Biography of Jorge Luis Borges (1899-1986)

Jorge Luà ­s Borges was an Argentine writer who specialized in short stories, poems, and essays. Although he never wrote a novel, he is considered one of the most important writers of his generation, not only in his native Argentina but around the world. Often imitated but never duplicated, his innovative style and stunning concepts made him a â€Å"writer’s writer,† a favorite inspiration for storytellers everywhere. Early Life Jorge Francisco Isidoro Luà ­s Borges was born in Buenos Aires on August 24, 1899, to middle-class parents from a family with a distinguished military background. His paternal grandmother was English, and young Jorge mastered English at an early age. They lived in the Palermo district of Buenos Aires, which at the time was a bit rough. The family moved to Geneva, Switzerland, in 1914 and remained there for the duration of the First World War. Jorge graduated from high school in 1918 and picked up German and French while he was in Europe. Ultra and Ultraism The family traveled around Spain after the war, visiting several cities before moving back to Buenos Aires in Argentina. During his time in Europe, Borges was exposed to several groundbreaking writers and literary movements. While in Madrid, Borges participated in the founding of Ultraism, a literary movement that sought a new sort of poetry, free from form and maudlin imagery. Together with a handful of other young writers, he published the literary journal Ultra. Borges returned to Buenos Aires in 1921 and brought his avant-garde ideas with him. Early Work in Argentina: Back in Buenos Aires, Borges wasted no time in establishing new literary journals. He helped found the journal Proa, and published several poems with the journal Martà ­n Fierro, named after the famous Argentine Epic Poem. In 1923 he published his first book of poems, Fervor de Buenos Aires. He followed this with other volumes, including Luna de Enfrente in 1925 and the award-winning Cuaderno de San Martà ­n in 1929. Borges would later grow to disdain his early works, essentially disowning them as too heavy on local color. He even went so far as to buy copies of old journals and books in order to burn them. Short Stories by Jorge Luis Borges: In the 1930s and 1940s, Borges began writing short fiction, the genre which would make him famous. During the 1930s, he published several stories in the various literary journals in Buenos Aires. He released his first collection of stories, The Garden of Forking Paths, in 1941 and followed it up shortly thereafter with Artifices. The two were combined into Ficciones in 1944. In 1949 he published El Aleph, his second major collection of short stories. These two collections represent Borges’ most important work, containing several dazzling stories that took Latin American literature in a new direction. Under the Perà ³n Regime: Although he was a literary radical, Borges was a bit of a conservative in his private and political life, and he suffered under the liberal Juan Perà ³n dictatorship, although he was not jailed like some high profile dissidents. His reputation was growing, and by 1950 he was in demand as a lecturer. He was particularly sought after as a speaker on English and American Literature. The Perà ³n regime kept an eye on him, sending a police informer to many of his lectures. His family was harassed as well. All in all, he managed to keep a low enough profile during the Perà ³n years to avoid any trouble with the government. International Fame: By the 1960s, readers around the world had discovered Borges, whose works were translated into several different languages. In 1961 he was invited to the United States and spent several months giving lectures in different venues. He returned to Europe in 1963 and saw some old childhood friends. In Argentina, he was awarded his dream job: director of the National Library. Unfortunately, his eyesight was failing, and he had to have others read books aloud to him. He continued to write and publish poems, short stories, and essays. He also collaborated on projects with his close friend, the writer Adolfo Bioy Casares. Jorge Luis Borges in the 1970’s and 1980’s: Borges continued to publish books well into the 1970’s. He stepped down as director of the National Library when Perà ³n returned to power in 1973. He initially supported the military junta that seized power in 1976 but soon grew disenchanted with them and by 1980 he was openly speaking out against the disappearances. His international stature and fame assured that he would not be a target like so many of his countrymen. Some felt that he did not do enough with his influence to stop the atrocities of the Dirty War. In 1985 he moved to Geneva, Switzerland, where he died in 1986. Personal Life: In 1967 Borges married Elsa Astete Millà ¡n, an old friend, but it did not