長文の和訳　お願いします -長文の和訳　お願いします a lot of y-

和訳をお願いします。

The II Corps, on the left of the British line, occupied defensive positions along the Mons–Condé Canal, while I Corps was positioned almost at a right angle away from the canal, along the Mons–Beaumont road (see map). I Corps was deployed in this manner to protect the right flank of the BEF, in case the French were forced to retreat from their position at Charleroi. I Corps did not line the canal, which meant that it was little involved the battle and the German attack was faced mostly by II Corps. The dominant geographical feature of the battlefield, was a loop in the canal, jutting outwards from Mons towards the village of Nimy. This loop formed a small salient which was difficult to defend and formed the focus of the battle.

英語　長文の和訳をお願いいたします。

how we got here perry's display of american technology and weaponry was succesful in opening japan, and during the first three decades of the meiji period the U.S. served as a model for japanese modernization, but it was never an equal relationship. americans were the teachers and were more than happy in their role, teaching the japanese everything from english to baseball to military strategy. they believed that God had given them the best country and the best civiliza-tion in the word, and that their duty was to spread their culture to others.

英語の長文の和訳をお願いします。

　長めですが、長文の和訳をお願いします。(Ａ)(Ｂ)(Ｃ)には何か前置詞が入ります。　極端に意訳ではなく、文法、熟語など大事なところを押さえつつ自然な文に訳してもらえると助かります。回答お待ちしています。スペルミス等あったらすみません。Ｕｎｉｖｅｒｃｉｔｉｅｓ　ｉｎ　Ｊａｐａｎ，ｌｉｋｅ　ｔｈｅ　ｓｔｕｄｅｎｔｓ　ｔｈｅｙ　ｓｅｅｋ　ｔｏ　ｅｄｕｃａｔｅ．ａｐｐｅａｒ　Ｗｅｓｔｅｒｎ，ｔｈｏｕｇｈ　ｉｎ　ｒｅａｌｉｔｙ　ｔｈｅｙ　ｄｉｆｆｅｒ　ｍａｒｋｅｄｌｙ　ｆｒｏｍ　ｔｈｅｉｒ　ｃｏｕｎｔｅｒｐａｒｔｓ　ｉｎ　Ｅｕｒｏｐｅ　ａｎｄ　Ａｍｅｒｉｃａ．Ｆｏｒ　ｅｘａｍｐｌｅ，ｏｎｃｅ　ａ　ｓｔｕｄｅｎｔ　ｅｎｔｅｒｓ　ａ　Ｊａｐａｎｅｓｅ　ｃｏｌｌｅｇｅ，ｈｅ　ｏｒ　ｓｈｅ　ｉｓ　ｕｓｕａｌｌｙ　ｓｕｒｅ　ｔｏ　ｇｒａｄｕａｔｅ．