Key Battles of World War One

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

ISOLATION AND CHARACTERISATION OF LYMPHOCYTES Lab Report

ISOLATION AND CHARACTERISATION OF LYMPHOCYTES - Lab Report Example This is because this results in an inaccurate count. The same is true if the cover slip is moved after the sample is loaded. To make randomized counting only the 4 squares at each end were picked and then the 16 small squares within each large square, that is, in an organized zigzag along the rows. To make the counting standardized only cells lying on the bottom and right hand boundary were counted in and a cell lying on the top or left hand boundary were not counted in. This was in order to avoid counting cells twice. Normally, at least two squares should be counted, comprising more than 100 cells within each central counting area of every square. For higher accuracy, additional cells can be counted and the mean used to compute cell concentration. The result of cells counts were in the table 1 below. The other cells in the splenocyte preparation are red cells 3.82%, Granulocytes 6.1% as shown in the table 4 above. The abundance of small lymphocytes shows that the cell suspension has more immature cells which are maturing in the spleen to become large lymphocytes and T-lymphocytes. With time the population of small lymphocytes decreases as they develop to large lymphocytes, medium lymphocytes and T-lymphocytes. The spleen is made up of immune lymphocytes and that why in this experiment there were low number of other types of cells. Time was very important in this lab because long exposure could lead to lack of the reliability. This is because the population of splenocytes keep on changing since some cell has not matured fully and other are multiplying. For this lab the time limit was hour since In this lab exercise, Nigrosin was used to stain any dead cells. Nigrosin is an acidic stain. This means the stain readily gives up a hydrogen ion and becomes negatively charged. Since the surface of dead cells is negatively charged, the cell surface repels the stain. Thus slide glass will stain, but the dead cell will not. The dead

Article review Essay Example | Topics and Well Written Essays - 500 words - 2

Article review - Essay Example For example: In motivation and self-directed learning; the author stated that allowing the students to read instructions or to decide their preferred learning strategy could trains them to be self-directed learners as it increases student’s motivation, sense of competence, reading comprehension, and strategy use. Article III – The literature part is comprehensive since it provides general information such as the races that migrates to Portugal in the past up to now; the national institutional regulations on the academic achievements of migrant children; etc. Article III – Quantitative survey questionnaires were used to gather data required to test the correlation among the variables related to socio-economic status, nationality, and the history of their family migration with school performance. The authors adopted Portes and Rumbaut’s (2001) questionnaire design. Article III – A total of 1,843 respondents participated in the survey. Respondents are composed of 53% Portuguese children, 44.3% immigrant children, and 1.9% emigrants. Target respondents are students between the age bracket of 14 to 24 including few students who are about to turn 14 years old. The authors did not mention whether they have randomly selected the respondents from the state secondary schools in Oeiras – a municipal located in the Greater Lisbon Metropolitan Area in Portugal. Article III – Aside from testing the variables related to socio-economic status, nationality, and the history of their family migration with school performance, the researchers used two-fold category for children born in Portugal of first generation immigrant parents; and those born abroad with the exception that those who were born abroad and came to Portugal before the age of six were included in the first category. The purpose of categorizing the respondents is to test whether migration is a factor for

Work, Culture, and Society In Industrializing America 1815- 1919 Essay Example for Free