last. He spent most of his adult life living with his mother, who died in 1975 at the age of 99. In 1986 he married his longtime assistant Maria Kodama. She was in her early 40’s and had earned a doctorate in literature, and the two had traveled together extensively in previous years. The marriage lasted only a couple of months before Borges passed away. He had no children. His Literature: Borges wrote volumes of stories, essays, and poems, although it is the short stories that brought him the most international fame. He is considered a groundbreaking writer, paving the way for the innovative Latin American literary boom of the mid-to-late 20th century. Major literary figures such as Carlos Fuentes and Julio Cortà ¡zar admit that Borges was a great source of inspiration for them. He was also a great source for interesting quotes. Those unfamiliar with Borges works may find them a little difficult at first, as his language tends to be dense. His stories are easy to find in English, either in books or on the internet. Here is a short reading list of some of his more accessible stories: Death and the Compass: A brilliant detective matches wits with a cunning criminal in one of Argentinas best-loved detective stories.The Secret Miracle: A Jewish playwright sentenced to death by the Nazis asks for and receives a miracle...or does he?The Dead Man: Argentine gauchos mete out their particular brand of justice to one of their own.

What Principles And Values Do You Approach Assessment Essay

Assessment philosophy From what principles and values do you approach assessment? Assessment is an essential part of both teaching and learning. It provides educators with an understanding of student learning and development, to determine whether or not learning outcomes and educational goals are successfully being met. Educators must therefore take an active role in making decisions about the purpose of assessment and the content to be assessed to ensure â€Å"assessment is ‘built-in’ to the curriculum and the classroom experience, and not something that is just ‘bolted-on’ at the end of a learning episode† (Readman Allen, 2013, p. XVIII). If they are to gain a clear understanding of where students are in terms of their learning, what levels they are expected to be at, and which methods of teaching and learning provide the best means of achieving maximum student performance (Department of Education and Training, ACT, 2011). This equips educators with the required knowledge and skills to effectively plan and alter instructional practices and tasks to accommodate the individual learning needs and abilities of all students to successfully improve educational outcomes (Popham, 2009; Darling-Hammond, Rustique-Forrester Pecheone, 2005). Moreover, it assists educators in developing a healthy attitude towards assessment, thereby enhancing their assessment literacy â€Å"to fulfil their role as advocates for learning† (Popham, 2009 as cited in Readman Allen, 2013, p. 12). Not only doesShow MoreRelatedAssessment Of The Kindergarten Classroom : An Empirical Study Of Teachers Assessment Approaches1593 Words   |  7 Pages Assessment in the Kindergarten Classroom For many years, educators have been challenged in their efforts to assess kindergarten children using a variety of strategies. 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Ap Psychology Fall Term Project Free Essays

AP Psychology Fall Term Project Introduction I am more interested in the abstract and philosophical aspects rather than the more concrete biological aspects of psychology. The topic that interested me the most so far this year and the topic that I continued to research was the topic of morality. I didn’t have a specific question I wanted to address but as I read some articles about people who were institutionalized for violently expressing psychopathic personality traits, I came across an article that asked a question of its own. We will write a custom essay sample on Ap Psychology Fall Term Project or any similar topic only for you Order Now The article brought up the idea that traits of psychopathy including ruthlessness, charm, mindfulness, focus, fearlessness, and action can be beneficial to the individual. From this idea, the question I sought to answer was â€Å"If we all take on typically immoral psychopathic tendencies, are they no longer immoral? † Summary The article I read came from Scientific American adapted from the non-fiction book The Wisdom of Psychopaths: What Saints, Spies, and Serial Killers Can Teach Us about Success by Kevin Dutton. The main question posed by Dutton is: Can the typical traits of a psychopath benefit people at certain points in their lives? The article is more of an interview with some patients at Broadmoor, â€Å"the best-known high-security psychiatric hospital in England† and an observation rather than a study with