Ｔｈｉｓ　ａｒｒａｎｇｅｍｅｎｔ　ｉｓ　ｓｏｍｅｔｉｍｅｓ　ｒｅｆｅｒｒｅｄ(　　Ａ　　)ａｓ　ａｎ“ｅｓｃａｌａｔｏｒ　ｓｙｓｔｅｍ”；ｉｆ　ｂｏｔｈ　ｆｅｅｔ　ａｒｅ　ｆｉｒｍｌｙ　ｐｌａｃｅｄ　ｏｎ　ｔｈｅ　ｂｏｔｔｏｍ　ｓｔｅｐ，ａ　ｓｔｕｄｅｎｔ　ａｌｍｏｓｔ　ａｕｔｏｍａｔｉｃａｌｌｙ　ｐｒｏｇｒｅｓｓｅｓ　ｔｏ　ｇｒａｄｕａｔｉｏｎ．Ｃｏｎｓｅｑｕｅｎｔｌｙ，Ｊａｐａｎｅｓｅ　ｕｎｉｖｅｒｓｉｔｙ　ｓｔｕｄｅｎｔｓ　ｄｏ　ｎｏｔ　ｈａｖｅ　ｔｏ　ｓｔｕｄｙ　ａｓ　ｈａｒｄ　ａｓ　Ａｍｅｒｉｃａｎ　ａｎｄ　Ｂｒｉｔｉｓｈ　ｓｔｕｄｅｎｔｓ．Ｔｈｅ　ｅｓｃａｌａｔｏｒ　ｓｙｓｔｅｍ　ｓｕｉｔｓ　ｔｈｅ　Ｊａｐａｎｅｓｅ　ｃｏｌｌｅｇｉａｎｓ　ｗｅｌｌ　ａｓ　ｉｔ　ｓｅｅｍｓ　ｔｏ　ｃｏｍｐｅｎｓａｔｅ　ｔｈｅｍ　ｆｏｒ　ｔｈｅ　ｌｏｎｇ　ｈｏｕｒｓ　ａｎｄ　ｈａｒｄ　ｗｏｒｋ　ｔｈｅｙ　ｗｅｒｅ　ｆｏｒｃｅｄ　ｔｏ　ｕｎｄｅｒｇｏ　ｄｕｒｉｎｇ　ｔｈｅｉｒ　ｅｌｅｍｅｎｔａｒｙ　ａｎｄ　ｓｅｃｏｎｄａｒｙ　ｓｃｈｏｏｌｉｎｇ．Ｔｈｅ　ｙｏｕｎｇ　ｍｅｎ　ａｎｄ　ｗｏｍｅｎ　ｓｅｅｎ(　　Ｂ　　)ｔｈｅ　ｃｏｌｌｅｇｅ　ｃａｍｐｕｓｅｓ　ｔｏｄａｙ　ｈａｄ　ｔｏ　ｓｔｕｄｙ　ｅｘｔｒａｏｄｉｎａｒｉｌｙ　ｈａｒｄ　ｉｎ　ｈｉｇｈ　ｓｃｈｏｏｌ，ａｎｄ　ｉｎ　ｓｏｍｅ　ｃａｓｅｓ，ｅｖｅｎ　ｆｏｒ　ａｎ　ｅｘｔｒａ　ｙｅａｒ　ｏｒ　ｔｗｏ　ｉｎ　ｉｎｔｅｎｓｉｖｅ　ｐｒｅｐａｒａｔｏｒｙ　ｓｃｈｏｏｌｓ　ａｆｔｅｒ　ｇｒａｄｕａｔｉｎｇ　ｆｒｏｍ　ｈｉｇｈ　ｓｃｈｏｏｌ，ｔｏ　ｐａｓｓ　ｔｈｅ　ｅｎｔｒａｎｃｅ　ｅｘａｍ　ｆｏｒ　ｅｎｔｒｙ　ｉｎｔｏ　ｕｎｉｖｅｒｓｉｔｙ．Ｏｎｃｅ　ｔｈｅｙ　ｂｅｇｉｎ　ｃｏｌｌａｇｅ，ｐａｓｓｉｎｇ　ｃｏｕｒｓｅｓ　ｉｓ　ｍｏｓｔｌｙ　ａ　ｆｏｒｍａｌｉｔｙ　ａｎｄ　ｌａｃｋ　ｏｆ　ｍｏｔｉｖａｔｉｏｎ　ｆｏｒ　ｌｅａｎｉｎｇ　ｉｓ　ｗｉｄｅｓｐｒｅａｄ．Ｔｈｕｓ，ｔｈｅ　ｐｒｅｖａｉｌｉｎｇ　ａｔｔｉｔｕｄｅ　ｉｎ　ｓｏｃｉｅｔｙ　ａｔ　ｌａｒｇｅ　ａｓ　ｗｅｌｌ　ａｓ　ａｍｏｎｇ　ｆａｃｕｌｔｙ　ｍｅｍｂｅｒｓ　ａｎｄ　ｓｔｕｄｅｎｔｓ　ｉｓ　ｔｈａｔ　ｃｏｌｌａｇｅ　ｉｓ　ａ　ｐｌａｃｅ　ｆｏｒ　ｅｎｊｏｙｍｅｎｔ，ａ“ｌｅｉｓｕｒｅ　ｌａｎｄ”．Ｍａｎｙ　ｃｏｌｌａｇｅ　ｓｔｕｄｅｎｔｓ　ｄｏ　ｉｎ　ｆａｃｔ　ｄｅｖｏｔｅ　ｆａｒ　ｍｏｒｅ　ｈｏｕｒｓ　ａｎｄ　ｅｎｅｒｇｙ　ｔｏ　ｐａｒｔ－ｔｉｍｅ　ｊｏｂｓ，ｅｘｔｒａ－ｃｕｒｒｉｃｕｌａｒ　ａｃｔｉｖｉｔｉｅｓ，ｏｒ　ｐｅｒｓｏｎａｌ　ｉｎｔｅｒｅｓｔｓ，ｔｈａｎ　ｔｏ　ｓｔｕｄｙ．　Ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅ　ｂｅｔｗｅｅｎ　Ｊａｐａｎｅｓｅ　ａｎｄ　ｗｅｓｔｅｒｎ　ｃｏｎｃｅｐｔｉｏｎｓ　ｏｆ　ａ　ｇｏｏｄ　ｓｔｕｄｅｎｔ，ａｎｄ　ｔｈｅ　ｄｉｆｆｅｒｅｎｃｅ　ｉｎ　ｃｏｎｖｅｒｓａｔｉｏｎ　ｓｔｙｌｅｓ　ｂｅｔｗｅｅｎ　ｓｐｅａｋｅｒｓ　ｏｒ　Ｊａｐａｎｅｓｅ　ａｎｄ　ｓｐｅａｋｅｒｓ　ｏｆ　Ｅｎｇｌｉｓｈ，ａｌｓｏ　ｆｉｇｕｒｅ　ｉｎ　ｔｈｅ　ｃｕｌｔｕａｌ　ｃｏｎｔｒａｓｔ　ｂｅｔｗｅｅｎ　Ｊａｐａｎ　ａｎｄ　Ｗｅｓｔ．Ｊａｐａｎｅｓｅ　ｔｅｎｄ　ｔｏ　ｔｈｉｎｋ　ｑｕｉｅｔ，ｐａｓｓｉｖｅ，ａｎｄ　ｏｂｅｄｉｅｎｔ　ｙｏｕｔｈｓ　ｗｈｏ　ｐｅｒｆｏｒｍ　ｗｅｌｌ　ｏｎ　ｔｅｓｔｓ　ａｒｅ　ｇｏｏｄ　ｓｔｕｄｅｎｔｓ．Ｗｅｓｔｅｒｎｅｒｓ，(　　Ｃ　　)ｔｈｅ　ｏｔｈｅｒ　ｈａｎｄ，ａｄｍｉｒｅ　ｔｈｏｓｅ　ｗｈｏ　ｃｈａｌｌｅｎｇｅ　ｔｅａｃｈｅｒｓ　ｗｉｔｈ　ｏｒｉｇｉｎａｌ　ｏｐｉｎｉｏｎｓ．Ａｍｅｒｉｃａｎ　ｔｅａｃｈｅｒｓ，ｆｏｒ　ｉｎｓｔａｎｃｅ，ｔｅｎｄ　ｔｏ　ａｓｋ　ｔｈｅｉｒ　ｓｔｕｄｅｎｔｓ　ｗｈａｔ　ｔｈｅｙ　ｔｈｉｎｋ　ａｎｄ　ｗｈｙ　ｔｈｅｙ　ｔｈｉｎｋ　ｓｏ；Ｊａｐａｎｅｓｅ　ｔｅａｃｈｅｒｓ　ｒａｒｅｌｙ　ｄｏ　ｔｈｉｓ．Ｔｈｅ　ｇｒｏｕｐ　ｄｙｎａｍｉｃｓ　ａｍｏｎｇ　ｓｔｇｕｄｅｎｔｓ　ａｎｄ　ｔｈｅ　ａｃｔｉｖｅ　ｉｎｔｅｒａｃｔｉｏｎ　ｂｅｔｗｅｅｎ　ｔｅａｃｈｅｒｓ　ａｎｄ　ｓｔｕｄｅｎｔｓ　ｓｏ　ｏｆｔｅｎ　ｓｅｅｎ　ｉｎ　Ａｍｅｒｉｃａｎ　ｃｌａｓｓｒｏｏｍｓ　ｓｅｌｄｏｍ　ｅｘｉｓｔ　ｉｎ　Ｊａｐａｎｅｓｅ　ｃｌａｓｓｅｓ．