Work, Culture, and Society In Industrializing America 1815- 1919 Essay It is historian Herbert G. Gutmans thesis that the conflicts between the working class and the non working class resulted in a departure from its values and principles. The working class did not want this departure to happen; it was only the inevitable result of the growing industrialization. The conflicts between the rest of society and the working class resulted in the disappearance of its principles. During the beginning of the 19th century, the United States had remained a pre-industrial society and there were few workers and factories because at the time, it was dominated by a farming, skilled workers, and agricultural culture. However, after 1843, the industry developed radically through the civil war and was followed by a new nature industrial society that appeared in 1893. During this development, both skilled women and men were forced to modernize. Just as Sidney Pollard had described, a society of peasants, craftsmen, and versatile labourers became a society of modern industrial workers. This process was difficult because it required a task of industrializing whole cultures. Nevertheless, the process was achieved as the nation gathered and worked to transform themselves and new groups from the pre-industry to the new. This progression was continually altered by immigration, social conflicts, and through various other elements. These women and men sold their labor to an employer to join this new changing factory working condition. Work habits in comparison remained the same from the native culture and to the immigrants. Also, the working pattern also parallels one of that of the European patterns in pre-modern development. There were also tensions between culture, work, and society. Work habits of men and women in the new factory and labor life attributed to the diverse pre-modern cultures. During the early 19th century, many Americans were newly introduced to a more efficient process of production called the factory. At this period of time, most work was done by man, not machines. Conversely, as time developed, more and more factories, beginning with textiles and cotton industry used unskilled labor to work in mass producing products. Drinking was common in this time even while working, it caused unproductive labor and often be inclined to have more accidents and deaths. Reform movements began and to solve this there was a temperance movement although it was short lived it served its process. Also, managers began to fine and deduct from wages if there was unproductiveness, for instance, drinking liquor. And at places where unskilled factory workers could easily be replaced, they took this as an advantage and often fired those who did become drunk. The effect was better working habits to society. These work habits were not just common to pre modern America but also later generations of factory workers. And by 1920, two thirds of workers in the twenty-one major mining and manufacturing industries came from either Southern or Eastern Europe or were American blacks. Many of these cultures and factory workers had numerous of the pre-industrial work habits. Assorted patterns of working class behavior accompanied the industrialization of the United States. Forms of protest occurred throughout the periods and development of industrialization in America. This followed the ever changing behavior and diversity of the cultures that were in the working class. Another form of culture was included in street gangs that were believed to hold artisan and lower class workers and were organized by ethnicity. Others, people often had food riots against the monopolies and the rising food prices. Similar behaviors in riots even decades apart for instance, the 1837 food riot wasnt much different from one from 1902. For instance, women became organized and were led by a woman butcher and these people protested the rising price of kosher meat and a disloyalty among the members in not boycotting it. Like the previous disorders and riots, these women battered shops and carried the meat like flags although they did not steal at all. The development of the industrial age was a process where many progressed and left their previous values behind, although there was some resistance to this new modernization.

Ambiguity and Uncertainty in Hawthornes Young Goodman Brown Essay

Ambiguity and Uncertainty in Young Goodman Brown   Ã‚  Ã‚   In "Young Goodman Brown," Nathaniel Hawthorne, through the use of deceptive imagery, creates a sense of uncertainty that illuminates the theme of man's inability to operate within a framework of moral absolutism.   Within every man there is an innate difference between good and evil and Hawthorne's deliberate use of ambiguity mirrors this complexity of human nature. Hawthorne's Young Goodman Brown, is misled by believing in the perfectibility of humanity and in the existence of moral absolutes. According to Nancy Bunge, Hawthorne naturally centers his story upon a Puritan protagonist to convey the "self-righteous" that he regards as the "antithesis of wisdom"(4). Consequently, Young Goodman Brown is unable to accept the indefinable vision of betrayal and evil that he encounters in the forest. The uncertainty of this vision, enhanced by Hawthorne's deliberate, yet effective, use of ambiguity, is also seen in the character of Faith, the shadows and darkness of the forest , and the undetectable boundaries that separate nightmarish dreams from reality.    The ambiguity surrounding Young Goodman Brown's wife, Faith, immediately becomes apparent at the story's beginning. As Young Goodman Brown is leaving his comfortable and reverent Puritan home to embark upon this mysterious journey, Faith unexpectedly plunges her "pretty head into the street" allowing the wind to tousle and "play with the pink ribbons of her cap"(1199). Hawthorne uses natural imagery, such as the image of the wind "playing" with Faith's pink ribbons, to convey Faith's attachment to nature; the dark and mysterious part of life that is somewhere outside the constraints of Puritan society. In fact, the image... ...rne: A Study of Short Fiction. Ed. Nancy Bunge.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New York: Twayne Publishers, 1993. 136-41. Bunge, Nancy. Nathaniel Hawthorne: A Study of Short Fiction. New York: Twayne Publishers, 1993. Dolis, John. The Style of Hawthorne's Gaze. Tuscaloosa: U of Alabama P, 1993. Elder, Marjorie J. Nathaniel Hawthorne: Transcendental Symbolist. Ohio: Ohio UP, 1969. Fogle, Richard Harter. "Hawthorne's fiction: The Light and the Dark." Nathaniel Hawthorne: A Study of Short Fiction. Ed. Nancy Bunge. New York: Twayne Publishers, 1993. 133-35 Hawthorne, Nathaniel. "Young Goodman Brown." Norton Anthology of American Literature. Vol1. Ed. Nina Baym, et al. New York: Norton, 1994. 1198-1207. Millington, Richard H. Practicing Romance. New Jersey: Princeton UP, 1992. Ponder, Melinda M. Hawthorne's Early Narrative Art. New York: Edwin Mellen Press, 1990.