measurements and variables. However, applying knowledge of Kohlberg, Brofenbrenner, and Gillian’s theories make the article even more interesting. In the article, Dutton discusses the inmates’ solutions to problems similar to that of the Heinz dilemma, psychopathy and the brain, and a relation to psychopathic traits to religion and happiness. If what he discusses were put into terms of variables, the independent variable could be expression of psychopathic traits and the dependent variable could be anything the traits effect from happiness to inner or universal morality. Discussion In the article, the ideas of the psychopaths can be looked at and evaluated using both Kohlberg and Brofenbrenner’s theories on moral development. In the article Dutton asks one of the inmates a hypothetical question. An old woman moves out of her house to live with her daughter and son-in-law. The house is in an up and coming neighborhood and she can get a good price if she sold it. The only problem is the tenant who doesn’t want to move out. How do you get the tenant to leave? The first thing the psychopath said was â€Å"I’m presuming we’re not talking violence here† indicating that psychopaths do have a sense of the Level II conventional morality described by Kohlberg. The psychopath recognizes that violence is typically punished and looked down upon by law and society, putting the psychopath into at least Stage 4 of Kohlberg’s theory of moral development. Essentially the psychopath solves the problem by saying that someone should pretend to be someone from the health department and tell the tenant that the house is not safe to live in and he must leave as soon as he can. He doesn’t explain his reasoning but most psychopaths are concerned with one thing only: getting the job done. However, the article doesn’t go into why or how the psychopath determined this was the best way to remove the tenant. If the psychopath figured the action would lead to reward (getting the tenant out) and that is the only consequence, he would be in Stage 1 of Kohlberg’s theory and orientation 1of Bronfenbrenner’s theory. On the other end of the spectrum, if the psychopath figured that if the house got sold and the old woman and her daughter and son-in-law could live comfortably, that the expulsion of the tenant (whether he became homeless or even finds another place to stay) would be the greatest good for the greatest number, putting him in Stage 5 of Kohlberg’s theory. This would be orientation 4 of Bronfenbrenner’s theory called objectively oriented morality in which the standing goals of the group override that of the individual. As the conversation continues, the discussion turns to worrying about the future affecting actions in the present. The psychopaths discuss the idea that there’s no use in getting your mind wrapped in what might happen when everything in the present is perfectly fine and that you shouldn’t let your brain get ahead of you. Do in the moment what makes you happy. Dutton describes this as mindfulness. Dutton brings up the fact that embracing the present is something that psychopathy and schools of spiritual enlightenment have in common. When it comes to psychology, Dutton brings up a â€Å"mindfulness-based cognitive-behavior therapy program for sufferers of anxiety and depression. † Surely, mindfulness and living in the present has its benefits but ignoring the future can produce dangerous consequences as well. Since some stages of morality are based on self satisfaction, others the law and religion, and further the good of society, I have answered my question â€Å"If we all take on typically immoral psychopathic tendencies, are hey no longer immoral? † The answer I came up with is, â€Å"it depends. † The reason â€Å"it depends† is because, well, it does. Anyone can have psychopathic traits of mindfulness, ruthlessness, action, charming, and fearlessness; it’s just about how we use them. Sure, Dutton suggests these traits can lead to happines s and success, but in the right amount and for the right reasons. What we consider the â€Å"right reasons† and â€Å"right amount† is also based on our own levels of morality. If everyone was charming, fearless, ruthless, and mindful, we would all be doing what we could to get ahead and be happy. If doing what is necessary to be happy and get ahead became a universally moral idea, then sure, there wouldn’t be a problem with psychopaths, liars, and cheaters. But in the world in which we live, where we all have our own different ideas of good and bad with exceptions and loopholes included, under the â€Å"right† circumstances, these traits are acceptable and useful, but at the â€Å"wrong† times they can be damaging and violating. Should we all just become psychopaths? I guess it just depends. Citation Dutton, K. (2013, January). Wisdom from Psychopaths? [Electronic version]. Scientific American. 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Wrongly Accussed Essays - Juries In England And Wales, Boston, Jury