和訳お願いします。

I started studying Japanese language in 1974, in a Tokyo university with many other foreign students. Although the tests and lessons were well-designed, I was soon quite frustrated and dissatisfied with my progress in that situation. Most of my classmates were also non-Japanese, so the dangerous tendency was to speak in English or French outside of classes. Except for the small number who wanted to "brush up their English," the normal Japanese students refused to associate with the illiterate foreigners. I soon found that I had gravitated to a small group of Koreans and Hawaiians, who agreed to speak only in Japanese. However, I felt that my Japanese was not likely to improve much without native speakers as models. I was depressed by the number of Americans concerned only with obtaining as much money, sex, marijuana, or media-coverage as they could obtain during their year in Japan, rather than really trying to appreciate the culture in which they were guests. So I began to look around for a more isolated university which would admit and teach Japanese to foreigners, but without the problems of Tokyo's "international set."

和訳してくださいm(_ _)m４

Another group involved in mammoth research was an international team headed by Dr. Goto Kazufumi. There were 33 scientists on this team. They were Japanese, Russian, and British. In August 1997, they went on their first expedition to look for a mammoth. At that time, they were only able to find mammoth bones. They said, "If there were also piece of skin, we could get some mammoth DNA." In August 1999, Dr. Goto tried again to find a mammoth with a second team made up of 26 Japanese and Russian scientists. This time they found a piece of mammoth skin, but it was not in good enough condition to use the DNA. The Japanese project is now led by Dr. Iritani Akira, and they keep trying to find mammoths. In 2002, they found another frozen mammoth in Siberia. A piece of flesh taken from it was brought to Japan in July 2003. its DNA was also not well preserved, but the team didn't give up the project.

