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Ludwig van Beethoven was most likely born in Bonn, Germany, December 16, 1770. People don’t really know his exact birthday but he was baptized December 17 and most babies were baptized in less than a day. Beethoven believed he was born in 1772 even when he was showed his official birth papers.
He had 2 brothers that made it into adulthood named Caspar, born in 1774, and Johann, born in 1776.His Mom, named Maria Magdalena, was very moralistic and gentle. His dad, named Johann, was a court singer but was better known for being an alcoholic than for his musical talent. Beethoven’s grandpa was the town Bonn’s most successful musician. Beethoven was very proud of him.
In between the birth of his two siblings his dad began teaching him music in a very brutal way that changed him for the rest of his life. Neighbors saw and heard Beethoven crying being forced to play the clavier, a piano-like instrument. His father would hurt and beat Beethoven at every hesitation or mistake. Almost on a daily basis he would be locked in the cellar and sleep deprived to study the clavier and violin. Because of these painful methods he became a very talented musician. When Beethoven was 7, he had his first public recital
He attended a Latin grade school called Tirocinium. One of his classmates said “Not a sign was to be discovered of that spark of genius which glowed so brilliantly in him afterwards.” Beethoven was an average student when he was at his best. Some biographers have guessed that he had dyslexia. When he was 10, he quit school to do music full time.
By 1784 his voice was… | <urn:uuid:473ba7e3-0377-4feb-a115-c51d3c9be667> | CC-MAIN-2020-05 | https://www.majortests.com/essay/Ludwig-Van-Beethoven-542801.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00526.warc.gz | en | 0.996748 | 374 | 3.375 | 3 | [
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0.023624341934... | 1 | Ludwig van Beethoven was most likely born in Bonn, Germany, December 16, 1770. People don’t really know his exact birthday but he was baptized December 17 and most babies were baptized in less than a day. Beethoven believed he was born in 1772 even when he was showed his official birth papers.
He had 2 brothers that made it into adulthood named Caspar, born in 1774, and Johann, born in 1776.His Mom, named Maria Magdalena, was very moralistic and gentle. His dad, named Johann, was a court singer but was better known for being an alcoholic than for his musical talent. Beethoven’s grandpa was the town Bonn’s most successful musician. Beethoven was very proud of him.
In between the birth of his two siblings his dad began teaching him music in a very brutal way that changed him for the rest of his life. Neighbors saw and heard Beethoven crying being forced to play the clavier, a piano-like instrument. His father would hurt and beat Beethoven at every hesitation or mistake. Almost on a daily basis he would be locked in the cellar and sleep deprived to study the clavier and violin. Because of these painful methods he became a very talented musician. When Beethoven was 7, he had his first public recital
He attended a Latin grade school called Tirocinium. One of his classmates said “Not a sign was to be discovered of that spark of genius which glowed so brilliantly in him afterwards.” Beethoven was an average student when he was at his best. Some biographers have guessed that he had dyslexia. When he was 10, he quit school to do music full time.
By 1784 his voice was… | 376 | ENGLISH | 1 |
Danish researchers have found that the fires used for cooking and heat in Viking-era houses would have caused significant indoor air pollution.
Their article, ‘Household air pollution from wood burning in two reconstructed houses from the Danish Viking Age’ was published last year in the journal Indoor Air. Using experimental archaeology, they tested carbon mononxide, carbon dioxide and fine particulate matter at two Danish museum reconstructions of Viking Age ‘Hedeby House’ – the first at Moesgard Museum and the second at Bork Viking Harbour.
The reconstructions were based on a 9th-century house discovered in 1968 in the Viking Age city Hedeby, located near today’s Schleswig, Germany. The two reconstructed houses “had outer walls made of wattle and daub, tamped earth floors, and thatched roofs. Inner walls and doors were made from wood, except for some doorways which just had a curtain. The houses were divided into three rooms: a central living room, a side room facing west with household functions, and a room to the east with work space. The living room had an open fireplace and wide ridges along each side, which served as beds and storage areas. A wood-plank loft was located on each side of the room, above the ridges, at about 2 m height.”
During 13 winter weeks between 2011-12, the researchers took monitor environmental readings in the houses while a fire was kept:
On a typical day, the fire was lit around 7:30 am for cooking breakfast and then maintained for heating throughout the day. Lunch and dinner were also prepared on the fire. The pattern of use is reflected in the varying levels of combustion products in the air throughout the day, as well as in the consumption of wood.
The researchers discovered that those living in the home would have been exposed to a carbon monoxide level of 6.9 parts per million and a fine particulate matter exposure of 0.41 mg/m3, both of which are significantly higher than World Health Organization (WHO) maximum standards. Long term exposure to such poor air levels have been linked to medical problems such as chronic bronchitis, persistent headaches, memory loss and other ailments.
The design of the house and poor venting along the roof seem to have been responsible for keeping too much smoke from leaving the building. The researchers also note that the volunteers who stayed in the houses and tended to the fire did not have much experience with this task, and this may have contributed to the pollution levels.
The researchers conclude “that health conditions in the Viking Age were influenced by woodsmoke exposure. We have not in this study distinguished strongly between traditional sex role related work tasks for the participants, but just as is experienced by many women and children today, women and small children in the Viking Age probably received the highest exposures to woodsmoke.”
The article ‘Household air pollution from wood burning in two reconstructed houses from the Danish Viking Age’, by J. M. Christensen and M. Ryhl-Svendsen, appears in the journal Indoor Air. Click here to access the article from Wiley Publishing. | <urn:uuid:4b75714c-5c64-4058-998a-a81b9a5aa826> | CC-MAIN-2020-05 | https://www.medievalists.net/2015/01/vikings-homes-polluted-researchers-find/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00457.warc.gz | en | 0.981191 | 657 | 3.4375 | 3 | [
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0.401010930538... | 3 | Danish researchers have found that the fires used for cooking and heat in Viking-era houses would have caused significant indoor air pollution.
Their article, ‘Household air pollution from wood burning in two reconstructed houses from the Danish Viking Age’ was published last year in the journal Indoor Air. Using experimental archaeology, they tested carbon mononxide, carbon dioxide and fine particulate matter at two Danish museum reconstructions of Viking Age ‘Hedeby House’ – the first at Moesgard Museum and the second at Bork Viking Harbour.
The reconstructions were based on a 9th-century house discovered in 1968 in the Viking Age city Hedeby, located near today’s Schleswig, Germany. The two reconstructed houses “had outer walls made of wattle and daub, tamped earth floors, and thatched roofs. Inner walls and doors were made from wood, except for some doorways which just had a curtain. The houses were divided into three rooms: a central living room, a side room facing west with household functions, and a room to the east with work space. The living room had an open fireplace and wide ridges along each side, which served as beds and storage areas. A wood-plank loft was located on each side of the room, above the ridges, at about 2 m height.”
During 13 winter weeks between 2011-12, the researchers took monitor environmental readings in the houses while a fire was kept:
On a typical day, the fire was lit around 7:30 am for cooking breakfast and then maintained for heating throughout the day. Lunch and dinner were also prepared on the fire. The pattern of use is reflected in the varying levels of combustion products in the air throughout the day, as well as in the consumption of wood.
The researchers discovered that those living in the home would have been exposed to a carbon monoxide level of 6.9 parts per million and a fine particulate matter exposure of 0.41 mg/m3, both of which are significantly higher than World Health Organization (WHO) maximum standards. Long term exposure to such poor air levels have been linked to medical problems such as chronic bronchitis, persistent headaches, memory loss and other ailments.
The design of the house and poor venting along the roof seem to have been responsible for keeping too much smoke from leaving the building. The researchers also note that the volunteers who stayed in the houses and tended to the fire did not have much experience with this task, and this may have contributed to the pollution levels.
The researchers conclude “that health conditions in the Viking Age were influenced by woodsmoke exposure. We have not in this study distinguished strongly between traditional sex role related work tasks for the participants, but just as is experienced by many women and children today, women and small children in the Viking Age probably received the highest exposures to woodsmoke.”
The article ‘Household air pollution from wood burning in two reconstructed houses from the Danish Viking Age’, by J. M. Christensen and M. Ryhl-Svendsen, appears in the journal Indoor Air. Click here to access the article from Wiley Publishing. | 646 | ENGLISH | 1 |
1518 (3rd October)
The Treaty of London
On the advice of Cardinal Thomas Wolsey
, King Henry VIII
of England had agreed to make peace with King Francis I of France
. This treaty was a peace agreement between the major European powers at the time. It was signed by representatives of Burgundy, France, England, the Netherlands, the Holy Roman Empire, Spain and the Papal States. The treaty agreed that if any one country was attacked the others would come to their aid.
Within a year of signing the Treaty of London, there were tensions between England and France. Thomas Wolsey knew that Henry VIII and Francis I of France were around the same age and were rivals for power in Europe. As they had never met, Wolsey suggested a grand summit meeting between the two monarchs. Both Henry and Francis were keen to appear the epitome of a Renaissance prince. Choosing peace and friendship was a key feature in Renaissance thinking and so the meeting was a good opportunity to show this.
Thomas Wolsey began making detailed plans for the meeting which included the numbers of people that should attend each king as well as events that would take place.
Designs for the temporary palace that would house King Henry VIII and his court were put forward. It had been decided that the English king would camp in Guisnes and the French king in Ardres. Nobles and others in the kings’ retinues would be housed in tents made of cloth of gold that would give the Field of the Cloth of gold its name.
1520 (31st May)
King Henry VIII, his Queen, Catherine of Aragon
and his large retinue left Dover for Calais. Henry and Catherine saided in the ‘Katherine Plesaunce’.
1520 (1st June)
Thomas Wolsey met King Francis I of France for the first time. Wolsey travelled in procession with two crosses held high before him. He was accompanied by 100 archers.
1520 (4th June)
King Henry VIII reached Guisnes which was to be his base. He was to be housed in a large tent covering an area of 10,000 metres squared and standing 12 metres high. The tent was erected on a brick base and the base of the cloth had been painted to look like stone. At the entrance to the tent there was a fountain that ran with wine. King Henry was accompanied by his queen, Catherine of Aragon, his sister, Mary Tudor, Cardinal Wolsey and a large retinue. The courtiers that had accompanied Henry were to be housed in the tents made of cloth of gold that gave the event its name.
1520 (4th June)
King Francis I reached his base at Ardres. He was accompanied by his queen, Claude, his mother, Louise of Savoy and his sister Marguerite.
1520 (6th June)
Cardinal Wolsey visited Henry VIII and Francis I in their camps. He was attended by a great retinue and made a great show of ensuring each king was happy to go ahead with the meeting.
1520 (7th June)
Both kings rode out of their camps in the late afternoon and met at a spot midway between their camps, known afterwards as Val d’Or. Both kings were attended by around 3,000 soldiers who were instructed to stand absolutely still as the two kings met. Henry and Francis met in an elaborately decorated tent. Afterwards each party returned to their own camps.
1520 (9th June)
A jousting tournament was held. It had been agreed that throughout the Field of the Cloth of Gold summit meeting the two kings would not compete against each other. However, Henry challenged Francis to a wrestling match which he lost.
1520 (11th June)
Henry VIII of England dined with the French Queen Claude at Ardres while Francis I dined with Catherine of Aragon at Guisnes. Hundreds of courtiers attended each banquet which was followed by dancing.
1520 (12th June)
Another full-day jousting tournament took place and this time both kings took part competing against all-comers. Queen Catherine of England and Queen Claude of France were carried in litters to watch the spectacle.
1520 (15th June)
King Henry took part in another joust where he was opposed by a number of French noblemen.
1520 (16th June)
Planned activities for this day were cancelled due to a tremendous gale.
1520 (17th June)
The two kings took part in the joust. Each king competed against noblemen from the other camp. King Henry VIII wore and elaborately decorated and expensive suit of armour.
1520 (23rd June)
Both Kings and Queens and their leading noblemen and women heard mass in a purpose built timber chapel which had been richly decorated. The mass was said by Thomas Wolsey and chaplains of both kings took turns in singing the refrains. After the service they celebrated with a large feast.
1520 (24th June)
The festivities ended with each king giving the other expensive gifts of jewels as an expression of their friendship. The Field of the Cloth of Gold event had cost each king a staggering amount – Henry VIII had spent around £36,000 while Francis had spent around £40,000. | <urn:uuid:7d29fdb1-361a-4c48-9901-053c8f058810> | CC-MAIN-2020-05 | https://www.totallytimelines.com/field-of-the-cloth-of-gold-1520/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00024.warc.gz | en | 0.991534 | 1,112 | 4.125 | 4 | [
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0.22508889436... | 8 | 1518 (3rd October)
The Treaty of London
On the advice of Cardinal Thomas Wolsey
, King Henry VIII
of England had agreed to make peace with King Francis I of France
. This treaty was a peace agreement between the major European powers at the time. It was signed by representatives of Burgundy, France, England, the Netherlands, the Holy Roman Empire, Spain and the Papal States. The treaty agreed that if any one country was attacked the others would come to their aid.
Within a year of signing the Treaty of London, there were tensions between England and France. Thomas Wolsey knew that Henry VIII and Francis I of France were around the same age and were rivals for power in Europe. As they had never met, Wolsey suggested a grand summit meeting between the two monarchs. Both Henry and Francis were keen to appear the epitome of a Renaissance prince. Choosing peace and friendship was a key feature in Renaissance thinking and so the meeting was a good opportunity to show this.
Thomas Wolsey began making detailed plans for the meeting which included the numbers of people that should attend each king as well as events that would take place.
Designs for the temporary palace that would house King Henry VIII and his court were put forward. It had been decided that the English king would camp in Guisnes and the French king in Ardres. Nobles and others in the kings’ retinues would be housed in tents made of cloth of gold that would give the Field of the Cloth of gold its name.
1520 (31st May)
King Henry VIII, his Queen, Catherine of Aragon
and his large retinue left Dover for Calais. Henry and Catherine saided in the ‘Katherine Plesaunce’.
1520 (1st June)
Thomas Wolsey met King Francis I of France for the first time. Wolsey travelled in procession with two crosses held high before him. He was accompanied by 100 archers.
1520 (4th June)
King Henry VIII reached Guisnes which was to be his base. He was to be housed in a large tent covering an area of 10,000 metres squared and standing 12 metres high. The tent was erected on a brick base and the base of the cloth had been painted to look like stone. At the entrance to the tent there was a fountain that ran with wine. King Henry was accompanied by his queen, Catherine of Aragon, his sister, Mary Tudor, Cardinal Wolsey and a large retinue. The courtiers that had accompanied Henry were to be housed in the tents made of cloth of gold that gave the event its name.
1520 (4th June)
King Francis I reached his base at Ardres. He was accompanied by his queen, Claude, his mother, Louise of Savoy and his sister Marguerite.
1520 (6th June)
Cardinal Wolsey visited Henry VIII and Francis I in their camps. He was attended by a great retinue and made a great show of ensuring each king was happy to go ahead with the meeting.
1520 (7th June)
Both kings rode out of their camps in the late afternoon and met at a spot midway between their camps, known afterwards as Val d’Or. Both kings were attended by around 3,000 soldiers who were instructed to stand absolutely still as the two kings met. Henry and Francis met in an elaborately decorated tent. Afterwards each party returned to their own camps.
1520 (9th June)
A jousting tournament was held. It had been agreed that throughout the Field of the Cloth of Gold summit meeting the two kings would not compete against each other. However, Henry challenged Francis to a wrestling match which he lost.
1520 (11th June)
Henry VIII of England dined with the French Queen Claude at Ardres while Francis I dined with Catherine of Aragon at Guisnes. Hundreds of courtiers attended each banquet which was followed by dancing.
1520 (12th June)
Another full-day jousting tournament took place and this time both kings took part competing against all-comers. Queen Catherine of England and Queen Claude of France were carried in litters to watch the spectacle.
1520 (15th June)
King Henry took part in another joust where he was opposed by a number of French noblemen.
1520 (16th June)
Planned activities for this day were cancelled due to a tremendous gale.
1520 (17th June)
The two kings took part in the joust. Each king competed against noblemen from the other camp. King Henry VIII wore and elaborately decorated and expensive suit of armour.
1520 (23rd June)
Both Kings and Queens and their leading noblemen and women heard mass in a purpose built timber chapel which had been richly decorated. The mass was said by Thomas Wolsey and chaplains of both kings took turns in singing the refrains. After the service they celebrated with a large feast.
1520 (24th June)
The festivities ended with each king giving the other expensive gifts of jewels as an expression of their friendship. The Field of the Cloth of Gold event had cost each king a staggering amount – Henry VIII had spent around £36,000 while Francis had spent around £40,000. | 1,124 | ENGLISH | 1 |
1832 Electoral Reform Election Day By Hogarth 1807
The Whig government that took over in 1830, under Earl Grey, realised that some parliamentary reform was badly needed to take into account the changes that had happened in Britain. • After a long fight with the Lords the Reform Act was passed. The actual changes were not as important as the fact that the principle of reform had been established. • The major questions asked about this period are:- • What was wrong with the electoral system at this time? • How was the Reform Act passed? • How did the Reform Act change things? • How close did Britain come to Revolution at this time?