Wrongly Accussed I chose the Radlet reading for the purpose of doing my reaction paper. It was so dramatic that you almost wanted to call it a story, as in a fictional book. The sad fact is that it was true. Even sadder is the fact that many of these true stories have played out through our countries history without the happy ending that Clarence Bradley finally received. What was so shocking to me was when my eyes crossed the dates in which the Clarence Bradley case took place. If those dates werent listed, and I was asked to guess what time-period the case took place in, I would probably guess something in between the 30s and 50s. Now that it has been brought to my attention, I realize that this type of injustice can still happen today. All you need is a city comprised of a racist majority from which officials will be elected and jurors will be selected. Apparently cities like these are not too awful hard to find. Probability will then tell you it want be long before you get an ignorant but deadly combination of people with closed minds and selective hearing, trying to play God. The first question that comes to my mind is do these people really think that the African-American suspect is always guilty, or do they just hate African-Americans so much that they dont care? Those people that assume guilt based on race are the truly ignorant ones. Those who dont care about guilt or innocence must not only hate African-Americans, but white women as well, otherwise they would want to find the real culprit. I would say that this group of people is truly evil. How else would you describe someone who protects the murderer, could care less about the victim, and ultimately kills some random person because he has more pigment in his skin? This would have to be the category that the judges and prosecutors, in cases such as this, fit into. These people are obviously educated, but they must have been absent on the day morals and ethics were taught. The next question that comes to mind, is wher e do the parents of the victim come into the picture? Do they sit back and take one of the two above-mentioned roles, or do they press for the apprehension of the truly guilty party? It is also disturbing to know that when a decent person finds him or herself sitting on these racist juries he or she may not have an option on the verdict due to fear from threats. Even if they do vote not guilty, the jury will be hung, and the suspect will be tried again and again until a guilty verdict is reached. For the African-American suspect almost always in the past, and still in some cases today, being accused is the same as being guilty. The evidence presented in the first trial seemed to be nothing more than circumstantial, and the evidence presented during the appeals seemed to clearly show that Clarence Bradley had nothing to do with the murder. It was obvious that the other janitors knew this, and also at least knew who was involved. I would think that after they kept changing their stori es suspicion would fall on them, especially when they started accusing each other and the other witnesses came forward. The fact is all of this information was ignored to my disbelief. Before I got to the end of the reading, I was far from certain what the outcome would finally be for Bradley. It was lucky for him that the case drew some public attention and the unbiased Judge Picket. Still the outcome was uncertain. I could not believe that after Judge Pickets ruling it would be two years before the Court of Criminal Appeals would finally pick up the case. This case did finally have a happy ending, but this was not the case in the last two short trials discussed at the end of the reading. These cases showed how sure even the suspect was that he would be found guilty. It is certainly a tragedy when someone feels that they have to plead guilty even though they

I Became Her Target Essays

I Became Her Target Essays I Became Her Target Essay I Became Her Target Essay Essay on I Became Her Target by Roger Wilkins Growing up black and living in a prejudicial and racist society is how these two authors â€Å"Shame’† by Dick Gregory a young boy whose peers continually to ignorant to him because of his color, poverty and not having a father. In â€Å"I Became Her Target,† by Roger Wilkins a young boy is the only black child in and all white, upper –class school. He dealt with racism when his parents moved to a white community. They both share similarities dealing with racial issues from their teachers and classmates. Both authors experiences different formality dealing with poverty, racism, and ignorance beyond their control. Both men went on with their lives, but still live with memories they faced growing up. They carried out their