英文を和訳して下さい。

There was a progressive improvement in horsemanship during the summer and autumn of 1916 indicated by the small number of animals evacuated from the Anzac Mounted Division after the strenuous marching and fighting from August following the Battle of Romani and during the capture of El Arish and the Battle of Magdaba. This improvement was augmented by regular inspections by administrative veterinary officers when the advice offered was followed by regimental commanders. During the year the average loss of sick horses and mules from the Sinai front was approximately 640 per week. They were transported in train loads of thirty trucks, each holding eight horses. Animals which died or were destroyed while on active service were buried 2 miles (3.2 km) from the nearest camp unless this was not practicable. In this case the carcasses were transported to suitable sites away from troops, where they were disembowelled and left to disintegrate in the dry desert air and high temperatures. Animals which died or were destroyed in veterinary units at Kantara, Ismalia, Bilbeis, and Quesna were dealt with in this way and after four days’ drying in the sun, the carcases were stuffed with straw and burnt, after the skins were salved. These were sold to local contractors.

和訳をお願いします。

This was the most significant factor in the Battle of Beersheba, forcing Chauvel to commit his reserve - the Australian Mounted Division. In a preliminary operation, the British Infantry of XX Corps were to secure positions to the south-west astride the Khalasa-Beersheba Road. At Asluj and Khalasa the men of the Desert Mounted Corps watered; they carried three days rations. Despite great loads, the horses were touched with excitement. Smoking was forbidden and talking subdued. The bare hills of Sinai sounded with the beat of thousands of shod horses. They rode 30 kilometres through the night.30th October 1917 1800: Asluj and Khalasa were cleared. 31st October 1917 0555: 100 British guns opened in support of the preliminary operation. 0700: The Desert Mounted Corps halted, and patrols were pushed forward. Beersheba with its mosque was clearly in view; it offered no prize in rations or quarters, but something more coveted were the ancient wells to water those parched men and their Waler mounts. A large pool could be seen shimmering in the Wadi; there had been a storm on the 27th. 0830: The British rushed forward and captured their objectives to the south-west and brought forward their guns. 0900: The ANZAC's were ready to seize the road and the Tel. The enemy was observed reinforcing the Tel. 0930: The 2nd Brigade moved into artillery formation, advanced through a Bedouin camp, and thundered to the Hebron Road Sakati without slackening. Turkish batteries fired, but formation and ground gave them protection. With this task accomplished, they remained in a Wadi for the day. 1000: The Somerset Battery opened up on Tel El Saba from 3000 metres to cover the ANZAC assault. The 3rd Australian Light Horse Regiment was ordered to attack from the south-east. A spirited gallop under heavy fire brought the 3rd to within 1500 metres of the enemy. They dismounted. The Auckland Regiment conformed to the north. The Inverness Battery gave covering fire to the Somersets as they galloped to within 1000 metres of the Tel.

和訳をお願いします。

The IX Corps were at Sarikamish. The X Corps were threatening to pierce the Russian front along the Kars railway to the east. The Stange regiment was descending upon Ardahan 60 miles to the northeast. Enver's operational plan was looking successful on paper. However, the Ottoman forces were worn out, half starved, and short of guns and ammunition. They had no hope of reaching their objective on time. Enver thought that the Russians were retreating to Kars. It was actually an encircling movement. Assault at Sarikamish, December 29 Russian trenches in the forests of Sarikamish On December 29, the assault took place. The IX and XI Corps, totaling 12,000 men, began to attack Sarikamish. During bayonet fighting, only 300 men succeeded in breaking into the city. They were driven off, losing 6,000 troops. Enver received information that Russians were preparing to encircle his forces with a force of five regiments. On December 31, the IX Corps was bogged down in the woods outside Sarikamish and had been reduced to some 2,500 men and 14 artillery guns and machine guns. On the same night news arrived to headquarters from Bardız: The 32nd Division had abandoned its positions to the Russians. This meant that the Barduz and Kızılkilise roads were now in Russian hands. The Ottoman forces were inside a semicircle. Enver refused to lose momentum, and ordered his units to continue with the plan. On January 1, the commander of the XI Corps pressed a frontal attack on Sarikamish that lasted for the next four days; after that the fighting began to lose momentum. Snow hindered advancing forces which were supposed to bring relief. The IX Corps melted away on the way to Sarikamish. One of the divisions lost 40% of its strength in a snowstorm. The X Corps never came to the rescue. 90% of X Corps was left on the slopes of the Allahüekber Mountains. The XI Corps was fighting in the Aras region. A regiment entered Çerkezköy, only to be taken prisoner. While the Stange regiment entered Ardahan on schedule, the troops were exhausted. The Russians were poised to encircle the remaining forces. Entrapped in a semicircle, January 2–3 On January 2, Russian artillery fire caused severe casualties. Enver received two reports; one was from the chief of staff of the IX Corps, Lieutenant Colonel Şerif, and the other from Colonel Hafız Hakkı. Both reports said that they were too weak to launch another attack. Enver responded to the units: "The offensive is to go on at full strength." Later Enver focused on securing routes for the retreat instead of insisting on new attacks to take Sarikamish. He combined the two corps and renamed it the "Left Wing Army." He promoted Colonel Hafız Hakkı to Brigadier General and gave him command of the Left wing Army.

