I visit the posts of my friends to get some information about the general events or other technological advances. It has helped me a great deal in enhancing my knowledge and horizon. My association with Facebook was very similar to the attachment of (Gathman) with cell phones. His emotions were totally integrated with his phone that he loved so much. He discovered all the aspects of the phone to find out its versatility. He explained his association with the mobile in terms of calls, texts and other purposes. Same is the case with me and Facebook. I want to explore every bit of it. I keep searching for various entertainment, informative, and technological set ups on this social media. Facebook has some kind of psychological connection with me. Whenever, I get five minutes free from my classes, I use to open my beloved site from my mobile. I am very thankful to the university to provide the Wi-Fi internet service throughout the college that allows me to use the social media wherever I go in the campus. It is very easy to open the ‘Home’ page and start navigating from top to bottom. It’s a great feeling whenever the theme of Facebook appears in front of my eyes. It gives me feelings of satisfaction and removes my boredom. Visiting Facebook regularly has become the part and parcel of my daily activities. It feels like something is missing when I don’t visit my social media for some hours. Some kind of chasm starts appearing in the mind as I get far from my mobile phone for some

Question Essay Example | Topics and Well Written Essays - 500 words - 1

Question - Essay Example Included in the record are "Age range", "Disabilities", "Education/skills", "IT knowledge", "Frequency of use" and "The key interface requirements suggested by the profile". Creation of List: - The System creates a holiday list after every insertion. The list summarizes the holidays and various packages. It also includes full customer information, information on the trade-in benefits (if any), the trade-in allowance, and information on the purchased package. The invoice may contain details of the Options selected by the customer or no options. The Options have a code. The customer choices are being put on the invoice after the Salesman fills the digital form with the code of the selected option. No selection of Code means no option has been chosen by the Customer. Creation of Customer ID: - If the customer buys a package for the first time, his details are being recorded for future use for promoting sales. The customer is given an ID and so that the same can be used for data storage and retrieval. Creation of list of Options with each option being given a Code: - The Dealer provides lots of options to its Customers and these can be identified through the list of features and Option Code. Each Option has been pre stored in the database.