experience to help other youngster to understand what they went through and how to rise above their disappointment. Gregory knew he was poor, but he was not aware how different he was compared to his classmate. His family was living in poverty, wearing brown, orange and white mackinaw that welfare gave out. He would get good from the neighbor and take the long way home because he didn’t want anyone to see him leaving the food truck. Wilkins didn’t have any worries about poverty; his mother had married a physician but he also faced racism because his parents moved to a white community where blacks didn’t belong. In â€Å"Shame,† Dick Gregory’s teacher was so crudely and abruptly pointed out that he was less than the other children in class. He was placed in the â€Å"idiot† desk in the back of the classroom. She would refer him as a troublemaker. He would make noise and poke people to try and draw attention. The thought of being stupid, he couldn’t spell, read or do arithmetic made him feeling a shamed about not being wanted by the other classmates. In, â€Å"I Became Her Target,† Roger Wilkins traced back to his unforgettable memories of hatred but also with memories of a remarkable teacher. Wilkins teacher started off being pleasant to him. She let him answered the first question in class which made him feel important. His teacher knew how to make a lonely child fell welcome and accepted. Then one particular day the teacher threw an eraser at him which causes his pencil to fly across the room. Wilkins claims â€Å"Old Deadeye Bean,† by being the only black boy in the classroom was when he was accepted by his classmate. Dick Gregory, he was innocent and unaware of social difference. His innocence was replaced by a sense a shame when his teacher humiliated him in front of the class. As the teacher was going around the room asking how much their father were donating for the community chest the teacher skipped over him. He wasn’t happy and decides to say something to her and the teacher proceed to tell him. â€Å"We are collecting money for you and your kind’. His teacher told his classmate he doesn’t have a father. It made him be shameful; he was embarrassed by being poor and fatherless. Roger Wilkins, he was the only black boy in the school. They threw stones at him when he would walk home and spat on his bike seat while in class. Coming from Harlem to Grand Rapid, he felt ashamed for being different; he was lonely, friendless and sometimes frightened of the kids. A life lesson which dealt with the authors at an early age, prejudice shouldn’t be carry out by society because they are different. Both men went on to write about their experience with racism, poverty and ignorance so others would understand what they went through.

Examine the Causes of World War II

Examine the Causes of World War II Many of the seeds of World War II in Europe were sown by the Treaty of Versailles that ended World War I. In its final form, the treaty placed full blame for the war on Germany and Austria-Hungary, as well as exacted harsh financial reparations and led to territorial dismemberment. For the German people, who had believed that the armistice had been agreed to based on US President Woodrow Wilsons lenient Fourteen Points, the treaty caused resentment and a deep mistrust of their new government, the Weimar Republic. The need to pay war reparations, coupled with the instability of the government, contributed to massive hyperinflation which crippled the German economy. This situation was made worse by the onset of the Great Depression. In addition to the economic ramifications of the treaty, Germany was required to demilitarize the Rhineland and had severe limitations placed on the size of its military, including the abolishment of its air force. Territorially, Germany was stripped of its colonies and forfeited land for the formation of the country of Poland. To ensure that Germany would not expand, the treaty forbade the annexation of Austria, Poland, and Czechoslovakia. Rise of Fascism and the Nazi Party In 1922, Benito Mussolini and the Fascist Party rose to power in Italy. Believing in a strong central government and strict control of industry and the people, Fascism was a reaction to the perceived failure of free market economics and a deep fear of communism. Highly militaristic, Fascism also was driven by a sense of belligerent nationalism that encouraged conflict as a means of social improvement. By 1935, Mussolini was able to make himself the dictator of Italy and transformed the country into a police state. To the north in Germany, Fascism was embraced by the National Socialist German Workers Party, also known as the Nazis. Swiftly rising to power in the late 1920s, the Nazis and their charismatic leader, Adolf Hitler, followed the central tenets of Fascism while also advocating for the racial purity of the German