和訳をお願いします。

The German IX Corps relieved IV Corps and the commander cancelled the planned counter-attack, choosing to concentrate on the defence of the O.G. Lines, which were the next objective of the British. The bombardment reached a climax on 26 July and by 5:00 p.m. the Australians, believing an attack was imminent, appealed for a counter-barrage. The artillery of I Anzac Corps, II Corps and the guns of the two neighbouring British corps replied. This in turn led the Germans to believe the Australians were preparing to attack and so they increased their fire yet again. It was not until midnight that the shelling subsided.

和訳をお願いします。

Pericles' Funeral Oration 431 BC: "...In the fighting, they thought it more honourable to stand their ground and suffer death than to give in and save their lives. So they fled from the reproaches of men, abiding with life and limb the brunt of battle, and in a small moment of time, the climax of their lives, a culmination of glory, not of fear, were swept away from us." 後半が分かりません。よろしくお願い致します。

英語長文の和訳を教えてください。

At this time the united states was still the over-whelmingly dominant force in the relationship. japanese foreign policy was tired very closely to the Western bloc in the cold war. Not only was japanese security guaranteed by the american military, but the fledgling japanese economic miracle was dependent upon its ties to the american economy. The Amer-icanization of japan was becoming more evident every year. Major changes were bound to follow the steady increase in the strength of the japanese economy. the first japanese surplus in the balance of trade came in 1965. From that year until 1969 the U.S. and Japan maintained a relatively balanced trade. In 1969 Japan accumulated a surplus of almost one billion dollars and, with the exception of a few years in the middle of the 1970s, never looked back.The growing power of the japanese economy was forcing changes in the relationship.

和訳をお願いします。

The Battle of Langemarck took place from 21–24 October, after an advance by the German 4th and 6th armies which began on 19 October, as the left flank of the BEF began advancing towards Menin and Roulers. On 20 October, Langemarck, north-east of Ypres, was held by a French territorial unit and the British IV corps to the south. I Corps (Lieutenant-General Douglas Haig) was due to arrive with orders to attack on 21 October. On 21 October, it had been cloudy and attempts to reconnoitre the German positions during the afternoon had not observed any German troops movements; the arrival of four new German reserve corps was discovered by prisoner statements, wireless interception and the increasing power of German attacks; 5 1⁄2 infantry corps were now known to be north of the Lys, along with the four cavalry corps, against 7 1⁄3 British divisions and five allied cavalry divisions. The British attack made early progress but the 4th army began a series of attacks, albeit badly organised and poorly supported. The German 6th and 4th armies attacked from Armentières to Messines and Langemarck. The British IV Corps was attacked around Langemarck, where the 7th Division was able to repulse German attacks and I Corps was able to make a short advance. Further north, French cavalry was pushed back to the Yser by the XXIII Reserve Corps and by nightfall was dug in from the junction with the British at Steenstraat to the vicinity of Dixmude, the boundary with the Belgian army. The British closed the gap with a small number of reinforcements and on 23 October, the French IX Corps took over the north end of the Ypres salient, relieving I Corps with the 17th Division. Kortekeer Cabaret was recaptured by the 1st Division and the 2nd Division was relieved. Next day, I Corps had been relieved and the 7th Division lost Polygon Wood temporarily. The left flank of the 7th Division was taken over by the 2nd Division, which joined in the counter-attack of the French IX Corps on the northern flank towards Roulers and Thourout, as the fighting further north on the Yser impeded German attacks around Ypres. German attacks were made on the right flank of the 7th Division at Gheluvelt. The British sent the remains of I Corps to reinforce IV Corps. German attacks from 25–26 October were made further south, against the 7th Division on the Menin Road and on 26 October part of the line crumbled until reserves were scraped up to block the gap and avoid a rout. Langemarck ランゲマルク

英語長文の和訳。

英語が得意な人が居ましたら、和訳をお願い致します。 My father has a friend in Osaka. His name is Akira Sato. He and my father became friends When they were student at the same college in Tokyo. Mr.Sato studenthard When he was a college student. But he also worked hard, because he wanted to go to the United States to study English at college. At last he got enough money to go there. In 1974 he finished college in Japan, and he went to the United States in August that year. His parents gave him some money When he left Japan. But two weeks afterhe started to stay in the United States, he because too sick to move. He had on friends to take care of him. He Could not eat or drink anything that day. The nextday, The old woman living next door to him found that he was so sick, and she college an ambulance for him. Hewas carried to a hospital. He was saved! But the doctor told him to go back to Japan, because he was too weak to study in the United States. The old woman did everything for him, so he Could come back to Japan one month later. And he got well. five years later, in 1979, he got married. One day in that year, When he was watching TV, he know about foreign students who were trying to find an inexpensive apartment in Japan. The students were not so rich. He remembered The kind old woman in the United States. Three years later, Mr. and Mrs. Sato made a house for foreign students near their house. The students didn't have to pay a lot of money to Mr. and Mrs. Sato. Mr. and Mrs. Sato have taken care of forty foreign students since 1982. The students call them "our parents in Japan." Some of them invited Mr. and Mrs. Sato to their countries. Mr. and Mrs. Sato didn't have their own children but they are very happy to have many "children" in foreign countries. 以上です。誤字脱字がありましたらすみません。和訳、宜しくお願いします。