Political and Economic Background • By 1828 the Tory party’s attitude to reform was becoming increasingly unpopular • From 1828 the British economy was in decline and bad harvests were not helping • Popular discontent in the usually quiet countryside did not help the government • Swing Riots • The Whigs were promising Reform • Tory’s were splitting into progressives and Ultra’s
Politics before 1830[I] The Constituencies • The parliamentary system had developed in the middle ages and no longer reflected the true situation in Britain. • Each County elected 2 MPs, and each borough (town) also elected 2 MP’s. • Many boroughs no longer had people living in them while new, large, industrial towns did not have any MP’s - Pocket and Rotten Boroughs • Geographical imbalance - The South of England had 380 out of 588 seats so landowners dominated Parliament
[ii] The Franchise (right to vote) • The Franchise was full of anomolies. • In the Counties the vote went to owners of land worth £2 (40 shilling freeholder) • In the boroughs there were a variety of qualifications • In some virtually all males had the vote • In others hardly anyone was qualified. • This meant that most of the workers and some of the new middle classes had no vote.
[iii] Other factors • Only about 440,000 out of a total population of 14,000,000 could vote • Women could not vote • There was no secret ballot which led to bribery and bullying • The south was still over-represented at the expense of the North. • Parliament was dominated by landowners • MP’s were not paid • MP’s had to have £300 worth of land • Constituencies were unequal
Who was For Reform? • The Whigs - led by Earl Grey • Supported by the industrialists and middle classes - they believed that unless there was some reform from above there could be revolution from below. • They did not want democracy - but they would limit the vote to ‘responsible’ (property owning) members of society - Their arguments for change were:- • An unreformed Parliament did not reflect the changes in society • The unreformed Parliament was open to corruption • An unreformed Parliament would not make needed changes in society.
Who was against Reform? • The Tories - They saw reform as an attack on the establishment and status quo which would ultimately destroy the great institutions of the country • Peel (their greatest spokesman) argued :- • The anomolies in the system made sure that all interests were represented somewhere • Rotten and Pocket Boroughs were useful in allowing men of talent to enter Parliament • Reform would make it difficult to carry out the government’s business as there would not be enough Government MP’s • Once started, reform would be difficult to stop
How the reform Bill was Passed • Grey instructed a committee to draw up a Bill that would satisfy demands for reform but would not go too far. • March 1831 Lord Russell introduced the Bill to Parliament, it said:- • 56 small boroughs lost 2 MP’s 30 others lost 1 • 22 towns gained 2 MP’s 20 others gained 1 • The vote - In the countryside 32 qualification remained but tenants with property worth £50 could now vote • In towns the vote went to men who owned or rented property worth £10 a year • Voters had to be registered
The bill got through the House of Commons by one vote as the Tories had planned not to oppose the introduction but sabotage it at a later stage. This they did in the committee stage, delaying it. The King allowed the Whigs to hold a general election with reform as the main issue. • The result was an overwhelming victory for the Whigs and reform. The Tories then blocked the Bill in the Lords. This led to riots and demonstrations throughout England and Wales. Finally, the threat by King William IV to create as many Whig nobles as necessary forced the Lords to back down. In June 1832 the Bill became law.
The Results of the Act • The Act increased the number of voters by about 50% from about 440,000 to 652,000. However, the first elections after the Act saw a Parliament similar to those before the Act. The south was still over-represented at the expense of the North. • Still only a fifth of the population could vote • still no secret ballot • Parliament remained dominated by landowners • Although the Great Reform Act had not brought in democracy it had paved the way for future reforms of Parliament. It did not end the demands of reformers and radicals. • Many people were disappointed with the Act and it would not be long before more reform happened
Discussion points • Why were the Whigs in favour of parliamentary Reform? • Why were the Tories against Parliamentary Reform? • What changes were made to the electoral system by the great reform Act? • Was Britain near revolution in 1832?
Possible examination Questions • Why was there a demand for parliamentary reform in 1830? • How far did the government meet the demand for reform? | <urn:uuid:a2ae2057-39d2-4354-98e9-899572abe4f7> | CC-MAIN-2020-05 | https://www.slideserve.com/damia/1832-electoral-reform | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00336.warc.gz | en | 0.983174 | 1,170 | 4.03125 | 4 | [
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-0.1600057482... | 1 | 1832 Electoral Reform Election Day By Hogarth 1807
The Whig government that took over in 1830, under Earl Grey, realised that some parliamentary reform was badly needed to take into account the changes that had happened in Britain. • After a long fight with the Lords the Reform Act was passed. The actual changes were not as important as the fact that the principle of reform had been established. • The major questions asked about this period are:- • What was wrong with the electoral system at this time? • How was the Reform Act passed? • How did the Reform Act change things? • How close did Britain come to Revolution at this time?
Political and Economic Background • By 1828 the Tory party’s attitude to reform was becoming increasingly unpopular • From 1828 the British economy was in decline and bad harvests were not helping • Popular discontent in the usually quiet countryside did not help the government • Swing Riots • The Whigs were promising Reform • Tory’s were splitting into progressives and Ultra’s
Politics before 1830[I] The Constituencies • The parliamentary system had developed in the middle ages and no longer reflected the true situation in Britain. • Each County elected 2 MPs, and each borough (town) also elected 2 MP’s. • Many boroughs no longer had people living in them while new, large, industrial towns did not have any MP’s - Pocket and Rotten Boroughs • Geographical imbalance - The South of England had 380 out of 588 seats so landowners dominated Parliament
[ii] The Franchise (right to vote) • The Franchise was full of anomolies. • In the Counties the vote went to owners of land worth £2 (40 shilling freeholder) • In the boroughs there were a variety of qualifications • In some virtually all males had the vote • In others hardly anyone was qualified. • This meant that most of the workers and some of the new middle classes had no vote.
[iii] Other factors • Only about 440,000 out of a total population of 14,000,000 could vote • Women could not vote • There was no secret ballot which led to bribery and bullying • The south was still over-represented at the expense of the North. • Parliament was dominated by landowners • MP’s were not paid • MP’s had to have £300 worth of land • Constituencies were unequal
Who was For Reform? • The Whigs - led by Earl Grey • Supported by the industrialists and middle classes - they believed that unless there was some reform from above there could be revolution from below. • They did not want democracy - but they would limit the vote to ‘responsible’ (property owning) members of society - Their arguments for change were:- • An unreformed Parliament did not reflect the changes in society • The unreformed Parliament was open to corruption • An unreformed Parliament would not make needed changes in society.
Who was against Reform? • The Tories - They saw reform as an attack on the establishment and status quo which would ultimately destroy the great institutions of the country • Peel (their greatest spokesman) argued :- • The anomolies in the system made sure that all interests were represented somewhere • Rotten and Pocket Boroughs were useful in allowing men of talent to enter Parliament • Reform would make it difficult to carry out the government’s business as there would not be enough Government MP’s • Once started, reform would be difficult to stop
How the reform Bill was Passed • Grey instructed a committee to draw up a Bill that would satisfy demands for reform but would not go too far. • March 1831 Lord Russell introduced the Bill to Parliament, it said:- • 56 small boroughs lost 2 MP’s 30 others lost 1 • 22 towns gained 2 MP’s 20 others gained 1 • The vote - In the countryside 32 qualification remained but tenants with property worth £50 could now vote • In towns the vote went to men who owned or rented property worth £10 a year • Voters had to be registered
The bill got through the House of Commons by one vote as the Tories had planned not to oppose the introduction but sabotage it at a later stage. This they did in the committee stage, delaying it. The King allowed the Whigs to hold a general election with reform as the main issue. • The result was an overwhelming victory for the Whigs and reform. The Tories then blocked the Bill in the Lords. This led to riots and demonstrations throughout England and Wales. Finally, the threat by King William IV to create as many Whig nobles as necessary forced the Lords to back down. In June 1832 the Bill became law.
The Results of the Act • The Act increased the number of voters by about 50% from about 440,000 to 652,000. However, the first elections after the Act saw a Parliament similar to those before the Act. The south was still over-represented at the expense of the North. • Still only a fifth of the population could vote • still no secret ballot • Parliament remained dominated by landowners • Although the Great Reform Act had not brought in democracy it had paved the way for future reforms of Parliament. It did not end the demands of reformers and radicals. • Many people were disappointed with the Act and it would not be long before more reform happened
Discussion points • Why were the Whigs in favour of parliamentary Reform? • Why were the Tories against Parliamentary Reform? • What changes were made to the electoral system by the great reform Act? • Was Britain near revolution in 1832?
Possible examination Questions • Why was there a demand for parliamentary reform in 1830? • How far did the government meet the demand for reform? | 1,222 | ENGLISH | 1 |
By 1796, George Washington had created a solid government for the new Republic. But he was tired; the political wrangling taken its toll on him. Had he wanted a third term, there is no doubt he would’ve been reelected, but he longed to return to Mount Vernon to live out his years as a farmer.
Washington was sixty-four years old when he decided to end his political life. Besides, he was committed to a government where power changed hands frequently and peacefully, so he did not want to continue in office too long. This peaceful transfer of power may well have been his greatest achievement. And we see it repeated every four years when we elect, then inaugurate, a new president.
At the time, America was the first nation in modern history to try an election-based form of democratic government, known as a constitutional republic. The rules by which the government operated were set up in the Constitution, and the people elected their representatives. By stepping down after two terms, Washington proved that a person of character can avoid being corrupted by power.
By this time, Washington had achieved his major goals. He had helped create a united nation that would endure. He has successfully established the role of the federal government. He brought peace to the frontier, kept American out of European wars, and had established the nation’s capital. As he hoped, the nation was growing into a union rather than a coalition of separate states. Therefore, he decided not to run for reelection in 1796. His decision set another precedent – that presidents should serve no more than two terms, only broken by FDR during World War II.
As one of his last public acts, in late 1796, Washington delivered a farewell address Congress. In it, he urged all Americans to remain devoted to the American union. He also counseled them to avoid political parties and “permanent alliances” with “any portion of the foreign world.” He believed that foreign alliances would tie the hands of the nation and prevent the government from acting in its own best interest.
The election of 1796 would provide the next great test for this great experiment called the United States of America. The Jeffersonians obviously favored Thomas Jefferson to succeed Washington is president. The Federalists favored John Adams, Washington’s vice president for the last eight years. Alexander Hamilton, however, did not like Adams. So he secretly worked against Adams on behalf of another man, without success. When the Electoral College votes were tallied, Adams had seventy-one, Jefferson had sixty-eight, and Hamilton’s candidate only had 59. At that time, the Constitution stated that the candidate with the most votes would become the President and the one the second most votes will become Vice-President. As results Adam thus became President and Jefferson Vice-President, even though they were from opposite political parties.
On Inauguration Day, March 4, 1797, Washington, Adams, and Jefferson entered Congress Hall in Philadelphia – then the nation’s capital. There, John Adams took the oath of office as the new president of the United States. Afterward, as they got ready to leave, Adams stepped aside at the door to allow Washington to go through first. But Washington was well aware of the historic significance of the moment. He stopped and asked Adams to leave first. After all, he said, Adams was now president of the United States, and Washington was now just a private citizen. Adams led, followed by Jefferson, and Washington went last.
This was the first time in human political history that power was transferred between two common citizens without the death or violent overthrow of the person losing power. The Constitution had passed its first crucial test primarily because of George Washington’s commitment to it into the spirit of the American Revolution.
©2012 Off the Grid News | <urn:uuid:2ef1c912-4a40-4c1a-b0d8-565c8bd6ae4d> | CC-MAIN-2020-05 | https://www.offthegridnews.com/misc/a-new-government-and-the-peaceful-transition-of-power/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00522.warc.gz | en | 0.982394 | 782 | 3.796875 | 4 | [
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-0.5... | 12 | By 1796, George Washington had created a solid government for the new Republic. But he was tired; the political wrangling taken its toll on him. Had he wanted a third term, there is no doubt he would’ve been reelected, but he longed to return to Mount Vernon to live out his years as a farmer.
Washington was sixty-four years old when he decided to end his political life. Besides, he was committed to a government where power changed hands frequently and peacefully, so he did not want to continue in office too long. This peaceful transfer of power may well have been his greatest achievement. And we see it repeated every four years when we elect, then inaugurate, a new president.
At the time, America was the first nation in modern history to try an election-based form of democratic government, known as a constitutional republic. The rules by which the government operated were set up in the Constitution, and the people elected their representatives. By stepping down after two terms, Washington proved that a person of character can avoid being corrupted by power.
By this time, Washington had achieved his major goals. He had helped create a united nation that would endure. He has successfully established the role of the federal government. He brought peace to the frontier, kept American out of European wars, and had established the nation’s capital. As he hoped, the nation was growing into a union rather than a coalition of separate states. Therefore, he decided not to run for reelection in 1796. His decision set another precedent – that presidents should serve no more than two terms, only broken by FDR during World War II.
As one of his last public acts, in late 1796, Washington delivered a farewell address Congress. In it, he urged all Americans to remain devoted to the American union. He also counseled them to avoid political parties and “permanent alliances” with “any portion of the foreign world.” He believed that foreign alliances would tie the hands of the nation and prevent the government from acting in its own best interest.
The election of 1796 would provide the next great test for this great experiment called the United States of America. The Jeffersonians obviously favored Thomas Jefferson to succeed Washington is president. The Federalists favored John Adams, Washington’s vice president for the last eight years. Alexander Hamilton, however, did not like Adams. So he secretly worked against Adams on behalf of another man, without success. When the Electoral College votes were tallied, Adams had seventy-one, Jefferson had sixty-eight, and Hamilton’s candidate only had 59. At that time, the Constitution stated that the candidate with the most votes would become the President and the one the second most votes will become Vice-President. As results Adam thus became President and Jefferson Vice-President, even though they were from opposite political parties.
On Inauguration Day, March 4, 1797, Washington, Adams, and Jefferson entered Congress Hall in Philadelphia – then the nation’s capital. There, John Adams took the oath of office as the new president of the United States. Afterward, as they got ready to leave, Adams stepped aside at the door to allow Washington to go through first. But Washington was well aware of the historic significance of the moment. He stopped and asked Adams to leave first. After all, he said, Adams was now president of the United States, and Washington was now just a private citizen. Adams led, followed by Jefferson, and Washington went last.
This was the first time in human political history that power was transferred between two common citizens without the death or violent overthrow of the person losing power. The Constitution had passed its first crucial test primarily because of George Washington’s commitment to it into the spirit of the American Revolution.
©2012 Off the Grid News | 775 | ENGLISH | 1 |
The Father of Physics and Astronomy
Galileo was born in Pisa in February, 1564. He was the oldest of six children. His mother was called Giulia and his father was a musician called Vincenzo. The family surname was Galilei.
The family had chosen their surname Galilei two hundred years earlier in the late 1300s in honour of their well-known ancestor called Galileo Bonaiuti - who was a medical doctor in Florence. It could be that Galileo was named in honour of his ancestor.
This means that Galileo's first name was the same as his surname! An equivalent in English would be William Williams, Robert Roberts, etc.
How intriguing that, in the same family, two people named Galileo were brilliant scientists! There must have been something in the name and in the family blood!
Above: some drawings of the moon's phases, by Galileo.
Galileo had a Christian education and considered becoming a priest but instead he went to Pisa University to study Medicine. However, he decided that he did not wish to become a doctor and instead he chose to study mathematics.
In 1591, Galileo became a teacher of Geometry and Astronomy at the University of Padua (Padova in Italian). During this period, he made lots of very important scientific discoveries. For example, he made a telescope to observe the sky and he discovered the moons of Jupiter. That is why the moons of Jupiter are named 'the Galilean satellites.'
Originally, Galileo named the four moons of Jupiter
'the Medicean satellites' in honour of his patron, the Grand Duke of Tuscany, who belonged to the De' Medici family.
Galileo also observed the planets Venus, Saturn and Neptune, sunspots, the moon's craters and mountains, comets, the tides of the sea, the Milky Way and other distant stars.
He made calculations about the speed of light and the weight of air.
In 1623, he published a book about his theories and observations. This book is called The Assayer (Il Saggiatore in Italian.)
Galileo also made a microscope, thermometer and a pendulum clock. He liked to conduct experiments, especially to observe the movement of objects. It is said that he would drop objects of varying weight from the Leaning Tower of Pisa in order to observe the speed of their fall and to prove that those that fall more slowly do so due to air resistance.
In Italian the leaning tower is called la Torre Pendente di Pisa.
In 1633, Galileo was accused of heresy by the Catholic Church because of his experiments and theories. Galileo's correct theory that the planet Earth moves around the sun was the opposite to the Christian teaching of the time. In those days, it was incorrectly taught that the sun moved around the Earth and that the Earth stood still and was at the centre of the universe!
Galileo was tried by the Catholic Church and found guilty of heresy. He was forced to state publicly that his theory that the planet Earth moved around the sun was untrue, otherwise he faced execution. Then, he was imprisoned (kept under house arrest) in his villa in Florence for the rest of his life. That villa is called Il Gioiello meaning - the jewel.
During the time of his imprisonment, he continued to study and he wrote some of his most famous work. In fact, he is often called 'The Father of Modern Physics' because of the important scientific work he did whilst imprisoned.
Above is a famous painting by Cristiano Banti depicting part of the trial of Galileo.
Although Galileo never married, he had three children. Two girls and a boy. When the girls were young teenagers, they were sent to live in a convent as nuns. They lived there for the rest of their lives. Galileo felt that he would be unable to find good husbands for them because they had been born out of wedlock. The only option for them was to live a religious life in a convent.
Galileo's oldest child was called Virginia and she was very special. She loved her father dearly.
When she became a nun she chose a new name for herself - Maria Celeste. 'Celeste' means 'heavenly' and 'belonging to the sky'. She chose this name in honour of her father's love of the sky and astronomy.
The villa where her father was kept under house arrest is next door to the convent where she lived. He rented the villa so that they could be close.
Maria Celeste was very intelligent, like her father. She loved to study medicine and made herbal remedies for the sisters of the convent and for her father. She became the convent's pharmacist. It is also believed that she helped her father to write his books and that she wrote hundreds of letters to him.