people and additional German Lebensraum (living space). Playing on the economic distress in Weimar Germany and backed by their Brown Shirts militia, the Nazis became a political force. On January 30, 1933, Hitler was placed in a position to take power when he was appointed Reich Chancellor by President Paul von Hindenburg The Nazis Assume Power A month after Hitler assumed the Chancellorship, the Reichstag building burned. Blaming the fire on the Communist Party of Germany, Hitler used the incident as an excuse to ban those political parties that opposed Nazi policies. On March 23, 1933, the Nazis essentially took control of the government by passing the Enabling Acts. Meant to be an emergency measure, the acts gave the cabinet (and Hitler) the power to pass legislation without the approval of the Reichstag. Hitler next moved to consolidate his power and executed a purge of the party (The Night of the Long Knives) to eliminate those who could threaten his position. With his internal foes in check, Hitler began the persecution of those who were deemed racial enemies of the state. In September 1935, he passed the Nuremburg Laws which stripped Jews of their citizenship and forbade marriage or sexual relations between a Jew and an Aryan. Three years later the first pogrom began (Night of Broken Glass) in which over one hundred Jews were killed and 30,000 arrested and sent to concentration camps. Germany Remilitarizes On March 16, 1935, in clear violation of the Treaty of Versailles, Hitler ordered the remilitarization of Germany, including the reactivation of the Luftwaffe (air force). As the German army grew through conscription, the other European powers voiced minimal protest as they were more concerned with enforcing the economic aspects of the treaty. In a move that tacitly endorsed Hitlers violation of the treaty, Great Britain signed the Anglo-German Naval Agreement in 1935, which allowed Germany to build a fleet one third the size of the Royal Navy and ended British naval operations in the Baltic. Two years after beginning the expansion of the military, Hitler further violated the treaty by ordering the reoccupation of the Rhineland by the German Army. Proceeding cautiously, Hitler issued orders that the German troops should withdrawal if the French intervened. Not wanting to become involved in another major war, Britain and France avoided intervening and sought a resolution, with little success, through the League of Nations. After the war several German officers indicated that if the reoccupation of the Rhineland had been opposed, it would have meant the end of Hitlers regime. The Anschluss Emboldened by Great Britain and Frances reaction to the Rhineland, Hitler began to move forward with a plan to unite all German-speaking peoples under one Greater German regime. Again operating in violation of the Treaty of Versailles, Hitler made overtures regarding the annexation of Austria. While these were generally rebuffed by the government in Vienna, Hitler was able to orchestrate a coup by the Austrian Nazi Party on March 11, 1938, one day before a planned plebiscite on the issue. The next day, German troops crossed the border to enforce the Anschluss (annexation). A month later the Nazis held a plebiscite on the issue and received 99.73% of the vote. International reaction was again mild, with Great Britain and France issuing protests, but still showing that they were unwilling to take military action. The Munich Conference With Austria in his grasp, Hitler turned towards the ethnically German Sudetenland region of Czechoslovakia. Since its formation at the end of World War I, Czechoslovakia had been wary of possible German advances. To counter this, they had built an elaborate system of fortifications throughout the mountains of the Sudetenland to block any incursion and formed military alliances with France and the Soviet Union. In 1938, Hitler began supporting paramilitary activity and extremist violence in the Sudetenland. Following Czechoslovakias declaration of martial law in the region, Germany immediately demanded that the land be turned over to them. In response, Great Britain and France mobilized their armies for the first time since World War I. As Europe moved towards war, Mussolini suggested a conference to discuss the future of Czechoslovakia. This was agreed to and the meeting opened in September 1938, at Munich. In the negotiations, Great Britain and France, led by Prime Minister Neville Chamberlain and President Édouard Daladier respectively, followed a policy of appeasement and caved to Hitlers demands in order to avoid war. Signed on September 30, 1938, the Munich Agreement turned over the Sudetenland to Germany in exchange for Germanys promise to make no additional territorial demands. The Czechs, who had not been invited to conference, were forced to accept the agreement