英語長文の和訳を教えてください。

they believed that if they could teach the japanese to adopt the best of american culture and create an american democracy in asia, japan would become a better country and the world a safer place. japan was given a new constitution based, for the most part, on the american constitution which stressed local control over education and the police. Men were no longer allowed the legal right of control over their families and women were allowed to vote. the 6-3-3 educa-tion system was introduced and parents were given oversight through the PTA. Unions were formed.

英文を和訳して下さい。

The First Battle of Champagne (French: 1ère Bataille de Champagne) was fought from 20 December 1914 – 17 March 1915 in World War I in the Champagne region of France and was the second offensive by the Allies against the Germans since mobile warfare had ended after the First Battle of Ypres in Flanders (19 October – 22 November 1914). The battle was fought by the French Fourth Army and the German 3rd Army. The offensive was part of a strategy by the French army to attack the Noyon Salient, a large bulge in the new Western Front, which ran from Switzerland to the North Sea. The First Battle of Artois began on the northern flank of the salient on 17 December and the offensive against the southern flank in Champagne began three days later. By early November, the German offensive in Flanders had ended and the French began to consider large offensive operations. Attacks by the French would assist the Russian army and force the Germans to keep more forces in the west. After studying the possibilities for an offensive, the Operations Bureau of Grand Quartier Général (GQG: the French army headquarters) reported on 15 November. The Bureau recommended to General Joseph Joffre a dual offensive, with attacks in Artois and Champagne, to crush the Noyon salient. The report noted that the German offensive in the west was over and four to six corps were being moved to the Eastern Front. Despite shortages of equipment, artillery and ammunition, which led Joffre to doubt that a decisive success could be obtained, it was impossible to allow the Germans freely to concentrate their forces against Russia. Principal attacks were to be made in Artois by the Tenth Army towards Cambrai and by the Fourth Army (General Fernand de Langle de Cary) in Champagne, from Suippes towards Rethel and Mézières, with supporting attacks elsewhere. The objectives were to deny the Germans an opportunity to move troops and to break through in several places, to force the Germans to retreat. After minor skirmishes, the battle began on 20 December 1914 when the XVII and I Colonial Corps attacked and made small gains. On 21 December, the XII Corps failed to advance, because most gaps in the German barbed wire were found to be covered by machine-guns. The attack by XII Corps was stopped and the infantry began mining operations, as the artillery bombarded German defences. After several days of attacks, which obtained more small pieces of territory, the main effort was moved by de Cary to the centre near Perthes and a division was added between XVII Corps and I Colonial Corps. On 27 December, Joffre, sent the IV Corps to the Fourth Army area, which made it possible for de Langle to add another I Corps division to the front line. First Battle of Champagne 第一次シャンパーニュ会戦

和訳をお願いします。

Hasan İzzet was not in favor of an offensive action in the harsh winter conditions. He was planning to remain in a defensive posture by pulling the Russians to Erzurum Fortress and launching a counterattack. Hafız Hakkı was sent to replace the commander of X Corps to energize the 3rd Army. Enver released Hasan İzzet from command on December 14. İzzet told Enver: We have to consider 8 or 9 days for a large scaled encircling manoeuvre. However, during this time the XI Corps, which will remain at the front, might be jeopardized. Even if we execute the manoeuvre with two corps, they will probably face difficulties against the enemy. Enver wanted his plan executed through a winter offensive, and decided to take charge. He left Istanbul with General Fritz Bronsart von Schellendorf and the head of the Operations Office Lieutenant Colonel Otto von Feldmann. They arrived in Erzurum on December 21. Senior Turkish commanders opposed the forced resignation of Hasan İzzet due to his rejection of the plan. The war zone was nearly 1,250–1,500 kilometers (776–932 miles) wide from the Black Sea to Lake Van, which made military concentration difficult. The operation was executed at a plateau averaging 1,500–2,000 meters (5,000–6,500 feet) above sea level. The main difficulty with the region was the roads, with the transportation infrastructure on the Ottoman side far from adequate. Russia's main advantage was the Kars Gyumri Akhalkalaki railway line and a terminal at Sarikamish. The railway was 24 kilometres (15 mi) from the border. The only way for an army to get through the Caucasian heights was the high mountain passes in which lay the cities Kars and Sarikamish. Beyond, the upper valleys of the Aras River and Euphrates extended westward. Everywhere else the roads were mere tracks which were impenetrable to artillery. The forces were concentrated about 80 kilometres (50 mi) on each side of the border at the fortresses of Kars on the Russian side and Erzurum on the Ottoman side. The 3rd Army, under the command of Enver, was composed of the IX, X and XI Corps. 3rd Army's headquarters and the IX Corps were located in Erzurum. The X Corps was stationed in Sivas, and the XI Corps was in Elazığ (Mamuretülaziz). A detachment unit under the command of the German Lieutenant Colonel Stange was established from the 3rd Infantry Division, originally stationed in Thrace, to reinforce the offense and pin down the Russians. This detachment unit, known as Stanke Bey, consisted of two battalions of the 8th Infantry Regiment and two artillery batteries. The fighting power of 83,000 regular troops, reserves, and personnel from the Erzurum Fortress totalled 118,000.