She died from dysentry at the age of thirty-four. A crater on the planet Venus has been named Maria Celeste in her honour.
Galileo's younger brother - Michelagnolo Galilei (1575-1631) - was also very intelligent. He was a famous musician and composer.
Galileo died at his home in January, 1642. His tomb can be visited in La Basilica di Santa Croce in Florence.
On 31 October, 1992, Pope John Paul II officially apologised to Galileo for how he had been treated by the Catholic Church.
Above is an image of Galileo's tomb. Below is an image of some old Italian bank notes in Lire, depicting Galileo and his work. | <urn:uuid:d631ea53-7643-4721-96fb-278ec23d0da2> | CC-MAIN-2020-05 | https://www.euroclub-schools.org/galileo | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00050.warc.gz | en | 0.989424 | 1,153 | 3.3125 | 3 | [
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0.390443533658... | 11 | The Father of Physics and Astronomy
Galileo was born in Pisa in February, 1564. He was the oldest of six children. His mother was called Giulia and his father was a musician called Vincenzo. The family surname was Galilei.
The family had chosen their surname Galilei two hundred years earlier in the late 1300s in honour of their well-known ancestor called Galileo Bonaiuti - who was a medical doctor in Florence. It could be that Galileo was named in honour of his ancestor.
This means that Galileo's first name was the same as his surname! An equivalent in English would be William Williams, Robert Roberts, etc.
How intriguing that, in the same family, two people named Galileo were brilliant scientists! There must have been something in the name and in the family blood!
Above: some drawings of the moon's phases, by Galileo.
Galileo had a Christian education and considered becoming a priest but instead he went to Pisa University to study Medicine. However, he decided that he did not wish to become a doctor and instead he chose to study mathematics.
In 1591, Galileo became a teacher of Geometry and Astronomy at the University of Padua (Padova in Italian). During this period, he made lots of very important scientific discoveries. For example, he made a telescope to observe the sky and he discovered the moons of Jupiter. That is why the moons of Jupiter are named 'the Galilean satellites.'
Originally, Galileo named the four moons of Jupiter
'the Medicean satellites' in honour of his patron, the Grand Duke of Tuscany, who belonged to the De' Medici family.
Galileo also observed the planets Venus, Saturn and Neptune, sunspots, the moon's craters and mountains, comets, the tides of the sea, the Milky Way and other distant stars.
He made calculations about the speed of light and the weight of air.
In 1623, he published a book about his theories and observations. This book is called The Assayer (Il Saggiatore in Italian.)
Galileo also made a microscope, thermometer and a pendulum clock. He liked to conduct experiments, especially to observe the movement of objects. It is said that he would drop objects of varying weight from the Leaning Tower of Pisa in order to observe the speed of their fall and to prove that those that fall more slowly do so due to air resistance.
In Italian the leaning tower is called la Torre Pendente di Pisa.
In 1633, Galileo was accused of heresy by the Catholic Church because of his experiments and theories. Galileo's correct theory that the planet Earth moves around the sun was the opposite to the Christian teaching of the time. In those days, it was incorrectly taught that the sun moved around the Earth and that the Earth stood still and was at the centre of the universe!
Galileo was tried by the Catholic Church and found guilty of heresy. He was forced to state publicly that his theory that the planet Earth moved around the sun was untrue, otherwise he faced execution. Then, he was imprisoned (kept under house arrest) in his villa in Florence for the rest of his life. That villa is called Il Gioiello meaning - the jewel.
During the time of his imprisonment, he continued to study and he wrote some of his most famous work. In fact, he is often called 'The Father of Modern Physics' because of the important scientific work he did whilst imprisoned.
Above is a famous painting by Cristiano Banti depicting part of the trial of Galileo.
Although Galileo never married, he had three children. Two girls and a boy. When the girls were young teenagers, they were sent to live in a convent as nuns. They lived there for the rest of their lives. Galileo felt that he would be unable to find good husbands for them because they had been born out of wedlock. The only option for them was to live a religious life in a convent.
Galileo's oldest child was called Virginia and she was very special. She loved her father dearly.
When she became a nun she chose a new name for herself - Maria Celeste. 'Celeste' means 'heavenly' and 'belonging to the sky'. She chose this name in honour of her father's love of the sky and astronomy.
The villa where her father was kept under house arrest is next door to the convent where she lived. He rented the villa so that they could be close.
Maria Celeste was very intelligent, like her father. She loved to study medicine and made herbal remedies for the sisters of the convent and for her father. She became the convent's pharmacist. It is also believed that she helped her father to write his books and that she wrote hundreds of letters to him.
She died from dysentry at the age of thirty-four. A crater on the planet Venus has been named Maria Celeste in her honour.
Galileo's younger brother - Michelagnolo Galilei (1575-1631) - was also very intelligent. He was a famous musician and composer.
Galileo died at his home in January, 1642. His tomb can be visited in La Basilica di Santa Croce in Florence.
On 31 October, 1992, Pope John Paul II officially apologised to Galileo for how he had been treated by the Catholic Church.
Above is an image of Galileo's tomb. Below is an image of some old Italian bank notes in Lire, depicting Galileo and his work. | 1,156 | ENGLISH | 1 |
You know that airplanes are able to fly because air quickly moves around the wings, creating a difference in pressure, which represents itself as lift – a force driving the airplane upwards. That‘s a perfect combination of physics and nature in action, but in order to reach that airflow around the wings, airplane has to reach a certain speed. It would be easier if it was going downhill, so why runways are not built on small hills?
When people are looking for a new place suitable for a new airport, they are always looking for a few things. First of all, the location has to be strategically convenient – it has to be close to some city. Then it also has to be free of any kind of obstacles – buildings, villages, rivers, forests and so on. Finally, it has to be flat. Of course, nothing is ever flat in nature, but as flat as you might expect is good enough.
Here, take a look at the runway of the famous Tenzing–Hillary Airport, better known as Lukla airport, in eastern Nepal. It is very small and yet very well-known for many things. First of all, it is at an altitude of 2,845 m, which is quite a lot. Then it has a runway, which is 527 m in length, but also at an 11.7% gradient. Combine that with a weird approach procedure due to the difficult terrain and you will understand why it is always on the list of the world’s most dangerous airports. But you also kind of have to go there if you are ever planning of climbing up the Mount Everest.
But let’s come back to that gradient – 11.7% is quite noticeable. However, this slight downhill helps airplanes reach higher speed quicker when they are taking off and to break more efficiently when they are landing. So why not many other airports have angled runways?
The main reason is that an inclined runway would be one-directional. It means that planes could land only flying towards a particular direction (so that they could land uphill) and they could also only take off going downhill. That is bad news, because most airports are busy and they need traffic coming and going quickly. Airplanes also typically take off and land against the wind – an option once again made unavailable by angled runways. Finally, transition from an inclined runway to a level terminal would be tricky and it would just be too difficult to do in most situations.
Lukla airport is unique. They had to build it that way in order to fit the airport in that mountainous area. It is also not terribly busy and one-direction runway is not a big issue. But, of course, it is regarded as one of the most dangerous airports in the world and no one wants to follow its example. | <urn:uuid:6003cf06-d801-42a9-9739-718ec2cc4246> | CC-MAIN-2020-05 | https://www.technology.org/2018/11/05/why-runways-arent-built-on-hills-going-downhill-planes-would-take-off-easier/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00216.warc.gz | en | 0.983831 | 572 | 3.375 | 3 | [
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0.299591988325119... | 1 | You know that airplanes are able to fly because air quickly moves around the wings, creating a difference in pressure, which represents itself as lift – a force driving the airplane upwards. That‘s a perfect combination of physics and nature in action, but in order to reach that airflow around the wings, airplane has to reach a certain speed. It would be easier if it was going downhill, so why runways are not built on small hills?
When people are looking for a new place suitable for a new airport, they are always looking for a few things. First of all, the location has to be strategically convenient – it has to be close to some city. Then it also has to be free of any kind of obstacles – buildings, villages, rivers, forests and so on. Finally, it has to be flat. Of course, nothing is ever flat in nature, but as flat as you might expect is good enough.
Here, take a look at the runway of the famous Tenzing–Hillary Airport, better known as Lukla airport, in eastern Nepal. It is very small and yet very well-known for many things. First of all, it is at an altitude of 2,845 m, which is quite a lot. Then it has a runway, which is 527 m in length, but also at an 11.7% gradient. Combine that with a weird approach procedure due to the difficult terrain and you will understand why it is always on the list of the world’s most dangerous airports. But you also kind of have to go there if you are ever planning of climbing up the Mount Everest.
But let’s come back to that gradient – 11.7% is quite noticeable. However, this slight downhill helps airplanes reach higher speed quicker when they are taking off and to break more efficiently when they are landing. So why not many other airports have angled runways?
The main reason is that an inclined runway would be one-directional. It means that planes could land only flying towards a particular direction (so that they could land uphill) and they could also only take off going downhill. That is bad news, because most airports are busy and they need traffic coming and going quickly. Airplanes also typically take off and land against the wind – an option once again made unavailable by angled runways. Finally, transition from an inclined runway to a level terminal would be tricky and it would just be too difficult to do in most situations.
Lukla airport is unique. They had to build it that way in order to fit the airport in that mountainous area. It is also not terribly busy and one-direction runway is not a big issue. But, of course, it is regarded as one of the most dangerous airports in the world and no one wants to follow its example. | 568 | ENGLISH | 1 |
People have different perspective about Medieval ages and renaissance, some people says that Renaissance were more advanced than Middle ages while others said they weren’t advanced than Middle ages. Middle Ages were the period between 5th and 14th century. According the renaissance’s development, the Midddle Ages was not extensive although they slightly improved their economic, Art, and political system. Series calamities destroyed the improvements of the Middle Ages, calamities ranging from Hundred years of war to Black Death and great schism. Hundred years of war was the war begun 1337 between Norman kings of England and the Capetian kings of France. This war had several consequences such as depopulation, Cause famine, weak economic (Agriculture). The Black Death had first emerged in 1347; it had killed significant number of people. It is estimated that between one quarter and one third of the population of Europe had died as a result of this deadly disease. The Great Schism was when the papacy divided into two parts roman and Avignon which was in France. Moreover a continual competition started among the Popes and the king of France intervened which caused that people called the pope of Avignon, France the Puppet. All this catastrophes affected the Middle Ages developments. The France papacy lost the trust of the people, and some of them disagree the indulgences.
The renaissance as well as the Middle Ages had produced and designed different arts, but their tone and representation was different. Middle Ages arts were Pietistic painting which means it characterized by religious subject matter. Their art was totally flat and one dimension which have perspective, another thing that their arts hadn’t been shadows. They didn’t use different bright colors but their art were depicted in a gloomy manner. Historians unanimously agreed that Middle Ages arts weren’t bright and colorful. On the other hand, Renaissance arts was totally different than Middle Ages one , Renaissance style took the human being and the human form as its subject, that , their arts had also tone and they put expressions that you can tell what the person’s emotion, feelings and actions was. They were very detailed and precise that they can show information from their paint. Their arts had also three dimensional figures and they used straight lines like today’s arts. Their art reflected the concept of Humanism, which is the study of Greek and Roman Empire, they made arts about those people and sometimes the artist put their picture on it. There were public sculptures that the wealthy and powerful elites of renaissance society patronized and sponsored the arts as civic duty.
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0.08940385282... | 1 | People have different perspective about Medieval ages and renaissance, some people says that Renaissance were more advanced than Middle ages while others said they weren’t advanced than Middle ages. Middle Ages were the period between 5th and 14th century. According the renaissance’s development, the Midddle Ages was not extensive although they slightly improved their economic, Art, and political system. Series calamities destroyed the improvements of the Middle Ages, calamities ranging from Hundred years of war to Black Death and great schism. Hundred years of war was the war begun 1337 between Norman kings of England and the Capetian kings of France. This war had several consequences such as depopulation, Cause famine, weak economic (Agriculture). The Black Death had first emerged in 1347; it had killed significant number of people. It is estimated that between one quarter and one third of the population of Europe had died as a result of this deadly disease. The Great Schism was when the papacy divided into two parts roman and Avignon which was in France. Moreover a continual competition started among the Popes and the king of France intervened which caused that people called the pope of Avignon, France the Puppet. All this catastrophes affected the Middle Ages developments. The France papacy lost the trust of the people, and some of them disagree the indulgences.
The renaissance as well as the Middle Ages had produced and designed different arts, but their tone and representation was different. Middle Ages arts were Pietistic painting which means it characterized by religious subject matter. Their art was totally flat and one dimension which have perspective, another thing that their arts hadn’t been shadows. They didn’t use different bright colors but their art were depicted in a gloomy manner. Historians unanimously agreed that Middle Ages arts weren’t bright and colorful. On the other hand, Renaissance arts was totally different than Middle Ages one , Renaissance style took the human being and the human form as its subject, that , their arts had also tone and they put expressions that you can tell what the person’s emotion, feelings and actions was. They were very detailed and precise that they can show information from their paint. Their arts had also three dimensional figures and they used straight lines like today’s arts. Their art reflected the concept of Humanism, which is the study of Greek and Roman Empire, they made arts about those people and sometimes the artist put their picture on it. There were public sculptures that the wealthy and powerful elites of renaissance society patronized and sponsored the arts as civic duty.
Italian cities were the main centers of the Renaissance society and this settlement facilitated trade. It was where the Western Europe had large kingdoms with powerful monarchs and centralized governments. There were number of independence and autonomous city states such as Florence, Milan, and... | 572 | ENGLISH | 1 |
Animal Farm, written by English novelist George Orwell and published on August 17, 1945, is a story that was intended on relating to what was going on at the time that it was written. Animal Farm, originally called Animal Farm: A Fairy Story, is about animals trying to start a rebellion. One day, the farmers forgot to feed the animals. The animals, all at once, broke out of their stalls and went for the food. When the farmers realized what had happened, they forthwith* grabbed their whips and went to put the animals back in the barn. The animals charged the humans, and caused them to run away. The animals had captured the farm. Instantly, Napoleon and Snowball, two pigs, became the leaders. Orwell is in most sympathy with the pigs, mainly Napoleon, and he shows it in many ways.
To begin with, Orwell seems to be in sympathy a lot with the pigs, except Snowball. The reason why he doesn’t seem to like Snowball is because he had Napoleon send a group of mastiffs to chase Snowball off the farm. All of the other pigs Orwell seem to love, and he gives them the best luxuries a pig can have. For example, the pigs get to have all of the apples and milk produced on the farm. Another example would be how he has the pigs as the rulers of the farm. To be even more specific, Orwell is most sympathetic towards one pig, Napoleon. Napoleon controlled the whole farm. He controlled trade with other farms, the food rations the animals would get, what projects the animals would work on, where everyone would sleep and anything else that you can think of. One might say he was the dictator. Before Snowball had been chased off of the farm, he and Napoleon were always arguing and disagreeing with the other, trying to make the other’s ideas seem asinine. Orwell had to get rid of Snowball so that precious Napoleon would be able to rule over all of the animals.
Next, Orwell is very sympathetic towards Mollie. Mollie always got what she wanted from the humans, sugar and pretty bows in her hair. Although she was in the book for a very short period, Orwell made life very enjoyable. Before the rebellion, Jones, the farmer, always loved the beautiful white horse named Mollie. She had to do hardly any work and was given much attention and love. After the rebellion, Mollie quickly escaped and got back to her life living among the humans with her sugar and bows.
In conclusion, Orwell shows a lot of sympathy towards the pigs and Mollie. Therefore, Mollie and the pigs had a very easy life in Orwell’s story, Animal Farm. | <urn:uuid:032152df-0e78-41e3-a85f-12fd82928bc0> | CC-MAIN-2020-05 | https://thebooksummary.com/animal-farm-essay-flashcard-example-73657/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00169.warc.gz | en | 0.984293 | 560 | 3.40625 | 3 | [
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0.190888047... | 4 | Animal Farm, written by English novelist George Orwell and published on August 17, 1945, is a story that was intended on relating to what was going on at the time that it was written. Animal Farm, originally called Animal Farm: A Fairy Story, is about animals trying to start a rebellion. One day, the farmers forgot to feed the animals. The animals, all at once, broke out of their stalls and went for the food. When the farmers realized what had happened, they forthwith* grabbed their whips and went to put the animals back in the barn. The animals charged the humans, and caused them to run away. The animals had captured the farm. Instantly, Napoleon and Snowball, two pigs, became the leaders. Orwell is in most sympathy with the pigs, mainly Napoleon, and he shows it in many ways.
To begin with, Orwell seems to be in sympathy a lot with the pigs, except Snowball. The reason why he doesn’t seem to like Snowball is because he had Napoleon send a group of mastiffs to chase Snowball off the farm. All of the other pigs Orwell seem to love, and he gives them the best luxuries a pig can have. For example, the pigs get to have all of the apples and milk produced on the farm. Another example would be how he has the pigs as the rulers of the farm. To be even more specific, Orwell is most sympathetic towards one pig, Napoleon. Napoleon controlled the whole farm. He controlled trade with other farms, the food rations the animals would get, what projects the animals would work on, where everyone would sleep and anything else that you can think of. One might say he was the dictator. Before Snowball had been chased off of the farm, he and Napoleon were always arguing and disagreeing with the other, trying to make the other’s ideas seem asinine. Orwell had to get rid of Snowball so that precious Napoleon would be able to rule over all of the animals.