Action Plan for Effective Listening

â€Å"Action Plan for Effective Listening† Please respond to the following: Discussion 1: â€Å"Action Plan for Effective Listening. † Create a formalized action plan with specific steps describing what you can do to evaluate your progress in becoming an effective listener. Look at the sample action plan in â€Å"Thinking Activity: 3. 4† and you must review the â€Å"Eight steps of effective listening† before you are able to answer this question. Students will respond to the following: Describe exactly what you will do to improve your listening. Must show steps that relate to improving listening. It takes a lot of concentration and determination to be an active listener. Old habits are hard to break, and if your listening habits are as bad as many people's are, then there's a lot of habit-breaking to do! Be deliberate with your listening and remind yourself frequently that your goal is to truly hear what the other person is saying. Set aside all other thoughts and behaviors and concentrate on the message. Ask questions, reflect, and paraphrase to ensure you understand the message. If you don't, then you'll find that what someone says to you and what you hear can be amazingly different! Describe when and where you will try to improve your listening (days/times/places). Must be specific. I would start using active listening today to become a better communicator, improve my workplace productivity, and develop better relationships. Describe specifically how you will check your progress. Must be specific. Being an actively empathic listener means, then, that you not only make sure you're actively paying attention but that you let the speaker you know you are. You ask questions when you're not clear on what the other person is communicating, you try to infer what the person is feeling, and you let the person know that you remember what he or she actually said. You never drift off into la-la land, and your face doesn't assume that of a computer in sleep mode.

Women Are More Emotional Than Men - 1292 Words

It is a stereotypical image around many different cultures: Women are more emotional than men. According to Brody and Hall (2008), â€Å"women are believed to be more emotionally intense, as well as more emotionally expressive† (pg. 396). When people think of the main difference between male and female, the emotional state of the different genders would probably be one main concept that comes to mind. According to Baumeister and Bushman (2014), â€Å"the traditional stereotype of female emotionality is wrong† (pg. 221). While the different emotions that are dominantly expressed, or the way genders express the emotions being felt could vary among males and female, the actual act of living an â€Å"emotional life† is â€Å"nearly identical† between males and females (Baumeister and Bushman, 2014, pg. 220). The two genders were â€Å"remarkably alike in the degree to which they reported feelings at any point on the emotional continuum† and for that rea son, the stereotype of women being more emotional than men would be wrong (Baumeister and Bushman, 2014, pg. 220). As stated above, the emotions that are more frequently expressed by men or women can differ. According to Brody and Hall (2008), women tend to experience more frequently the positive emotions of â€Å"joy, affection, warmth, and well-being† (pg. 397). When looking at negative emotions, â€Å"disgust, sadness, fear, anxiety, hurt, shame, and embarrassment are generally reported more by women than by men† (Brody Hall, 2008, pg. 397). When looking atShow MoreRelatedWomen Are More Emotional Than Men1848 Words   |  8 PagesIntroduction According to a researcher at Yale University, â€Å"Despite efforts to recruit and retain more women, an unambiguous gender disparity persists within academic science† (Tillman 1). 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