和訳をお願いします。

The rear edge of the German battle zone along the ridge, had been reinforced with machine-gun posts and the German divisional commanders decided to hold the front line, rather than giving ground elastically and few of the Eingreif divisions were needed to intervene in the battle. In 1939 Wynne wrote that the French lost 117,000 casualties including 32,000 killed in the first few days but that the effect on military and civilian morale was worse than the casualties. In the 1939 volume of Der Weltkrieg, the German official historians recorded German losses to the end of June as 163,000 men including 37,000 missing and claimed French casualties of 250,000–300,000 men, including 10,500 taken prisoner. In 1962, G. W. L. Nicholson the Canadian Official Historian, recorded German losses of c. 163,000 and French casualties of 187,000 men.[43] A 2003 web publication gave 108,000 French casualties, 49,526 in the Fifth Army, 30,296 casualties in the Sixth Army, 4,849 in the Tenth Army, 2,169 in the Fourth Army and 1,486 in the Third Army. In 2005, Doughty quoted figures of 134,000 French casualties on the Aisne from 16–25 April, of whom 30,000 men were killed, 100,000 were wounded and 4,000 were taken prisoner; the rate of casualties was the worst since November 1914. From 16 April – 10 May the Fourth, Fifth, Sixth and Tenth armies took 28,500 prisoners and 187 guns. The advance of the Sixth Army was one of the largest made by a French army since trench warfare began. The Battle of La Malmaison (Bataille de la Malmaison) (23–27 October) led to the capture of the village and fort of La Malmaison and control of the Chemin des Dames ridge. The 7th Army commander Boehn, was not able to establish a defence in depth along the Chemin-de-Dames, because the ridge was a hog's back and the only alternative was to retire north of the Canal de l'Oise à l'Aisne. The German artillery was outnumbered about 3:1 and on the front of the 14th Division 32 German batteries were bombarded by 125 French artillery batteries. Much of the German artillery was silenced before the French attack. Gas bombardments in the Ailette valley became so dense that the carriage of ammunition and supplies to the front was made impossible. German retreat from the Chemin des Dames, November 1917 From 24–25 October the XXI and XIV corps advanced rapidly and the I Cavalry Corps was brought forward into the XIV Corps area, in case the Germans collapsed. On 25 October the French captured the village and forest of Pinon and closed up to the line of the Canal de l'Oise à l'Aisne. In four days the attack had advanced 6 miles (9.7 km) and forced the Germans from the narrow plateau of the Chemin des Dames, back to the north bank of the Ailette Valley. The French took 11,157 prisoners, 200 guns and 220 heavy mortars. French losses were 2,241 men killed, 8,162 wounded and 1,460 missing from 23–26 October, 10 percent of the casualties of the attacks during the Nivelle Offensive.

英語長文の和訳を教えてください。

the nixon shocks the presidency of richard nixon can be used as a convenient starting point to mark a difficult period of adjustment to the increased power of japan. nixon's 1968 presidential election campaign had depended on strong support from the textile-producing southern states. in order to get those votes he promised to take a hard stand in favor of protectionist barriers against japanese textile imports--a promise carried out after his election. acrimonious negotiatiations between japan and the nixon administration continued for over two years and created negative feelings on both sides of the pacific. the nixon administration was also responsible for the return of okinawa and the nixon doctrine (which reduced the number of u.s. troops in asia). these two policies were in many ways beneficial to japanese,but together created doubt in the minds of many jpanese as to america's commitment to the security of japan. these doubts were increased in the summer of 1971 by the nixon shocks.