Next, Orwell is very sympathetic towards Mollie. Mollie always got what she wanted from the humans, sugar and pretty bows in her hair. Although she was in the book for a very short period, Orwell made life very enjoyable. Before the rebellion, Jones, the farmer, always loved the beautiful white horse named Mollie. She had to do hardly any work and was given much attention and love. After the rebellion, Mollie quickly escaped and got back to her life living among the humans with her sugar and bows.
In conclusion, Orwell shows a lot of sympathy towards the pigs and Mollie. Therefore, Mollie and the pigs had a very easy life in Orwell’s story, Animal Farm. | 556 | ENGLISH | 1 |
May 20, 1775. That date doesn't mean much to most people. But to residents of Charlotte, it's a pretty big deal. That's the date that the Mecklenburg Declaration of Independence (also called the "Meck Dec") was signed.
There is controversy surrounding the document. Some historians deny that it even existed. But if the prevailing story is true, this would be the very first declaration of independence in the United States - predating the country's declaration by about a year.
The story goes that when residents of Mecklenburg County heard about the battles of Lexington and Concord in Massachusetts that started the American Revolution, they decided they'd had enough. Despite the fact that this town was named in an attempt to stay in the good graces of the British King George III, a document was written that essentially declared that the British has no authority over this county.
This document was given to Captain James Jack, who rode to Philadelphia on horseback and presented it to Congress. The North Carolina delegation there told Jack that they supported what he was doing, but it was too premature for Congressional involvement.
Historians will also argue that the Mecklenburg Declaration of Independence wasn't a true declaration of independence at all, and actually didn't even exist. They suggest that it was simply a reimagined version of the "Mecklenburg Resolves" - a document published in 1775 that claimed intent to, but never actually went so far as to declare independence.
The Mecklenburg Declaration was supposedly published in a newspaper in 1775, but any evidence of this and the original text was lost in a fire in the early 1800s. The text of the "Meck Dec" was recreated and published in a newspaper around the mid 1800s. Historians claim that the newly discovered text though, borrowed wording from the United State Declaration of Independence - now about 50 years old. This led to claims that the "Meck Dec" never really expressed an absolute freedom, and that people were just remembering and retelling (incorrectly) the Mecklenburg Resolves. The debate essentially boiled down to this question: did Thomas Jefferson borrow wording for the U.S. Declaration of Independence from the Mecklenburg Declaration or was it the other way around?
While historians debate existence of the document, Charlotteans know fully well that it existed. You'll find this date on the state flag and state seal of North Carolina. For a long time, May 20 was an official state holiday in North Carolina, and celebrated even bigger than the Fourth of July. The city would hold a parade and reenactments on that date, schools were closed for the day (sometimes even the whole week), and Presidents would often visit to speak. Over the years, four sitting U.S. Presidents spoke here on "Meck Dec" day - including Taft, Wilson, Eisenhower and Ford.
Around 1820, John Adams heard about the supposed years earlier publication of the "Meck Dec" and began to refute its existence. Since the only evidence was lost, and most eyewitnesses were dead, there was nobody to vouch for the opposing story. Adams' comments were published in a Massachusetts newspaper, and a North Carolina senator set out to collect supporting evidence, including eyewitness testimony. Several witnesses agreed that Mecklenburg County had indeed declared their independence on the supposed date (but these witnesses would disagree on smaller details).
It turns out that likely the most knowledgeable witness - Captain James Jack - was still alive at this time. Jack confirmed that he had definitely delivered a document to the Continental Congress during that time, and that document was most assuredly a declaration of the independence of Mecklenburg County. | <urn:uuid:c0263fe7-9813-47cd-b1c9-604227708802> | CC-MAIN-2020-05 | https://www.tripsavvy.com/mecklenburg-decleration-of-independence-583726 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00082.warc.gz | en | 0.981772 | 760 | 3.796875 | 4 | [
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-0.2528777122... | 1 | May 20, 1775. That date doesn't mean much to most people. But to residents of Charlotte, it's a pretty big deal. That's the date that the Mecklenburg Declaration of Independence (also called the "Meck Dec") was signed.
There is controversy surrounding the document. Some historians deny that it even existed. But if the prevailing story is true, this would be the very first declaration of independence in the United States - predating the country's declaration by about a year.
The story goes that when residents of Mecklenburg County heard about the battles of Lexington and Concord in Massachusetts that started the American Revolution, they decided they'd had enough. Despite the fact that this town was named in an attempt to stay in the good graces of the British King George III, a document was written that essentially declared that the British has no authority over this county.
This document was given to Captain James Jack, who rode to Philadelphia on horseback and presented it to Congress. The North Carolina delegation there told Jack that they supported what he was doing, but it was too premature for Congressional involvement.
Historians will also argue that the Mecklenburg Declaration of Independence wasn't a true declaration of independence at all, and actually didn't even exist. They suggest that it was simply a reimagined version of the "Mecklenburg Resolves" - a document published in 1775 that claimed intent to, but never actually went so far as to declare independence.
The Mecklenburg Declaration was supposedly published in a newspaper in 1775, but any evidence of this and the original text was lost in a fire in the early 1800s. The text of the "Meck Dec" was recreated and published in a newspaper around the mid 1800s. Historians claim that the newly discovered text though, borrowed wording from the United State Declaration of Independence - now about 50 years old. This led to claims that the "Meck Dec" never really expressed an absolute freedom, and that people were just remembering and retelling (incorrectly) the Mecklenburg Resolves. The debate essentially boiled down to this question: did Thomas Jefferson borrow wording for the U.S. Declaration of Independence from the Mecklenburg Declaration or was it the other way around?
While historians debate existence of the document, Charlotteans know fully well that it existed. You'll find this date on the state flag and state seal of North Carolina. For a long time, May 20 was an official state holiday in North Carolina, and celebrated even bigger than the Fourth of July. The city would hold a parade and reenactments on that date, schools were closed for the day (sometimes even the whole week), and Presidents would often visit to speak. Over the years, four sitting U.S. Presidents spoke here on "Meck Dec" day - including Taft, Wilson, Eisenhower and Ford.
Around 1820, John Adams heard about the supposed years earlier publication of the "Meck Dec" and began to refute its existence. Since the only evidence was lost, and most eyewitnesses were dead, there was nobody to vouch for the opposing story. Adams' comments were published in a Massachusetts newspaper, and a North Carolina senator set out to collect supporting evidence, including eyewitness testimony. Several witnesses agreed that Mecklenburg County had indeed declared their independence on the supposed date (but these witnesses would disagree on smaller details).
It turns out that likely the most knowledgeable witness - Captain James Jack - was still alive at this time. Jack confirmed that he had definitely delivered a document to the Continental Congress during that time, and that document was most assuredly a declaration of the independence of Mecklenburg County. | 774 | ENGLISH | 1 |
‘Explore the presentation of masculinity throughout Macbeth’Throughout Macbeth, Shakespeare presents Masculinity in a variety of ways. In this play, Shakespeare presents a lead character who adheres to traditionally masculine codes of violence and ambition, but is also accused of being too feminine by his wife. However, he also presents us with women who are unexpectedly powerful. Shakespeare never gives his opinion, but implies gender is more complex than we think. At various points through the play, Shakespeare presents stereotypical Jacobean masculinity. This is shown by, “What bloody man is that?” “O valiant cousin! Worthy gentlemen.” Here, the use of violent adjectives and direct words emphasise the ‘heroic’ men at the start of the play, as to a Jacobean audience, violent adjectives would be associated with men. The old Thane of Cawdor ‘confess’d his treasons,’ and this again highlights the presentation of stereotypical men, as it was seen as a ‘manly’ thing to do to tell the truth and be direct, unlike women who were associated with sly and underhand comments. “I am so much a fool, should I stay longer/ it would be my disgrace and your discomfort,” here Ross is explaining to Lady Macduff that he should go. Otherwise he would cry, and that would be seen as an unmanly thing to do, and a ‘disgrace,’ and would make Lady Macduff feel uncomfortable. The fact that it would make Lady Macduff uncomfortable underlines how women at the time Shakespeare was writing were used to stereotypes that men should be unemotional. This is also significant, as it is a contrast to Macbeth and his wife, as Ross is a true man that follows custom. This means that to a Jacobean audience, it would make Lady Macbeth and Macbeth disrupting gender roles later on even more shocking. However, in contrast, Lady Macbeth rejects her feminine and maternal qualities and wants to adopt masculine traits. She shouts, “unsex me here” and the use of ‘unsex’ shows she is willing to give up her femininity, and wants to become a man which opposes the Elizabethan idea that woman are the givers of life. Shakespeare is presenting masculinity as advantageous, as a way to gain agency. This is also partly due to the Great Chain of Being at the time, which meant that women had less power than men. She also calls upon evil spirits to “come to my woman’s breasts/And take my milk for gall, you murd’ring ministers.” Shakespeare uses the word ‘milk’ which was previously used in association with Macbeth’s kindness, and ‘milk’ has connotations of women. By Lady Macbeth saying she wants them to “take my milk,” shows how she wants to become less of a women, to gain agency, presenting masculinity as desirable. Here, she is also being very aggressive, and this would have shocked a Jacobean audience, who expect women to be calm and passive. She then goes on to say, “I would, while it was smiling in my face/Have plucked my nipple from its boneless gums/And dashed the brains out, had I so sworn as you.” Here, the use of violent masculine imagery such as ‘plucked’ and ‘dashed’ emphasise her opposition to femininity, and desire for masculinity. She is also using pronouns such as ‘I’ and ‘my’, which shows how commanding she is, and also showing she has agency, which again would have shocked a Jacobean audience. Shakespeare also uses the witches to show the shifting of gender boundaries throughout the play. Firstly, the play starts with the witches, who are women, which would have been unusual to a Jacobean audience. This shows how masculinity is starting to be questioned. The witches say, “Fair is foul, and foul is fair/Hover through the fog and filthy air,” and here this symbolises the reversal of the hierarchy, and the fog has connotations of confusion, showing the uncertainty of gender boundaries at the time. Banquo then says, “Upon her skinny lips: you should be women/Yet your beards forbid me to interpret,”which highlights that the witches gave up their femininity (as beards are associated with men) to gain agency, and that boundaries are starting to shift between the genders. Yet Banquo still has the fixed notion that women cannot have beards, again showing how at the time there was an air of confusion over gender. Another reading of play could be that gender and power could operate in a more fluid way than once thought, which would have shocked a Jacobean audience, as the Great Chain of Being was still influential. The First Witch then says, “I’l drain him dry as hay,”and one reading of that is that she is going to make him impotent. Perhaps, Shakespeare wants to foreshadow the point that Macbeth wants a male heir, as in 1606 having a male heir was linked to retaining power. Another way that Shakespeare presents masculinity is through the contrast of the two main men. This can be illustrated in Macbeth’s response to Lady Macbeth’s death which is bizarre. Instead of showing remorse, he says “she should have died hereafter,” showing that his concern is not the loss of his wife, but the timing of her death. The first four words are also monosyllables, creating a slow, heavy pace, and the word ‘hereafter’ suggests the death was inconvenient. He then continues to consider the time, rather than the loss of his ‘partner in greatness,’ deciding that life is a ‘petty’ path to ‘dusty death’ which signifies ‘nothing.’ The use of the adjective ‘petty’ and the word ‘nothing’ emphasises the negativity. However, he does not cry, as men were the providers, so it was seen as ‘unmanly’ to cry. However, Macduff has a completely different reaction, “What! All my pretty chickens and their dam at one feel swoop?” Here, Macduff is letting his emotions out, and really mourning about his children dying, and shows this by referring to his children as ‘pretty chickens.’ Malcolm then says “Dispute it like a man,” as it would have been seen as unmanly to cry, but Macduff then replies “I shall do so; but I must also feel it like a man.”One interpretation of this is that Macduff is saying he could ‘play’ a woman’s part and weep, while at the same time boasting the manly revenge he will take on Macbeth. So, what he means is that any emotions can be faked, but his emotions are real One interpretation of that could be that pre-1600, men were the ones who were emotional. Therefore, what Shakespeare is suggesting is how gender roles and stereotypes are shifting, as here men are not being presented as emotional. In conclusion, Shakespeare does present masculinity in a variety of ways; both as stereotypically brave and emotionless, but emotional and weak. However, Shakespeare also presents it as very appealing, as throughout the play the Witches and Lady Macbeth try to adopt male characteristics. This links to the Great Chain of Being at the time, as they want to gain some agency, which showed how fixed hierarchies had been in society. Finally, with Shakespeare presenting all these different versions of masculinity, it asks an interesting question; what did Shakespeare actually think of masculinity at the time? | <urn:uuid:6209611e-e083-4cb3-b846-b7847dc3e988> | CC-MAIN-2020-05 | https://indybedbugpros.com/explore-adjectives-would-be-associated-with-men-the/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00375.warc.gz | en | 0.984676 | 1,652 | 3.421875 | 3 | [
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-0.0891470909... | 1 | ‘Explore the presentation of masculinity throughout Macbeth’Throughout Macbeth, Shakespeare presents Masculinity in a variety of ways. In this play, Shakespeare presents a lead character who adheres to traditionally masculine codes of violence and ambition, but is also accused of being too feminine by his wife. However, he also presents us with women who are unexpectedly powerful. Shakespeare never gives his opinion, but implies gender is more complex than we think. At various points through the play, Shakespeare presents stereotypical Jacobean masculinity. This is shown by, “What bloody man is that?” “O valiant cousin! Worthy gentlemen.” Here, the use of violent adjectives and direct words emphasise the ‘heroic’ men at the start of the play, as to a Jacobean audience, violent adjectives would be associated with men. The old Thane of Cawdor ‘confess’d his treasons,’ and this again highlights the presentation of stereotypical men, as it was seen as a ‘manly’ thing to do to tell the truth and be direct, unlike women who were associated with sly and underhand comments. “I am so much a fool, should I stay longer/ it would be my disgrace and your discomfort,” here Ross is explaining to Lady Macduff that he should go. Otherwise he would cry, and that would be seen as an unmanly thing to do, and a ‘disgrace,’ and would make Lady Macduff feel uncomfortable. The fact that it would make Lady Macduff uncomfortable underlines how women at the time Shakespeare was writing were used to stereotypes that men should be unemotional. This is also significant, as it is a contrast to Macbeth and his wife, as Ross is a true man that follows custom. This means that to a Jacobean audience, it would make Lady Macbeth and Macbeth disrupting gender roles later on even more shocking. However, in contrast, Lady Macbeth rejects her feminine and maternal qualities and wants to adopt masculine traits. She shouts, “unsex me here” and the use of ‘unsex’ shows she is willing to give up her femininity, and wants to become a man which opposes the Elizabethan idea that woman are the givers of life. Shakespeare is presenting masculinity as advantageous, as a way to gain agency. This is also partly due to the Great Chain of Being at the time, which meant that women had less power than men. She also calls upon evil spirits to “come to my woman’s breasts/And take my milk for gall, you murd’ring ministers.” Shakespeare uses the word ‘milk’ which was previously used in association with Macbeth’s kindness, and ‘milk’ has connotations of women. By Lady Macbeth saying she wants them to “take my milk,” shows how she wants to become less of a women, to gain agency, presenting masculinity as desirable. Here, she is also being very aggressive, and this would have shocked a Jacobean audience, who expect women to be calm and passive. She then goes on to say, “I would, while it was smiling in my face/Have plucked my nipple from its boneless gums/And dashed the brains out, had I so sworn as you.” Here, the use of violent masculine imagery such as ‘plucked’ and ‘dashed’ emphasise her opposition to femininity, and desire for masculinity. She is also using pronouns such as ‘I’ and ‘my’, which shows how commanding she is, and also showing she has agency, which again would have shocked a Jacobean audience. Shakespeare also uses the witches to show the shifting of gender boundaries throughout the play. Firstly, the play starts with the witches, who are women, which would have been unusual to a Jacobean audience. This shows how masculinity is starting to be questioned. The witches say, “Fair is foul, and foul is fair/Hover through the fog and filthy air,” and here this symbolises the reversal of the hierarchy, and the fog has connotations of confusion, showing the uncertainty of gender boundaries at the time. Banquo then says, “Upon her skinny lips: you should be women/Yet your beards forbid me to interpret,”which highlights that the witches gave up their femininity (as beards are associated with men) to gain agency, and that boundaries are starting to shift between the genders. Yet Banquo still has the fixed notion that women cannot have beards, again showing how at the time there was an air of confusion over gender. Another reading of play could be that gender and power could operate in a more fluid way than once thought, which would have shocked a Jacobean audience, as the Great Chain of Being was still influential. The First Witch then says, “I’l drain him dry as hay,”and one reading of that is that she is going to make him impotent. Perhaps, Shakespeare wants to foreshadow the point that Macbeth wants a male heir, as in 1606 having a male heir was linked to retaining power. Another way that Shakespeare presents masculinity is through the contrast of the two main men. This can be illustrated in Macbeth’s response to Lady Macbeth’s death which is bizarre. Instead of showing remorse, he says “she should have died hereafter,” showing that his concern is not the loss of his wife, but the timing of her death. The first four words are also monosyllables, creating a slow, heavy pace, and the word ‘hereafter’ suggests the death was inconvenient. He then continues to consider the time, rather than the loss of his ‘partner in greatness,’ deciding that life is a ‘petty’ path to ‘dusty death’ which signifies ‘nothing.’ The use of the adjective ‘petty’ and the word ‘nothing’ emphasises the negativity. However, he does not cry, as men were the providers, so it was seen as ‘unmanly’ to cry. However, Macduff has a completely different reaction, “What! All my pretty chickens and their dam at one feel swoop?” Here, Macduff is letting his emotions out, and really mourning about his children dying, and shows this by referring to his children as ‘pretty chickens.’ Malcolm then says “Dispute it like a man,” as it would have been seen as unmanly to cry, but Macduff then replies “I shall do so; but I must also feel it like a man.”One interpretation of this is that Macduff is saying he could ‘play’ a woman’s part and weep, while at the same time boasting the manly revenge he will take on Macbeth. So, what he means is that any emotions can be faked, but his emotions are real One interpretation of that could be that pre-1600, men were the ones who were emotional. Therefore, what Shakespeare is suggesting is how gender roles and stereotypes are shifting, as here men are not being presented as emotional. In conclusion, Shakespeare does present masculinity in a variety of ways; both as stereotypically brave and emotionless, but emotional and weak. However, Shakespeare also presents it as very appealing, as throughout the play the Witches and Lady Macbeth try to adopt male characteristics. This links to the Great Chain of Being at the time, as they want to gain some agency, which showed how fixed hierarchies had been in society. Finally, with Shakespeare presenting all these different versions of masculinity, it asks an interesting question; what did Shakespeare actually think of masculinity at the time? | 1,544 | ENGLISH | 1 |
The story of Frozen Charlotte is a folk tale from the 19th century about a vain young woman who froze to death while traveling to a New Year’s ball in an open sleigh. The weather was bitterly cold that evening, and despite warnings from her mother to dress warmly, Charlotte preferred to show off her beautiful gown during the ride to the ball.