and were warned that if they failed to comply, they would be responsible for any war that resulted. By signing the agreement, the French defaulted on their treaty obligations to Czechoslovakia. Returning to England, Chamberlain claimed to have achieved peace for our time. The following March, German troops broke the agreement and seized the remainder of Czechoslovakia. Shortly thereafter, Germany entered into a military alliance with Mussolinis Italy. The Molotov-Ribbentrop Pact Angered by what he saw as the Western Powers colluding to give Czechoslovakia to Hitler, Josef Stalin worried that a similar thing could occur with the Soviet Union. Though wary, Stalin entered into talks with Britain and France regarding a potential alliance. In the summer of 1939, with the talks stalling, the Soviets began discussions with Nazi Germany regarding the creation of a  non-aggression pact. The final document, the Molotov-Ribbentrop Pact, was signed on August 23, and called for the sale of food and oil to Germany and mutual non-aggression. Also included in the pact were secret clauses dividing Eastern Europe into spheres of influence as well as plans for the partition of Poland. The Invasion of Poland Since  World War I, tensions had existed between Germany and Poland regarding the free city of Danzig and the Polish Corridor. The latter was a narrow strip of land reaching north to Danzig which provided Poland with access to the sea and separated the province of East Prussia from the rest of Germany. In an effort to resolve these issues and gain  Lebensraum  for the German people, Hitler began planning the invasion of Poland. Formed after World War I, Polands army was relatively weak and ill-equipped compared to Germany. To aid in its defense, Poland had formed military alliances with Great Britain and France. Massing their armies along the Polish border, the Germans staged a fake Polish attack on August 31, 1939. Using this as a pretext for war, German forces flooded across the border the next day. On September 3, Great Britain and France issued an ultimatum to Germany to end the fighting. When no reply was received, both nations declared war. In Poland, German troops executed a blitzkrieg (lightning war) assault combining armor and mechanized infantry. This was supported from above by the Luftwaffe, which had gained experience fighting with the fascist Nationalists during the Spanish Civil War (1936-1939). The Poles attempted to counterattack but were defeated at the Battle of Bzura (Sept. 9-19). As the fighting was ending at Bzura, the Soviets, acting on the terms of the Molotov-Ribbentrop Pact, invaded from the east. Under assault from two directions, the Polish defenses crumbled with only isolated cities and areas offering prolonged resistance. By October 1, the country had been completely overrun with some Polish units escaping to Hungary and Romania. During the campaign, Great Britain and France, who were both slow to mobilize, provided little support to their ally. With the conquest of Poland, the Germans implemented Operation Tannenberg which called for the arrest, detainment, and execution of 61,000 Polish activists, former officers, actors, and intelligentsia. By the end of September, special units known as  Einsatzgruppen  had killed over 20,000 Poles. In the east, the Soviets also committed numerous atrocities, including the murder of prisoners of war, as they advanced. The following year, the Soviets executed between 15,000-22,000 Polish POWs and citizens in the  Katyn Forest  on Stalins orders.

Sex Essay Example | Topics and Well Written Essays - 250 words

Sex - Essay Example Kant considered sex outside of marriage as immoral and perceived it as fulfillment of sexual desires. Kantian ethics however dictate that a sexual union is needed merely for self-preservation and procreation.  Kant’s theory is based on a  categorical imperative, which regards it as something necessary with some association to pleasure. Kant’s has complex views about sexuality, and views a sexual union in a bizarre way and insists that when one makes another individual their spouse; they are harming the society since they take that particular individual away. Kant saw marriage as acquisition of another human being for society. The sexual union of marriage nonetheless seems bit absurd as it Kant just extends it a transfer of â€Å"bodily fluid.† The question remains- why is sex permissible and possible? Utilitarian ethics dictate that sex should be taken as strict sense. A Utilitarian argument tends to produce overall happiness than doing anything else. The Uti litarian is not a moral theory that believes everything should be done for moral reasons. Since an egoistic person only cares about himself, utilitarian argument proposes that pleasure and pain arises form actions. However, utilitarian ethics possesses a very absurd view.