和訳

英語の和訳例をお願いします。何度か : が付いた箇所や、何となくで訳してしまった箇所がありました。一文が結構長い部分等もあり、少し難しかったです。意訳をしなければならないところはあまりないとは思いますが、出来るだけ自然な形での訳をお願いできますでしょうか。 The demographics of my students have completely changed in the past 10 years. Until several years ago, the majority of my students were interested in commerce : they were businesspeople, lawyers and doctors. Now, the students enroll in my classes because they are interested in anime, manga, Japanese pop culture, or even video games. Some of the students are also interested in joining the Japan Exchange and Teaching Program. As a result, my classes have become more youthful. I get a completely different atmosphere from these students compared to previous ones. While most have never visited Japan, I feel I can relate to them better. The earlier students, even those who had been to Japan, didn't have as good an understanding of it. Although they often had a lot of knowledge about Japanese culture, they retained a certain detached attitude toward it. However, my new students come into the classroom listening to J-pop and toting backpacks adorned with anime characters. They informally say, “Sensei, ohayo！” On tests, they draw their favorite anime characters and after class they exchange anime DVDs and music. I began to realize that these students were absorbing Japanese language and customs directly with their eyes and ears, not trying to intellectualize their experience in the way my previous students often did. Some of the kids learn Japanese information and grammar through anime. Of course, this creates problems at times. For example, I'll teach: “Kyo wa ii tenki desu ne,” and they'll respond “Ii tenki dayoooo,” as if they were anime characters themselvesーcharming, but somewhat inappropriate in this context. “Why do you like anime？” I inquired. A few of the many answers are: “Because it's fan！” “The pictures are so pretty！” “Because there's actually a plot and a story." One of my students said: “I find the unusual storylines refreshing in comparison with the redundant ones of American television and cinema. The characters in anime seem to be more fully developed. The characters fail, learn and grow, so I feel that I can really relate. Animation may be the initial attraction for many fans, but it's the creative plots and unique storylines that keep us interested.”

和訳お願いします

I teach Japanese at community colleges outside Philadelphia in the United States The demographics of my students have completely changed in the past 10 years Until several years ago, the majority of my students were interested in commerce: they were businesspeople, lawyers and doctors. Now, the students enroll in my classes because they are interested in anime, manga, Japanese pop culture, or even video games. Some of the students are also interested in joining the Japan Exchange and Teaching Program. As a result, my classes have become more youthful. I get a completely different atmosphere from these students compared to previous ones. While most have never visited Japan, I feel I can relate to them better. The earlier students, even those who had been to Japan, didn't have as good an understanding of git. Although they often had a lot of knowledge about Japanese culture, they retained a certain detached attitude toward it. However, my new students come into the classroom listening to J-pop and toting backpacks adorned with nime characters. They informally say, "Sensei, ohayo!” On tests, they draw their favorite anime characters and after class they exchange anime DVDs and music I began to realize that these students were absorbing Japanese language and customs directly with their eyes and ears, not trying to intellectualize their experience in the way my previous students often did. Some of the kids learn Japanese intonation and grammar through anime. Of course, this creates problems at time For example, I'll teach: "Kyo wa ii tenki desu ne," and they'll respond "li tenki dayoooo. as if they were anime characters themselves charming, but somewhat inappropriate in this context. you like anime?" I inquired. A few of the many answers are: "Because One of my students said: "I find the unusual storylines refreshing in comparison with racters in anime seem it's fun! "The pictures are so pretty" "Because there's actually a plot and a story the redundant ones of American television and cinema. The characters in anime seem to be more fully developed. The characters fail, learn and grow, so I feel that I can really late. Animation may be the initial attraction for many fans, but its the creative plots and unique storylines that keep us interested

長文の和訳　お願いします

みんなの回答

関連するQ&A

和訳をお願いします。

英語　長文の和訳をお願いいたします。

英語の長文の和訳をお願いします。

和訳お願いします。

和訳してくださいm(_ _)m４

英文を和訳して下さい。

和訳をお願いします。

和訳をお願いします。

和訳をお願いします。

和訳をお願いします。

英語長文の和訳を教えてください。

和訳をお願いします。

英語長文の和訳。

英語長文の和訳を教えてください。

英文を和訳して下さい。

和訳をお願いします。

和訳をお願いします。

英語長文の和訳を教えてください。

和訳

和訳お願いします

注目のQ&A

カテゴリ
一覧

専門家に質問してみよう
専門家登録

あなたにピッタリな商品が見つかる！ OKWAVE セレクト

長文の和訳 お願いします

みんなの回答

関連するQ&A

和訳をお願いします。

英語 長文の和訳をお願いいたします。

英語の長文の和訳をお願いします。

和訳お願いします。

和訳してくださいm(_ _)m４

英文を和訳して下さい。

和訳をお願いします。

和訳をお願いします。

和訳をお願いします。

和訳をお願いします。

英語 長文の和訳を教えてください。

和訳をお願いします。

英語長文の和訳。

英語 長文の和訳を教えてください。

英文を和訳して下さい。

和訳をお願いします。

和訳をお願いします。

英語 長文の和訳を教えてください。

和訳

和訳お願いします

注目のQ&A

カテゴリ 一覧

専門家に質問してみよう 専門家登録

あなたにピッタリな商品が見つかる！ OKWAVE セレクト

長文の和訳　お願いします

英語　長文の和訳をお願いいたします。

英語長文の和訳を教えてください。

英語長文の和訳を教えてください。

英語長文の和訳を教えてください。

カテゴリ
一覧

専門家に質問してみよう
専門家登録