The story of Frozen Charlotte quickly captured the imagination of the American people because it carried two important messages: don’t be vain, and listen to your mother. The story was so popular that when porcelain bath dolls were introduced into the United States from Germany during the mid-1800s, they were dubbed Frozen Charlottes because they resembled small, white corpses. The male versions were dubbed Frozen Charlies.
The dolls sold exceptionally well. Apparently, a product associated with a frozen corpse is not bad marketing when the corpse is as popular as Charlotte. Some of the dolls were even sold in caskets and baked into cakes. Whoever received the slice of cake with Frozen Charlotte inside received good luck or special favor. The cake tradition continues today, usually with plastic dolls.
There is debate about the exact timing the dolls were dubbed “Frozen Charlotte.” While it’s widely believed the name association occurred in the 19th century, there is research that suggests it may have occurred in the 20th century.
The popularity of Frozen Charlotte dolls lasted for decades but slowly faded during the early 20th century. Many different sizes and styles of the dolls exist. Some have paint and clothing, but most don’t. The classic Frozen Charlotte doll is nude, manufactured in one piece with arms and legs molded to the body.
And because the dolls were made of porcelain, they survive the elements. So if you’re on a hike and notice a small, white face peering up through the dirt or sand, stop and check it out. It might be Frozen Charlotte, lost by a child over a century ago. Check out the photo below.
There are multiple versions of the story about Frozen Charlotte that have been published over the years. Below is my version, composed from story lines found in the poem, ballad and other tales about Charlotte.
Charlotte was a beautiful young woman who could not walk past a mirror without stopping to admire herself. She favored dresses that were low-cut so she could show off her lovely neck and shoulders, and she always enjoyed being seen by others, to bask in the compliments about her beauty that often followed.
She grew up in a wealthy family, an only child with a father who could afford to spoil her. And she took full advantage of his generosity by filling her wardrobe with fine dresses and accessories.
New Year’s Day 1840 was approaching, and Charlotte was excited about the upcoming ball. She picked out a gorgeous gown to wear, quite certain that no other woman would be her equal that evening. She planned to capture everyone’s attention as the belle of the ball.
Her beau, Charles, was scheduled to pick her up in his horse-drawn sleigh to escort her to the event, which was located in a nearby New England village. They would ring in the New Year together.
But when Charles arrived, the weather had turned very cold and windy. Snow filled the air, and he was bundled up with warm clothing for the long trip.
Charlotte greeted Charles at his sleigh without a coat. Surprised, Charles asked her to cover up with something warm, but Charlotte refused. She wanted everyone to admire her beautiful gown on the way to the ball.
Charlotte stepped up into the sleigh and insisted they leave immediately for the ball. Charles agreed, and off they sped into the dark, frosty night as Charlotte’s worried mother watched from her doorway.
Halfway through the trip, Charles noticed Charlotte was slumped over and shivering. He said, “Such a cold and blustery night like this I have never seen. I can barely hold the reins.” Charlotte responded faintly, “I am exceedingly cold.” There were five miles left in the trip, so Charles urged his horse to move faster.
When they arrived at the hall, Charles rushed around the sleigh to help Charlotte step down. But Charlotte did not move. He grabbed her hand and found it cold and stiff.
Charles quickly carried Charlotte into the hall and laid her down on the ballroom floor. Charlotte was motionless and did not utter a word.
It soon became apparent to all who watched that she would never utter another word because no amount of warming could bring life back into her frozen body.
In the end, Charlotte’s hope to capture everyone’s attention that evening did come true. But instead of being the belle of the ball, as she planned, everyone stared down at frozen Charlotte, the corpse of the ball.
In the weeks that followed, Charles was overwhelmed with tremendous grief knowing that the love of his life and intended bride froze to death sitting by his side. He died soon after of a broken heart.
Charlotte and Charles were reunited once again, buried side-by-side in their village cemetery.
Author’s note: I found all the Frozen Charlotte dolls and doll parts displayed in this article while hiking or digging for antique bottles. My most recent discovery, along a creek bed in Northern Virginia, was the motivation for this article. | <urn:uuid:568eadf6-bc7c-421a-abbe-d220cbb375c0> | CC-MAIN-2020-05 | https://www.washingtonpost.com/history/2019/12/08/chilling-story-frozen-charlotte-corpse-like-dolls-that-bear-her-name/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00326.warc.gz | en | 0.980523 | 1,121 | 3.265625 | 3 | [
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0.15202923119068146,... | 1 | The story of Frozen Charlotte is a folk tale from the 19th century about a vain young woman who froze to death while traveling to a New Year’s ball in an open sleigh. The weather was bitterly cold that evening, and despite warnings from her mother to dress warmly, Charlotte preferred to show off her beautiful gown during the ride to the ball.
The story of Frozen Charlotte quickly captured the imagination of the American people because it carried two important messages: don’t be vain, and listen to your mother. The story was so popular that when porcelain bath dolls were introduced into the United States from Germany during the mid-1800s, they were dubbed Frozen Charlottes because they resembled small, white corpses. The male versions were dubbed Frozen Charlies.
The dolls sold exceptionally well. Apparently, a product associated with a frozen corpse is not bad marketing when the corpse is as popular as Charlotte. Some of the dolls were even sold in caskets and baked into cakes. Whoever received the slice of cake with Frozen Charlotte inside received good luck or special favor. The cake tradition continues today, usually with plastic dolls.
There is debate about the exact timing the dolls were dubbed “Frozen Charlotte.” While it’s widely believed the name association occurred in the 19th century, there is research that suggests it may have occurred in the 20th century.
The popularity of Frozen Charlotte dolls lasted for decades but slowly faded during the early 20th century. Many different sizes and styles of the dolls exist. Some have paint and clothing, but most don’t. The classic Frozen Charlotte doll is nude, manufactured in one piece with arms and legs molded to the body.
And because the dolls were made of porcelain, they survive the elements. So if you’re on a hike and notice a small, white face peering up through the dirt or sand, stop and check it out. It might be Frozen Charlotte, lost by a child over a century ago. Check out the photo below.
There are multiple versions of the story about Frozen Charlotte that have been published over the years. Below is my version, composed from story lines found in the poem, ballad and other tales about Charlotte.
Charlotte was a beautiful young woman who could not walk past a mirror without stopping to admire herself. She favored dresses that were low-cut so she could show off her lovely neck and shoulders, and she always enjoyed being seen by others, to bask in the compliments about her beauty that often followed.
She grew up in a wealthy family, an only child with a father who could afford to spoil her. And she took full advantage of his generosity by filling her wardrobe with fine dresses and accessories.
New Year’s Day 1840 was approaching, and Charlotte was excited about the upcoming ball. She picked out a gorgeous gown to wear, quite certain that no other woman would be her equal that evening. She planned to capture everyone’s attention as the belle of the ball.
Her beau, Charles, was scheduled to pick her up in his horse-drawn sleigh to escort her to the event, which was located in a nearby New England village. They would ring in the New Year together.
But when Charles arrived, the weather had turned very cold and windy. Snow filled the air, and he was bundled up with warm clothing for the long trip.
Charlotte greeted Charles at his sleigh without a coat. Surprised, Charles asked her to cover up with something warm, but Charlotte refused. She wanted everyone to admire her beautiful gown on the way to the ball.
Charlotte stepped up into the sleigh and insisted they leave immediately for the ball. Charles agreed, and off they sped into the dark, frosty night as Charlotte’s worried mother watched from her doorway.
Halfway through the trip, Charles noticed Charlotte was slumped over and shivering. He said, “Such a cold and blustery night like this I have never seen. I can barely hold the reins.” Charlotte responded faintly, “I am exceedingly cold.” There were five miles left in the trip, so Charles urged his horse to move faster.
When they arrived at the hall, Charles rushed around the sleigh to help Charlotte step down. But Charlotte did not move. He grabbed her hand and found it cold and stiff.
Charles quickly carried Charlotte into the hall and laid her down on the ballroom floor. Charlotte was motionless and did not utter a word.
It soon became apparent to all who watched that she would never utter another word because no amount of warming could bring life back into her frozen body.
In the end, Charlotte’s hope to capture everyone’s attention that evening did come true. But instead of being the belle of the ball, as she planned, everyone stared down at frozen Charlotte, the corpse of the ball.
In the weeks that followed, Charles was overwhelmed with tremendous grief knowing that the love of his life and intended bride froze to death sitting by his side. He died soon after of a broken heart.
Charlotte and Charles were reunited once again, buried side-by-side in their village cemetery.
Author’s note: I found all the Frozen Charlotte dolls and doll parts displayed in this article while hiking or digging for antique bottles. My most recent discovery, along a creek bed in Northern Virginia, was the motivation for this article. | 1,067 | ENGLISH | 1 |
Henry Wadsworth Longfellow
Henry Wadsworth Longfellow was known as “America’s Poet.” Born in 1807, he grew up in Portland, Maine. His poems often described American life in the 1800s. Some of his poems were about controversial topics and made people hate him.
One poem, “Christmas Bells,” was turned into a song, “I Heard the Bells on Christmas Day.” He wrote this poem to describe both the sadness and the hope he felt during the Civil War.
- Henry’s family had lived in New England for many years and had been heavily involved in the Revolutionary War. His great-grandparents’ home was burned by British soldiers in 1775.
- His maternal grandfather was a judge; his father was a Harvard-educated lawyer who later served in the Massachusetts legislature and Congress.
- Henry’s paternal grandfather (his father’s father) was a great military leader during the war. He commanded all the troops in eastern Maine and was captured by the British at one point. He also served in Congress.
- At the age of fourteen, Henry went to college. He started writing poetry there. Henry’s father wanted Henry to become a lawyer, but Henry was determined to be a writer. His father worried that Henry would be poor his whole life.
- The college offered Henry a job as a professor of languages. Eighteen-year-old Henry traveled to Europe, where he studied French, Spanish, Italian, and German. He also spent time studying literature and he learned to read Swedish, Finnish, Danish, Norwegian, Dutch and Portuguese.
- When he returned home from Europe, he began teaching at the college and married Mary Storer Potter. The two were very happy and Henry’s teaching and poetry writing careers flourished. After six years, Mary died. Henry was devastated.
- Henry spent the next 18 years writing poetry and teaching languages at Harvard University. He rented rooms at an old mansion in Cambridge. The house had been used by George Washington as headquarters during the siege of Boston.
- In 1843, he married Fanny Appleton. Her wealthy father bought the old mansion for the couple. They lived there happily for almost 20 years until tragedy struck. Fanny was sealing a letter with wax one night when her candle caught her nightgown on fire. Hearing her screams, Henry came running from another room to put out the fire. She died and Henry was left with serious burns.
- Henry opposed slavery. He wrote a small book of poetry about slavery. His poem “The Witnesses” talks about slaves who died when their ship sank at sea. Many people hated him for that book of poems. But Henry didn’t care. He knew that his poems might help people change their minds and hearts.
- People loved his poem, “The Song of Hiawatha,” which explored the life of an Indian boy.
- When Henry was young, he loved to watch the village blacksmith work underneath a large chestnut tree in town. He later wrote a poem about the blacksmith. He protested when the town leaders wanted to cut down the chestnut tree later to widen the road. The leaders said the tree had to go, but they had it made into a chair for Henry. Children loved to come visit him and sit in his chair.
Watch a video about Henry Wadsworth Longfellow.
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Sponsored Links : | <urn:uuid:f2ae8b2f-03db-466d-a875-c9a7a252538b> | CC-MAIN-2020-05 | https://easyscienceforkids.com/henry-wadsworth-longfellow/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00007.warc.gz | en | 0.986705 | 855 | 3.609375 | 4 | [
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-0.0042287399... | 1 | Henry Wadsworth Longfellow
Henry Wadsworth Longfellow was known as “America’s Poet.” Born in 1807, he grew up in Portland, Maine. His poems often described American life in the 1800s. Some of his poems were about controversial topics and made people hate him.
One poem, “Christmas Bells,” was turned into a song, “I Heard the Bells on Christmas Day.” He wrote this poem to describe both the sadness and the hope he felt during the Civil War.
- Henry’s family had lived in New England for many years and had been heavily involved in the Revolutionary War. His great-grandparents’ home was burned by British soldiers in 1775.
- His maternal grandfather was a judge; his father was a Harvard-educated lawyer who later served in the Massachusetts legislature and Congress.
- Henry’s paternal grandfather (his father’s father) was a great military leader during the war. He commanded all the troops in eastern Maine and was captured by the British at one point. He also served in Congress.
- At the age of fourteen, Henry went to college. He started writing poetry there. Henry’s father wanted Henry to become a lawyer, but Henry was determined to be a writer. His father worried that Henry would be poor his whole life.
- The college offered Henry a job as a professor of languages. Eighteen-year-old Henry traveled to Europe, where he studied French, Spanish, Italian, and German. He also spent time studying literature and he learned to read Swedish, Finnish, Danish, Norwegian, Dutch and Portuguese.
- When he returned home from Europe, he began teaching at the college and married Mary Storer Potter. The two were very happy and Henry’s teaching and poetry writing careers flourished. After six years, Mary died. Henry was devastated.
- Henry spent the next 18 years writing poetry and teaching languages at Harvard University. He rented rooms at an old mansion in Cambridge. The house had been used by George Washington as headquarters during the siege of Boston.
- In 1843, he married Fanny Appleton. Her wealthy father bought the old mansion for the couple. They lived there happily for almost 20 years until tragedy struck. Fanny was sealing a letter with wax one night when her candle caught her nightgown on fire. Hearing her screams, Henry came running from another room to put out the fire. She died and Henry was left with serious burns.
- Henry opposed slavery. He wrote a small book of poetry about slavery. His poem “The Witnesses” talks about slaves who died when their ship sank at sea. Many people hated him for that book of poems. But Henry didn’t care. He knew that his poems might help people change their minds and hearts.
- People loved his poem, “The Song of Hiawatha,” which explored the life of an Indian boy.
- When Henry was young, he loved to watch the village blacksmith work underneath a large chestnut tree in town. He later wrote a poem about the blacksmith. He protested when the town leaders wanted to cut down the chestnut tree later to widen the road. The leaders said the tree had to go, but they had it made into a chair for Henry. Children loved to come visit him and sit in his chair.
Watch a video about Henry Wadsworth Longfellow.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Facts about Henry Wadsworth Longfellow ." Easy Science for Kids, Jan 2020. Web. 28 Jan 2020. < https://easyscienceforkids.com/henry-wadsworth-longfellow/ >.
APA Style Citation
Tobin, Declan. (2020). Facts about Henry Wadsworth Longfellow. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/henry-wadsworth-longfellow/
Sponsored Links : | 836 | ENGLISH | 1 |
Life as a military spouse can be lonely, anxious, and filled with social pressure. But where do those high expectations come from? Military spouses have long been expected to make sacrifices for their country—and Martha Washington, the first First Lady, helped set the tone nearly 250 years ago.
Like other upper-class white women of her day, Martha was expected to raise children, oversee her massive staff of slaves and servants, and receive her husband’s guests. But when George Washington took command of the Continental Army, her life changed irrevocably. She did not know it, but her husband would be gone for eight long years as the army struggled to defeat the larger and more technologically advanced British army.
Today, many military members’ deployments are overseas, but George was deployed nearby. Martha followed him to camp, and they spent about half of the war together.
During the 18th century, war was seasonal, and when autumn came, both armies hunkered down in winter quarters. This gave Martha a chance to see George, and he requested that she visit his winter encampment each year of the war. As the war dragged on, she became a critical comfort to the increasingly unhappy general.
Martha took an active role at camp. She managed food and essentially ran Washington’s headquarters, organizing social events and soothing the tempers of officers and their wives. She comforted not only her husband, but the soldiers she met there.
“I never in my life knew a woman so busy from early morning until latest as was lady Washington,” wrote a woman who visited Valley Forge in 1778. Martha oversaw social events, nursed sick soldiers, acted as a liaison between her husband and other officials, and cheered troops whose prospects of victory looked increasingly bleak.
She also became the general’s confidante not just in issues of love, but in issues of military strategy. “Martha had more responsibility than the other wives,” notes George Washington’s Mount Vernon. “She was the General’s sounding board and closest confidant. She acted as his secretary and representative, copying letters and representing him at official functions.” She also organized a massive donation campaign that collected funds and clothing on behalf of the troops.
Martha traveled so much during the Revolutionary War that she called herself “the great perambulator.” She risked her life by traveling through dangerous territory to reach camp, and was accompanied by an armed guard to prevent being kidnapped. She also left her family—and the world to which she was accustomed—far behind.
Without knowing it, Martha Washington had set a precedent for wives in war. The resilience and strength she displayed—and the image of military wives as long-suffering and willing to give up everything for their husbands—has persisted to this day. Military spouses are no longer expected to accompany their partners onto the actual battlefield, but they are still asked to make massive sacrifices for their country. | <urn:uuid:2b93e201-6bfc-4aef-a7be-fea7e4fe4bec> | CC-MAIN-2020-05 | https://www.history.com/news/martha-washington-military-spouse-battlefield | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00478.warc.gz | en | 0.982221 | 609 | 3.359375 | 3 | [
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0.40447285771369... | 6 | Life as a military spouse can be lonely, anxious, and filled with social pressure. But where do those high expectations come from? Military spouses have long been expected to make sacrifices for their country—and Martha Washington, the first First Lady, helped set the tone nearly 250 years ago.
Like other upper-class white women of her day, Martha was expected to raise children, oversee her massive staff of slaves and servants, and receive her husband’s guests. But when George Washington took command of the Continental Army, her life changed irrevocably. She did not know it, but her husband would be gone for eight long years as the army struggled to defeat the larger and more technologically advanced British army.
Today, many military members’ deployments are overseas, but George was deployed nearby. Martha followed him to camp, and they spent about half of the war together.
During the 18th century, war was seasonal, and when autumn came, both armies hunkered down in winter quarters. This gave Martha a chance to see George, and he requested that she visit his winter encampment each year of the war. As the war dragged on, she became a critical comfort to the increasingly unhappy general.
Martha took an active role at camp. She managed food and essentially ran Washington’s headquarters, organizing social events and soothing the tempers of officers and their wives. She comforted not only her husband, but the soldiers she met there.
“I never in my life knew a woman so busy from early morning until latest as was lady Washington,” wrote a woman who visited Valley Forge in 1778. Martha oversaw social events, nursed sick soldiers, acted as a liaison between her husband and other officials, and cheered troops whose prospects of victory looked increasingly bleak.
She also became the general’s confidante not just in issues of love, but in issues of military strategy. “Martha had more responsibility than the other wives,” notes George Washington’s Mount Vernon. “She was the General’s sounding board and closest confidant. She acted as his secretary and representative, copying letters and representing him at official functions.” She also organized a massive donation campaign that collected funds and clothing on behalf of the troops.
Martha traveled so much during the Revolutionary War that she called herself “the great perambulator.” She risked her life by traveling through dangerous territory to reach camp, and was accompanied by an armed guard to prevent being kidnapped. She also left her family—and the world to which she was accustomed—far behind.
Without knowing it, Martha Washington had set a precedent for wives in war. The resilience and strength she displayed—and the image of military wives as long-suffering and willing to give up everything for their husbands—has persisted to this day. Military spouses are no longer expected to accompany their partners onto the actual battlefield, but they are still asked to make massive sacrifices for their country. | 589 | ENGLISH | 1 |
Slavery in Literature
Frederick Douglass was born into the lifelong, evil, bondage of slavery. His autobiography, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, depicts his accomplishments. The narrative, however, is not only the story of his success. It is not simply a tale of his miraculous escape from slavery. Frederick Douglass' narrative is, in fact, an account of his tremendous strides through literacy. He exemplifies a literate man who is able to use the psychological tools of thought to escape the intense bonds of slavery.
Hard labor, and deprivation of both physical and spiritual necessities, defined slavery in the south. Frederick Douglass struggled throughout his youth to keep himself amply fed and, in optimum physical condition. He struggled throughout his life, searching for some rational belief. Through his potentially lifelong struggle of slavery, he was forced to use his reasoning to overcome internal as well as external obstacles. Separated from his family and loved ones, Frederick Douglass was deprived of past cultural and religious beliefs. He also had the burden of watching his masters use religion as justification for the treacherous conditions of slavery. The ambiguous picture that he received about religion developed a question of God's benevolence. If my master has God's approval for all of his wrongdoing, how can religion be developed through good will? If God condones such appalling behavior, how can I follow such lead? Despite the hardships entailed, Frederick Douglass was surprisingly able to use his cognitive thought to effectively search for his worldly niche. He began to accumulate his own thoughts, values, goals and opinions and he began his journey toward psychological, internal understanding. Frederick Douglass had a positive attitude toward the conditions of slavery. He did not allow the slaveholders to capture his opinions and judgement. He did not allow the slaveholders to destroy his dignity.
Douglass successfully climbed the ladder from a position of a powerless slave to a strong, devoted, influential, individual. He did so when he began to divert from the path of ignorance to one of education and power. How did Douglass escape the blinding state of ignorance? How did Douglass manage to escape misery and attain happiness? How did Douglass manage the escape of bondage and slavery? This transition involved a series of processed, the first being the destruction of ignorance.
In the eyes of the slaveholders, a happy slave was an ignorant one. For this reason, they were denied any form of knowledge. The masters were fearful of discovering that a slave had run away or were plotting an escape. They were afraid of a slave acquiring a vision beyond the unjust conditions they lived by. In Frederick Douglass', Narrative, he mentions how the first steps toward overcoming ignorance can lead to discontentment and realization of the harsh increments they live by as slaves.... | <urn:uuid:7d0cdf49-e56e-4ce8-9b33-a89e108fe833> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/slavery-in-literature | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00541.warc.gz | en | 0.983979 | 571 | 3.59375 | 4 | [
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0.2594061493873... | 1 | Slavery in Literature
Frederick Douglass was born into the lifelong, evil, bondage of slavery. His autobiography, Narrative of the Life of Frederick Douglass, An American Slave, Written by Himself, depicts his accomplishments. The narrative, however, is not only the story of his success. It is not simply a tale of his miraculous escape from slavery. Frederick Douglass' narrative is, in fact, an account of his tremendous strides through literacy. He exemplifies a literate man who is able to use the psychological tools of thought to escape the intense bonds of slavery.
Hard labor, and deprivation of both physical and spiritual necessities, defined slavery in the south. Frederick Douglass struggled throughout his youth to keep himself amply fed and, in optimum physical condition. He struggled throughout his life, searching for some rational belief. Through his potentially lifelong struggle of slavery, he was forced to use his reasoning to overcome internal as well as external obstacles. Separated from his family and loved ones, Frederick Douglass was deprived of past cultural and religious beliefs. He also had the burden of watching his masters use religion as justification for the treacherous conditions of slavery. The ambiguous picture that he received about religion developed a question of God's benevolence. If my master has God's approval for all of his wrongdoing, how can religion be developed through good will? If God condones such appalling behavior, how can I follow such lead? Despite the hardships entailed, Frederick Douglass was surprisingly able to use his cognitive thought to effectively search for his worldly niche. He began to accumulate his own thoughts, values, goals and opinions and he began his journey toward psychological, internal understanding. Frederick Douglass had a positive attitude toward the conditions of slavery. He did not allow the slaveholders to capture his opinions and judgement. He did not allow the slaveholders to destroy his dignity.
Douglass successfully climbed the ladder from a position of a powerless slave to a strong, devoted, influential, individual. He did so when he began to divert from the path of ignorance to one of education and power. How did Douglass escape the blinding state of ignorance? How did Douglass manage to escape misery and attain happiness? How did Douglass manage the escape of bondage and slavery? This transition involved a series of processed, the first being the destruction of ignorance.
In the eyes of the slaveholders, a happy slave was an ignorant one. For this reason, they were denied any form of knowledge. The masters were fearful of discovering that a slave had run away or were plotting an escape. They were afraid of a slave acquiring a vision beyond the unjust conditions they lived by. In Frederick Douglass', Narrative, he mentions how the first steps toward overcoming ignorance can lead to discontentment and realization of the harsh increments they live by as slaves.... | 568 | ENGLISH | 1 |
The civil rights movement was a political undertaking that occurred worldwide in pursuit for equality. This particular movement occurred between the year’s nineteen fifty and nineteen eighty (Gloria 63). During this period, civilians engaged in campaigns that were aimed at attaining change. The campaigns were mostly free of violence though in some circumstances viciousness was accompanied or some kind of civil strife together with armed revolt. These movements lasted for quite a long time though civilians did not attain their aims. Nevertheless, considerable improvements were made in the lawful rights of formerly oppressed societies. In the United States, civil right movements entailed structured efforts to eliminate both public and private acts of discrimination against minority groups such as African Americans and Mexican Americans. These movements targeted mainly the southern states in America (Terence & Riches 74). In the late nineteenth century between the years eighteen sixty three and seventy seven, an earlier revolt had occurred though the issues echoed were not maximally solved (Gloria 64). This was known as the construction era.
The civil rights movement therefore was trying to resolves problems that had been left pending in the construction regime. The civil right movement period was then referred to as the reconstruction period. After the construction era, the legal system looked down upon the rights of civilians particularly African Americans who resided in the southern states. The minority groups at this time faced problems such as racism in the American supreme courts, mass violence and voter overpowering voters. Government authorities encouraged violence towards especially towards African Americans. Despite the fact that racism was evident throughout the nation, the mixture of private and public acts of discernment and minimal economic prospects bound for African Americans were largely noticed. Lawsuits had been filed by concerned organization before the revolt and these efforts signified the civil right movement which took place afterwards. The African Americans got tired of the frequent tactics from the federal government to execute unity. The African American management decided to act strategically thus adopted a resistance that was non-violent referred to as civil defiance. Calamities occurred between state authorities and those who were revolting.
The government authorities at all times acted immediately to correct the situation. In some cases the state authority acted in the favor of the revolvers. Civilians revolted in various ways such as embargoes, matches and varying attitudes across the nation. Small corporates for instance leaped up and began backing the civil rights movement. The greatest memorable march took place on Washington. The civilians were advocating for employment and liberty. The march is well recalled by the speech that Martin Luther king provided (Bruce 62). The speech became famous on peoples lips and elevated the chaos even further. The occasion was quite complex with many leaders from the civil society, labor societies and religious organizations coming together to fight for the rights of minority groups. During this march, compromise was the strategy to unite people from all causes. The objectives and aims of the march were highlighted through the compromise strategy which comprised of people from all different walks of life. The leaders of the event were also from different political backgrounds though they had a common goal which was to achieve a peaceful revolt. The march had its peculiar law officers who were meant to ensure that the occasion was successful free of violence and observed the law.
There is still no consensus regarding the success of the march. One major factor has been debated upon in the past few years and that is; women misrepresentation. It appeared that women had actively participated in the march but when it came to the real actions, they were not given a chance to air their views and grievances. Women were placed at the back and granted figurative duties. This was a new dawn for African American women who since then decided to independently fight for their rights and also formed the feminist movement (Gloria 285). The speech by Martin Luther also awaked the women who realized that they needed to do something. The achievements that followed the march include the passing of the civil rights act that expelled discrimination at the work place and public sectors. Another civil act was also passed later on which expelled any form of discrimination in the trade and fee housing. The voting rights act was also approved and it reinstated the rights of minority groups to vote. In the mid twentieth century, another movement referred to as the black power took center stage and argued that the assimilation in the integration policies robbed the African American their self-respect and legacy.
It was argued that African had struggled for so long to maintain their culture and heritage hence any interference from outside forces in the name of assimilation could be likened to treason. There was therefore a need for the African American community to fight for its legacy. Most advocates of what was known as “black power” in the modern times still hold the same arguments that Africans Americans need to safeguard their heritage. Racism on the other hand is still present across the globe and it is thought that some African Americans did not integrate into the American culture due to the inspiration from Martin King or personal measures. Conversely, African Americans became even more oppressed by their own flesh and blood in a new African American level which divided the middle and reigning class. Some have argued that the reason behind this kind of oppression is due to the fact that the “black power” goals had not been completely executed. There was also another movement known as Mexican American. This revolt was also part and parcel of the American civil rights movement. The Chicanos wanted to be included in the political and social arena. This particular movement became active between 1960 and 1970 in several states in America. This particular revolt had roots in the former movement that had taken place.
The movement argued that the federal government of the United States had failed to own up to the Guadalupe Hidalgo agreement. The Chicanos wanted to reclaim their status and heritage. The movement also voiced the troubles of the unregistered Mexicans living in the United States. Other activists joined the Mexican American movement a decade later and supported the endorsement of the rights of the Mexican immigrants and other problems. Majority of the activist confronted the immediate problems that Chicanos faced such as unemployment, viciousness from the police, unbalanced education and many others. This particular movement gained momentum especially at the college level where Mexican American programs were campaigned for. A number of aspects advocated for by these movements are yet to be dealt with.
Fiero, Gloria K. The humanistic tradition: chapters in the history of culture to 1650. New York:
University Press of America. 1881, Print
Dierenfield, Bruce J. The civil rights movement. New York: Pearson Longman. 2008,Print
Terence, W. & Riches, M. The civil rights movement: struggle and resistance. New York:
Palgrave Macmillan. 2004. Print | <urn:uuid:e8b9c634-4d84-4e7c-b6df-6fa9fc8b5523> | CC-MAIN-2020-05 | https://www.wowessays.com/free-samples/the-civil-rights-movement-research-paper-sample/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00249.warc.gz | en | 0.982504 | 1,356 | 4.34375 | 4 | [
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-0.034941047... | 2 | The civil rights movement was a political undertaking that occurred worldwide in pursuit for equality. This particular movement occurred between the year’s nineteen fifty and nineteen eighty (Gloria 63). During this period, civilians engaged in campaigns that were aimed at attaining change. The campaigns were mostly free of violence though in some circumstances viciousness was accompanied or some kind of civil strife together with armed revolt. These movements lasted for quite a long time though civilians did not attain their aims. Nevertheless, considerable improvements were made in the lawful rights of formerly oppressed societies. In the United States, civil right movements entailed structured efforts to eliminate both public and private acts of discrimination against minority groups such as African Americans and Mexican Americans. These movements targeted mainly the southern states in America (Terence & Riches 74). In the late nineteenth century between the years eighteen sixty three and seventy seven, an earlier revolt had occurred though the issues echoed were not maximally solved (Gloria 64). This was known as the construction era.
The civil rights movement therefore was trying to resolves problems that had been left pending in the construction regime. The civil right movement period was then referred to as the reconstruction period. After the construction era, the legal system looked down upon the rights of civilians particularly African Americans who resided in the southern states. The minority groups at this time faced problems such as racism in the American supreme courts, mass violence and voter overpowering voters. Government authorities encouraged violence towards especially towards African Americans. Despite the fact that racism was evident throughout the nation, the mixture of private and public acts of discernment and minimal economic prospects bound for African Americans were largely noticed. Lawsuits had been filed by concerned organization before the revolt and these efforts signified the civil right movement which took place afterwards. The African Americans got tired of the frequent tactics from the federal government to execute unity. The African American management decided to act strategically thus adopted a resistance that was non-violent referred to as civil defiance. Calamities occurred between state authorities and those who were revolting.
The government authorities at all times acted immediately to correct the situation. In some cases the state authority acted in the favor of the revolvers. Civilians revolted in various ways such as embargoes, matches and varying attitudes across the nation. Small corporates for instance leaped up and began backing the civil rights movement. The greatest memorable march took place on Washington. The civilians were advocating for employment and liberty. The march is well recalled by the speech that Martin Luther king provided (Bruce 62). The speech became famous on peoples lips and elevated the chaos even further. The occasion was quite complex with many leaders from the civil society, labor societies and religious organizations coming together to fight for the rights of minority groups. During this march, compromise was the strategy to unite people from all causes. The objectives and aims of the march were highlighted through the compromise strategy which comprised of people from all different walks of life. The leaders of the event were also from different political backgrounds though they had a common goal which was to achieve a peaceful revolt. The march had its peculiar law officers who were meant to ensure that the occasion was successful free of violence and observed the law.
There is still no consensus regarding the success of the march. One major factor has been debated upon in the past few years and that is; women misrepresentation. It appeared that women had actively participated in the march but when it came to the real actions, they were not given a chance to air their views and grievances. Women were placed at the back and granted figurative duties. This was a new dawn for African American women who since then decided to independently fight for their rights and also formed the feminist movement (Gloria 285). The speech by Martin Luther also awaked the women who realized that they needed to do something. The achievements that followed the march include the passing of the civil rights act that expelled discrimination at the work place and public sectors. Another civil act was also passed later on which expelled any form of discrimination in the trade and fee housing. The voting rights act was also approved and it reinstated the rights of minority groups to vote. In the mid twentieth century, another movement referred to as the black power took center stage and argued that the assimilation in the integration policies robbed the African American their self-respect and legacy.
It was argued that African had struggled for so long to maintain their culture and heritage hence any interference from outside forces in the name of assimilation could be likened to treason. There was therefore a need for the African American community to fight for its legacy. Most advocates of what was known as “black power” in the modern times still hold the same arguments that Africans Americans need to safeguard their heritage. Racism on the other hand is still present across the globe and it is thought that some African Americans did not integrate into the American culture due to the inspiration from Martin King or personal measures. Conversely, African Americans became even more oppressed by their own flesh and blood in a new African American level which divided the middle and reigning class. Some have argued that the reason behind this kind of oppression is due to the fact that the “black power” goals had not been completely executed. There was also another movement known as Mexican American. This revolt was also part and parcel of the American civil rights movement. The Chicanos wanted to be included in the political and social arena. This particular movement became active between 1960 and 1970 in several states in America. This particular revolt had roots in the former movement that had taken place.
The movement argued that the federal government of the United States had failed to own up to the Guadalupe Hidalgo agreement. The Chicanos wanted to reclaim their status and heritage. The movement also voiced the troubles of the unregistered Mexicans living in the United States. Other activists joined the Mexican American movement a decade later and supported the endorsement of the rights of the Mexican immigrants and other problems. Majority of the activist confronted the immediate problems that Chicanos faced such as unemployment, viciousness from the police, unbalanced education and many others. This particular movement gained momentum especially at the college level where Mexican American programs were campaigned for. A number of aspects advocated for by these movements are yet to be dealt with.
Fiero, Gloria K. The humanistic tradition: chapters in the history of culture to 1650. New York:
University Press of America. 1881, Print
Dierenfield, Bruce J. The civil rights movement. New York: Pearson Longman. 2008,Print
Terence, W. & Riches, M. The civil rights movement: struggle and resistance. New York:
Palgrave Macmillan. 2004. Print | 1,379 | ENGLISH | 1 |
Alaric now set out to make an attack on Rome , the capital of the Western Empire . As soon as Honorius, Emperor of the West, learned that Alaric was approaching, he fled to a strong fortress among the mountains of North Italy . His great general Stilicho came to his rescue and defeated Alaric near Verona . But even after this Honorius was so afraid of Alaric that he made him governor of a part of his empire called Western Illyricum and gave him a large yearly income.
Honorius, however, did not keep certain of his promises to Alaric, who consequently, in the year 408, marched to Rome and besieged it. The cowardly emperor fled to Ravenna , leaving his generals to make terms with Alaric. It was agreed that Alaric should withdraw from Rome upon the payment of 5, 000 pounds of gold and 30, 000 pounds of silver.
When Honorius read the treaty he refused to sign it. Alaric then demanded that the city be surrendered to him, and the people, terrified, opened their gates and even agreed that Alaric should appoint another emperor in place of Honorius.
This new emperor, however, ruled so badly that Alaric thought it best to restore Honorius. Then Honorius, when just about to be treated so honorably, allowed a barbarian chief who was an ally of his to make an attack upon Alaric. The attack was unsuccessful, and Alaric immediately laid siege to Rome for the third time. The city was taken and Alaric's dream came true. In a grand procession he rode at the head of his army through the streets of the great capital.
Then began the work of destruction. The Goths ran in crowds through the city, wrecked private houses and public buildings and seized everything of value they could find. Alaric gave orders that no injury should be done to the Christian churches, but other splendid buildings of the great city were stripped of the beautiful and costly articles that they contained, and all the gold and silver was carried away from the public treasury.
In the midst of the pillage Alaric dressed himself in splendid robes and sat upon the throne of the emperor, with a golden crown upon his head.
While Alaric was sitting on the throne thousands of Romans were compelled to kneel down on the ground before him and shout out his name as conqueror and emperor. Then the theaters and circuses were opened, and Roman athletes and gladiators had to give performances for the amusement of the conquerors. After six days of pillage and pleasure Alaric and his army marched through the gates, carrying with them the riches of Rome .
Alaric died on his way to Sicily , which he had thought to conquer also. He felt his death coming and ordered his men to bury him in the bed of the river Busento and to put into his grave the richest treasures that he had taken from Rome .
This order was carried out. A large number of Roman slaves were set to work to dig a channel and turn the water of the Busento into it. They made the grave in the bed of the river, put Alaric's body into and closed it up. Then the river was turned back to its old channel. As soon as the grave was covered up, and the water flowed over it, the slaves who had done the work were put to death by the Visigoth chiefs. | <urn:uuid:ad8e9a08-087e-4057-bdd4-2683676eb86e> | CC-MAIN-2020-05 | http://e-reading.mobi/chapter.php/70959/11/Haaren_-_Famous_Men_of_The_Middle_Ages.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00305.warc.gz | en | 0.991337 | 711 | 3.40625 | 3 | [
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0.323533385992050... | 1 | Alaric now set out to make an attack on Rome , the capital of the Western Empire . As soon as Honorius, Emperor of the West, learned that Alaric was approaching, he fled to a strong fortress among the mountains of North Italy . His great general Stilicho came to his rescue and defeated Alaric near Verona . But even after this Honorius was so afraid of Alaric that he made him governor of a part of his empire called Western Illyricum and gave him a large yearly income.
Honorius, however, did not keep certain of his promises to Alaric, who consequently, in the year 408, marched to Rome and besieged it. The cowardly emperor fled to Ravenna , leaving his generals to make terms with Alaric. It was agreed that Alaric should withdraw from Rome upon the payment of 5, 000 pounds of gold and 30, 000 pounds of silver.
When Honorius read the treaty he refused to sign it. Alaric then demanded that the city be surrendered to him, and the people, terrified, opened their gates and even agreed that Alaric should appoint another emperor in place of Honorius.
This new emperor, however, ruled so badly that Alaric thought it best to restore Honorius. Then Honorius, when just about to be treated so honorably, allowed a barbarian chief who was an ally of his to make an attack upon Alaric. The attack was unsuccessful, and Alaric immediately laid siege to Rome for the third time. The city was taken and Alaric's dream came true. In a grand procession he rode at the head of his army through the streets of the great capital.
Then began the work of destruction. The Goths ran in crowds through the city, wrecked private houses and public buildings and seized everything of value they could find. Alaric gave orders that no injury should be done to the Christian churches, but other splendid buildings of the great city were stripped of the beautiful and costly articles that they contained, and all the gold and silver was carried away from the public treasury.
In the midst of the pillage Alaric dressed himself in splendid robes and sat upon the throne of the emperor, with a golden crown upon his head.
While Alaric was sitting on the throne thousands of Romans were compelled to kneel down on the ground before him and shout out his name as conqueror and emperor. Then the theaters and circuses were opened, and Roman athletes and gladiators had to give performances for the amusement of the conquerors. After six days of pillage and pleasure Alaric and his army marched through the gates, carrying with them the riches of Rome .
Alaric died on his way to Sicily , which he had thought to conquer also. He felt his death coming and ordered his men to bury him in the bed of the river Busento and to put into his grave the richest treasures that he had taken from Rome .
This order was carried out. A large number of Roman slaves were set to work to dig a channel and turn the water of the Busento into it. They made the grave in the bed of the river, put Alaric's body into and closed it up. Then the river was turned back to its old channel. As soon as the grave was covered up, and the water flowed over it, the slaves who had done the work were put to death by the Visigoth chiefs. | 720 | ENGLISH | 1 |
Gnaeus Pompeius was the elder son of Pompey the Great (Gnaeus Pompeius Magnus) by his third wife, Mucia Tertia. Both he and his younger brother Sextus Pompey grew up in the shadow of their father, one of Rome's best generals and not originally a conservative politician who drifted to the more traditional faction when Julius Caesar became a threat. When Caesar crossed the Rubicon in 49 BC, thus starting a civil war, Gnaeus followed his father in their escape to the East, as did most of the conservative senators. Pompey's army lost the Battle of Pharsalus in 48 BC, and Pompey himself had to run for his life, only to be murdered in Egypt on 29 September the same year.
After the murder, Gnaeus and his brother Sextus joined the resistance against Caesar in the Africa Province. Together with Metellus Scipio, Cato the Younger and other senators, they prepared to oppose Caesar and his army to the end. Caesar defeated Metellus Scipio and Cato, who subsequently committed suicide, at the Battle of Thapsus in 46 BC. Gnaeus escaped, this time to the Balearic Islands, where he joined Sextus. Together with Titus Labienus, former general in Caesar's army, the Pompey brothers crossed over to Hispania (the Iberian Peninsula, comprising modern Spain and Portugal), where they raised yet another army.
Caesar soon followed and, on 17 March 45 BC, the armies met in the Battle of Munda. Both armies were large and led by able generals. The battle was closely fought, but eventually a cavalry charge by Caesar turned events to his side. In the battle and the panicked escape that followed, Titus Labienus and an estimated 30,000 men of the Pompeian side died. Gnaeus and Sextus managed to escape another time but supporters were difficult to find. It was by now clear Caesar had won the civil war. Within a few weeks, Gnaeus Pompeius was cornered and killed by Lucius Caesennius Lento. Sextus Pompeius was able to keep one step ahead of his enemies, and survived his brother for another decade.
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0.220543473958969... | 2 | Gnaeus Pompeius was the elder son of Pompey the Great (Gnaeus Pompeius Magnus) by his third wife, Mucia Tertia. Both he and his younger brother Sextus Pompey grew up in the shadow of their father, one of Rome's best generals and not originally a conservative politician who drifted to the more traditional faction when Julius Caesar became a threat. When Caesar crossed the Rubicon in 49 BC, thus starting a civil war, Gnaeus followed his father in their escape to the East, as did most of the conservative senators. Pompey's army lost the Battle of Pharsalus in 48 BC, and Pompey himself had to run for his life, only to be murdered in Egypt on 29 September the same year.
After the murder, Gnaeus and his brother Sextus joined the resistance against Caesar in the Africa Province. Together with Metellus Scipio, Cato the Younger and other senators, they prepared to oppose Caesar and his army to the end. Caesar defeated Metellus Scipio and Cato, who subsequently committed suicide, at the Battle of Thapsus in 46 BC. Gnaeus escaped, this time to the Balearic Islands, where he joined Sextus. Together with Titus Labienus, former general in Caesar's army, the Pompey brothers crossed over to Hispania (the Iberian Peninsula, comprising modern Spain and Portugal), where they raised yet another army.
Caesar soon followed and, on 17 March 45 BC, the armies met in the Battle of Munda. Both armies were large and led by able generals. The battle was closely fought, but eventually a cavalry charge by Caesar turned events to his side. In the battle and the panicked escape that followed, Titus Labienus and an estimated 30,000 men of the Pompeian side died. Gnaeus and Sextus managed to escape another time but supporters were difficult to find. It was by now clear Caesar had won the civil war. Within a few weeks, Gnaeus Pompeius was cornered and killed by Lucius Caesennius Lento. Sextus Pompeius was able to keep one step ahead of his enemies, and survived his brother for another decade.
Gnaeus Pompeius married Claudia Pulchra, who survived him; they had no children. | 492 | ENGLISH | 1 |
For Teacher Appreciation week, I created two FREE problem solving math wheels (they are in the same PDF file) - they can be used to teach problem solving strategies, be used as a center activity, or be used as a finished early activity. When complete, they can be added to students' binders/interactive notebooks to be used as references all year.
I hope you can use them! Just click the image to download.
To read next:
Have you ever thought about how ping pong helps kids practice math?
I love playing ping pong! I played it a lot as a kid and I play occasionally as an adult....we have a table in the basement:-) I would never claim to be a SERIOUS player, but I'm not bad!
I was playing with my daughter the other day, and it occurred to me that playing ping pong is a great way for younger children to practice their addition facts and some multiples of 5 (good for older kids too, if they don't know these facts very well). Now, this idea is based on the "serving rules" that we used when I was growing up. It appears (after I searched for info) that these are not the official rules any more, but since I'm not a professional, I'm ok with playing by the unofficial rules! The way we played is that the server switches every 5 points, and we played to 21 points.
So, here's where the math comes in....when you're playing, you need to know when to switch who's serving, so you need to know what adds up to the multiples of 5. When the score is 5-0, 4-1, or 3-2, serving switches. To switch servers at 10 points, players need to know that the score would be 10-0, 9-1, 8-2, 7-3, 6-4, or 5-5. When serving switches at a total of 15 points, the score possibilities are 15-0, 14-1, 13-2, 12-3, 11-4, 10-5, 9-6, 8-7. At 20 points, the score would be 20-0, 19-1, 18-2, 17-3, 16-4, 15-5, 14-6, 13-7, 12-8, 11-9, 10-10. The repetition of these facts throughout many games can really help kids learn them.
Over the years, I have noticed that students (in general) seem less aware of, and less automatic with, the digits that will add to 10. Playing ping pong is a great way for kids to practice these facts without thinking that they're practicing math (math in real-life!).
This is great for parents to do with their kids, but also - a mini ping pong table in the classroom sounds like fun!!
Four Ways That Self-Correcting Math Work
Can Benefit Students
I have been teaching for more than 20 years. If you have been teaching for a long time, then like me, you may have used a certain strategy/instructional tool for a period of time, and then for some reason, stopped using it....and then after another period of time you came back to it, and wondered WHY (or when!) you stopped in the first place!
That was me today. I had made 20 copies of my Footloose answer key and had the students correct their own papers (they had worked on the Footloose activity for part of yesterday's class and then finished during today's). I was surprised by the thoughts that went through my brain as they were correcting - the main one being - "When did I stop doing this?!"
I do have students check their homework answers with the answers shown on the board (sometimes), but I don't give them each a detailed answer sheet to use, and I rarely have them grade their own classwork.
Here are my re-discoveries related to students correcting their own math work. Some of these may be particular to the topic we worked on (writing algebraic expressions from phrases, phrases from expressions, and evaluating expressions given a value for the variable), and the fact that the answer keys were detailed (not just the answer), but I'm sure I'd observe the similar things when studying different topics as well:
1) Students asked me more questions when checking their work with my key. Since they were working at their own pace and checking individually, they seemed to be more comfortable with verifying whether or not their phrases were ok (I didn't have every possible phrasing option on my key). Students who wouldn't normally raise their hands to ask in front of the class did ask me questions during this time.
2) Correct work is modeled on the answer key. Because I had several options for phrases on my answer sheet, they had to read each one to see if theirs was on the sheet, giving them a little more exposure to correct options. I also had the steps for evaluating each expression, so they could go line by line and have those steps reinforced, as they compared the work to their own.
3) Students were finding their OWN mistakes, rather than me finding them. I heard things like, "I copied the problem wrong," "I said 3 x 3 was 6!" "Oh, I put division for product." And I realized, as I did years ago - it makes so much more sense to them when THEY see the difference between the correct work and the mistake they made, rather than ME finding it....do they really know why I circle a mistake that they made on their paper if they don't take the time to ask me? When they find the mistake, they know what happened. I don't need to make those types of connections and observations. They do.
4) Students are engaged - they enjoy having the key! It was fun to see them with their pens or colored pencils, pointing at their papers, question by question, making sure they were being accurate in their grading of themselves, and then being sure to write the correct answer accurately (I did make them write the correct answers, using pen or a colored pencil, so the change would stand out).
I don't know what prompted me to copy the keys to use today, but I'm so glad I did. It's wonderful to be reminded of forgotten/lost practices that help students to think just a bit more.
Have you re-discovered any strategies/practices recently?
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Do your middle school math students like to play math games? Mine do, but over the past few years I've noticed that many of them aren't familiar with some of the games I played when I was a kid, like Yahtzee, for example. So, as we started working on converting fractions and decimals, I decided to create a game to make practicing the conversions more fun AND give them some more game experience! I based it on the idea of Yahtzee:-)
Here's how it works:
Students roll four dice, and pair the dice up to create "target numbers" that are either decimals or whole numbers.
For example, a student rolls 1, 2, 4, and 6. From these dice, the student may create any two of the following decimal (or whole) numbers:
½ = 0.5 4/1 = 4
¼ = 0.25 4/2 = 2
1/6 = 0.1666... 4/6 = 0.666...
2/1 = 2 6/1 = 6
2/4 = 0.5 6/2 = 3
2/6 = 0.333... 6/4 = 1.5
Once a player has chosen two target numbers, he or she finds the score by adding the dice that were used for each decimal (or whole number). If the player chose to use 1 and 4 to get 0.25, he or she adds 1 + 4 for a sum of 5 to place in the score column. If the second choice used 2 and 6, to equal either 0.333...or 3, then sum of 8 would go in the appropriate column as the score.
On the next roll, this student rolls 1, 1, 3, and 5. This student can pair 1 and 1, to get 1, and pair 3 and 5 to get either 0.6 or 1.666... The score for 1 is 2 (1 + 1) and the score for 0.6 (or 1.666) is
8 (3 + 5).
In many cases, students' scores will be the same, but some of the decimals can be found with different combinations of numbers (1 and 3 = 0.333..., and so do
2 and 6, so students could have a score of either 4 or 8). Some students will notice this sum difference and go for the combination that will give them the higher score....bringing in the possibility of using some strategy, for those higher level thinkers.
The students have really enjoyed playing this game. They do need a few examples at the start, to understand exactly how the game works, so if you decide to try the game, be prepared to go through a few turns together.
You can create a score sheet like this on your own, or go to TPT and use what I've created. Detailed instructions are included, and a complete answer key of highest and lowest possible scores for each target number are included as well. This is handy to quickly check student score cards as you check in on their games.
If you give it a try, please let me know how it goes!
In my early years of teaching, I didn't always know what to say when students told me they didn't have time to do their homework (other than something like, "You must have had some time between 4:00 and 9:00!). There were all kinds of reasons - they had sports practice or a lesson, or they had to go to their brother's or sister's game/practice/event of some kind; or their parents took them shopping or out to eat. At that time I had one child (who was 2 when I started teaching), so I didn't have the experience from a parent's point of view of making sure I was getting my kids to their activities, getting done all the house-related things, and also making sure they were getting their homework done. This made it a little difficult for me to relate to the students' situations, but I tried to help them think about how much time they did have to do their work.
Being involved in activities definitely reduces time for schoolwork, but it
doesn't mean that schoolwork can't get done. Students can learn to manage their time, but they need to be shown how. There are many of us who, as adults, may not manage our time very well. And if a parent is not great at managing time, how will he or she teach their children to manage theirs? Even when adults are good at managing time, they don't always think to teach their children how to do what they do.
Because their parents might not talk about time management, I've spent many years teaching students (5th and 6th graders) how to find their available work time. I make these planner-type pages and have students fill in a sample week, so they can see where their available time is. When they fill in the practices, games, lessons, sibling practices, etc, they can then see what time is left in the day. If homework is assigned Monday and brother has practice, the student can see that they have a chunk of time from 3:30-6:00 (when they probably also eat dinner) and then 8-9:00. If homework completion can fit in those time slots, great! They can plan to use that time wisely. If it's not enough time, then they need to use another strategy to get things done. One of the fun parts of using the calendar/planner is the color-coding! When I used this for my own planning, I color-coded according to person (my son was green, oldest daughter orange, youngest purple, and I was blue:-).
If their chunks of time aren't big enough, students need to find other ways to complete their work. One of the strategies I share with students is to take backpacks and homework supplies in the car with them. When one of my three children had practice (they're all beyond this point now), the others brought any work they had to do. Sometimes homework was completed sitting on a blanket in the grass or sitting in the bleachers. Sometimes it was completed in the car while we waited. Do distractions occur when homework is done this way? Yes, they sometimes do. But, to me, using that time to work was better than losing an hour or two (or more, depending on travel time!) and then having to do everything after we got home (especially if we still had to have dinner!)
I also suggest that students try to study while they're driving to an event. They can read over notes and quiz themselves. If there are several people in the car, one person can quiz another. The student can quiz their parent as well, or explain information to mom or dad....this is a great way for a student to be sure his knowledge is solid.
I always suggest that students put upcoming tests on their calendars and then work backwards to schedule their study time....so they could label the driving time as study time. Projects should go on the calendar too, so students can again work backwards to fit in the necessary time to complete them.
The great thing about a week at a glance like this is that students don't have to depend on someone buying them a planner or printing out pages for them. They can write out their own schedule on their own paper and design it any way they'd like. Then they can post in it their room, on the frig, or keep it in a school binder.
As I mentioned, in the early days, I didn't quite know how to respond to students who didn't have time to do their work. But now, this is something I teach every year, to help avoid those "I didn't have time because...." statements :-) | <urn:uuid:89f681bb-5f83-48f6-86a4-f23c6d4ecf9f> | CC-MAIN-2020-05 | https://www.cognitivecardiowithmsmm.com/cognitive-cardio-blog/category/elementary-school | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00372.warc.gz | en | 0.983691 | 2,951 | 3.390625 | 3 | [
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0.1532097160816192... | 1 | For Teacher Appreciation week, I created two FREE problem solving math wheels (they are in the same PDF file) - they can be used to teach problem solving strategies, be used as a center activity, or be used as a finished early activity. When complete, they can be added to students' binders/interactive notebooks to be used as references all year.
I hope you can use them! Just click the image to download.
To read next:
Have you ever thought about how ping pong helps kids practice math?
I love playing ping pong! I played it a lot as a kid and I play occasionally as an adult....we have a table in the basement:-) I would never claim to be a SERIOUS player, but I'm not bad!
I was playing with my daughter the other day, and it occurred to me that playing ping pong is a great way for younger children to practice their addition facts and some multiples of 5 (good for older kids too, if they don't know these facts very well). Now, this idea is based on the "serving rules" that we used when I was growing up. It appears (after I searched for info) that these are not the official rules any more, but since I'm not a professional, I'm ok with playing by the unofficial rules! The way we played is that the server switches every 5 points, and we played to 21 points.
So, here's where the math comes in....when you're playing, you need to know when to switch who's serving, so you need to know what adds up to the multiples of 5. When the score is 5-0, 4-1, or 3-2, serving switches. To switch servers at 10 points, players need to know that the score would be 10-0, 9-1, 8-2, 7-3, 6-4, or 5-5. When serving switches at a total of 15 points, the score possibilities are 15-0, 14-1, 13-2, 12-3, 11-4, 10-5, 9-6, 8-7. At 20 points, the score would be 20-0, 19-1, 18-2, 17-3, 16-4, 15-5, 14-6, 13-7, 12-8, 11-9, 10-10. The repetition of these facts throughout many games can really help kids learn them.
Over the years, I have noticed that students (in general) seem less aware of, and less automatic with, the digits that will add to 10. Playing ping pong is a great way for kids to practice these facts without thinking that they're practicing math (math in real-life!).
This is great for parents to do with their kids, but also - a mini ping pong table in the classroom sounds like fun!!
Four Ways That Self-Correcting Math Work
Can Benefit Students
I have been teaching for more than 20 years. If you have been teaching for a long time, then like me, you may have used a certain strategy/instructional tool for a period of time, and then for some reason, stopped using it....and then after another period of time you came back to it, and wondered WHY (or when!) you stopped in the first place!
That was me today. I had made 20 copies of my Footloose answer key and had the students correct their own papers (they had worked on the Footloose activity for part of yesterday's class and then finished during today's). I was surprised by the thoughts that went through my brain as they were correcting - the main one being - "When did I stop doing this?!"
I do have students check their homework answers with the answers shown on the board (sometimes), but I don't give them each a detailed answer sheet to use, and I rarely have them grade their own classwork.
Here are my re-discoveries related to students correcting their own math work. Some of these may be particular to the topic we worked on (writing algebraic expressions from phrases, phrases from expressions, and evaluating expressions given a value for the variable), and the fact that the answer keys were detailed (not just the answer), but I'm sure I'd observe the similar things when studying different topics as well:
1) Students asked me more questions when checking their work with my key. Since they were working at their own pace and checking individually, they seemed to be more comfortable with verifying whether or not their phrases were ok (I didn't have every possible phrasing option on my key). Students who wouldn't normally raise their hands to ask in front of the class did ask me questions during this time.
2) Correct work is modeled on the answer key. Because I had several options for phrases on my answer sheet, they had to read each one to see if theirs was on the sheet, giving them a little more exposure to correct options. I also had the steps for evaluating each expression, so they could go line by line and have those steps reinforced, as they compared the work to their own.
3) Students were finding their OWN mistakes, rather than me finding them. I heard things like, "I copied the problem wrong," "I said 3 x 3 was 6!" "Oh, I put division for product." And I realized, as I did years ago - it makes so much more sense to them when THEY see the difference between the correct work and the mistake they made, rather than ME finding it....do they really know why I circle a mistake that they made on their paper if they don't take the time to ask me? When they find the mistake, they know what happened. I don't need to make those types of connections and observations. They do.
4) Students are engaged - they enjoy having the key! It was fun to see them with their pens or colored pencils, pointing at their papers, question by question, making sure they were being accurate in their grading of themselves, and then being sure to write the correct answer accurately (I did make them write the correct answers, using pen or a colored pencil, so the change would stand out).
I don't know what prompted me to copy the keys to use today, but I'm so glad I did. It's wonderful to be reminded of forgotten/lost practices that help students to think just a bit more.
Have you re-discovered any strategies/practices recently?
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Do your middle school math students like to play math games? Mine do, but over the past few years I've noticed that many of them aren't familiar with some of the games I played when I was a kid, like Yahtzee, for example. So, as we started working on converting fractions and decimals, I decided to create a game to make practicing the conversions more fun AND give them some more game experience! I based it on the idea of Yahtzee:-)
Here's how it works:
Students roll four dice, and pair the dice up to create "target numbers" that are either decimals or whole numbers.
For example, a student rolls 1, 2, 4, and 6. From these dice, the student may create any two of the following decimal (or whole) numbers:
½ = 0.5 4/1 = 4
¼ = 0.25 4/2 = 2
1/6 = 0.1666... 4/6 = 0.666...
2/1 = 2 6/1 = 6
2/4 = 0.5 6/2 = 3
2/6 = 0.333... 6/4 = 1.5
Once a player has chosen two target numbers, he or she finds the score by adding the dice that were used for each decimal (or whole number). If the player chose to use 1 and 4 to get 0.25, he or she adds 1 + 4 for a sum of 5 to place in the score column. If the second choice used 2 and 6, to equal either 0.333...or 3, then sum of 8 would go in the appropriate column as the score.
On the next roll, this student rolls 1, 1, 3, and 5. This student can pair 1 and 1, to get 1, and pair 3 and 5 to get either 0.6 or 1.666... The score for 1 is 2 (1 + 1) and the score for 0.6 (or 1.666) is
8 (3 + 5).
In many cases, students' scores will be the same, but some of the decimals can be found with different combinations of numbers (1 and 3 = 0.333..., and so do
2 and 6, so students could have a score of either 4 or 8). Some students will notice this sum difference and go for the combination that will give them the higher score....bringing in the possibility of using some strategy, for those higher level thinkers.
The students have really enjoyed playing this game. They do need a few examples at the start, to understand exactly how the game works, so if you decide to try the game, be prepared to go through a few turns together.
You can create a score sheet like this on your own, or go to TPT and use what I've created. Detailed instructions are included, and a complete answer key of highest and lowest possible scores for each target number are included as well. This is handy to quickly check student score cards as you check in on their games.
If you give it a try, please let me know how it goes!
In my early years of teaching, I didn't always know what to say when students told me they didn't have time to do their homework (other than something like, "You must have had some time between 4:00 and 9:00!). There were all kinds of reasons - they had sports practice or a lesson, or they had to go to their brother's or sister's game/practice/event of some kind; or their parents took them shopping or out to eat. At that time I had one child (who was 2 when I started teaching), so I didn't have the experience from a parent's point of view of making sure I was getting my kids to their activities, getting done all the house-related things, and also making sure they were getting their homework done. This made it a little difficult for me to relate to the students' situations, but I tried to help them think about how much time they did have to do their work.
Being involved in activities definitely reduces time for schoolwork, but it
doesn't mean that schoolwork can't get done. Students can learn to manage their time, but they need to be shown how. There are many of us who, as adults, may not manage our time very well. And if a parent is not great at managing time, how will he or she teach their children to manage theirs? Even when adults are good at managing time, they don't always think to teach their children how to do what they do.
Because their parents might not talk about time management, I've spent many years teaching students (5th and 6th graders) how to find their available work time. I make these planner-type pages and have students fill in a sample week, so they can see where their available time is. When they fill in the practices, games, lessons, sibling practices, etc, they can then see what time is left in the day. If homework is assigned Monday and brother has practice, the student can see that they have a chunk of time from 3:30-6:00 (when they probably also eat dinner) and then 8-9:00. If homework completion can fit in those time slots, great! They can plan to use that time wisely. If it's not enough time, then they need to use another strategy to get things done. One of the fun parts of using the calendar/planner is the color-coding! When I used this for my own planning, I color-coded according to person (my son was green, oldest daughter orange, youngest purple, and I was blue:-).
If their chunks of time aren't big enough, students need to find other ways to complete their work. One of the strategies I share with students is to take backpacks and homework supplies in the car with them. When one of my three children had practice (they're all beyond this point now), the others brought any work they had to do. Sometimes homework was completed sitting on a blanket in the grass or sitting in the bleachers. Sometimes it was completed in the car while we waited. Do distractions occur when homework is done this way? Yes, they sometimes do. But, to me, using that time to work was better than losing an hour or two (or more, depending on travel time!) and then having to do everything after we got home (especially if we still had to have dinner!)
I also suggest that students try to study while they're driving to an event. They can read over notes and quiz themselves. If there are several people in the car, one person can quiz another. The student can quiz their parent as well, or explain information to mom or dad....this is a great way for a student to be sure his knowledge is solid.
I always suggest that students put upcoming tests on their calendars and then work backwards to schedule their study time....so they could label the driving time as study time. Projects should go on the calendar too, so students can again work backwards to fit in the necessary time to complete them.
The great thing about a week at a glance like this is that students don't have to depend on someone buying them a planner or printing out pages for them. They can write out their own schedule on their own paper and design it any way they'd like. Then they can post in it their room, on the frig, or keep it in a school binder.
As I mentioned, in the early days, I didn't quite know how to respond to students who didn't have time to do their work. But now, this is something I teach every year, to help avoid those "I didn't have time because...." statements :-) | 3,036 | ENGLISH | 1 |
Resisting segregation and racism is a good deed; so is simply being non-racist. Ralph Ellison, African-American author of Invisible Man, grew up in the era of Jim Crow and segregation. The black children knew about racism. When he was a child attending Frederick Douglass School in Oklahoma City, Oklahoma, the black children skipped rope and sang, “These white folk think / They are so fine / But their raggedy drawers / Stink just like mine!” His mother, Ida, wanted her children to know how affluent white people lived, and so she took them for walks in well-off white people’s neighborhoods. Young Ralph decided that he wanted to live in a “world in which you wore your Sunday clothes” everyday. Ida even took her children to a whites-only zoo, entering at the tail end of a group of white people. No one seemed to mind until at closing time, when an angry guard confronted Ida, who said that she paid taxes and therefore she and her children had a right to visit the zoo. Roscoe Dunjee, editor and publisher of the Black Dispatch, criticized segregation and racism. Blacks were not allowed to use the Oklahoma City Carnegie Library, so Mr. Dunjee threatened to sue the city, which opened up the Paul Lawrence Dunbar Branch Library for black people. The books weren’t new, but young Ralph read many of them. Unfortunately, the adult Mr. Ellison also encountered racism. When he went to New York City and ordered a meal at a restaurant, the waiter salted his food so heavily that it was inedible. But some white people also helped him. He took a photo of white author and translator Francis Steenmuller that was used on the cover of one of Mr. Steenmuller’s books, and Mr. Steenmuller allowed him to use a quiet office in a wholesale jeweler’s suite he owned. The suite was on Fifth Avenue, and none of the white people in the upscale neighborhood questioned his being there, and all of the white people were courteous to him. The Steenmullers also let Mr. Ellison use their Vermont vacation cabin, where he wrote the first chapter of Invisible Man, which in 1953 won the National Book Award’s gold medal for fiction and is now a modern American — and world-class — classic.
Amiri Baraka grew up in a racist age, and while he was dating a white woman named Hettie Cohen who later became his wife, they were walking together in Greenwich Village when a number of white people started to jeer at them. Angry, Hettie turned toward them, “ready to fight or preach,” as she later wrote, but Amiri, who at the time was named LeRoi Jones, grabbed her arm and told her, “Keep walking. Just keep on walking.” Hettie wrote, “It was his tone that made me give in, and only later I realized we might have been hurt, or killed — and him more likely.” The two worked at a music store called The Record Changer, which was going out of business, and they were looking for other jobs. Hettie once listened as Amiri (LeRoi) pretended on the telephone to be his boss, giving him a recommendation. He said to the person on the other end of the telephone, “Yes, I’m well aware that he’s a Negro, but he’s been a fine employee.” Shortly after, he said on the telephone, “He hasn’t stolen anything, if that’s what you mean. We’d be glad to vouch.” His face remained calm as he spoke, but Hettie noticed that his jaw muscles clenched and unclenched as if he were grinding his teeth.
Ed McMahon stood up when standing up is necessary. He was Irish, and he was old enough to remember this sign for job openings: “IRISH NEED NOT APPLY.” Eventually, Americans stopped being prejudiced against the Irish, but other kinds of prejudice remained. When his daughter Claudia came home from college with a Chinese friend, a country club in Westchester County that the McMahons belonged to refused to let them in. Mr. McMahon paid a visit to the country club and raised his voice. He says, “Believe me, no McMahon ever set foot in that country club again.” Mr. McMahon and his daughter Linda once went to P.J. Clarke’s in New York. A man there bothered Linda and tried to put his arm around her. Mr. McMahon says, “I poked him in the chest so hard I knocked him to the floor. I remember exactly what I said to him, ‘It will not be necessary for you to touch me or any member of my family for the rest of your life. Do I make myself clear?’”
In 1914, African-American author Langston Hughes was 12 years old. He enrolled in Central School in Lawrence, Kansas. His teacher, who was white, wanted black students to sit in a certain row, separate from white students. Langston made up cards for the black students to put on their desks: “JIM CROW ROW.” He was expelled from school, but he was allowed to return when black parents and VIPs spoke up for him. The teacher stopped requiring black students to sit in the Jim Crow row. When Langston was in the first grade in Topeka, Kansas, his mother, Carrie, enrolled him in Harrison Street School, which was all white. The principal would not admit him until Carrie went before the Topeka School Board and won.
Henry Ford was an anti-Semite who backed the anti-Semitic publication the Dearborn Independent. This publication was about to start a series of articles railing against Jewish influence in Hollywood. Dore Schary, a film producer and the author of the play Sunrise at Campobello, showed Mr. Ford a short public-service documentary about automobile safety. The documentary showed a lot of automobile crashes — all of the crashing automobiles were Fords. The Dearborn Independentshelved its series of articles railing against Jewish influence in Hollywood, and Mr. Schary shelved his short public-service documentary about automobile safety.
A hospital orderly once took care of a really racist patient. The orderly gave the man a sponge bath with a chemical that turns white skin black for several days. A nurse in on the joke told the racist that blood from a black person had been used in his most recent transfusion. Unfortunately, the racist stayed racist.
Copyright by Bruce D. Bruce; All Rights Reserved
Buy the Paperback:THE MOST INTERESTING PEOPLE IN POLITICS AND HISTORY | <urn:uuid:43af4d1e-dc7b-4085-96d6-292fc35c7110> | CC-MAIN-2020-05 | https://cosplayvideos.wordpress.com/2019/03/31/david-bruce-prejudice/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00393.warc.gz | en | 0.984921 | 1,422 | 3.625 | 4 | [
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0.158320933... | 3 | Resisting segregation and racism is a good deed; so is simply being non-racist. Ralph Ellison, African-American author of Invisible Man, grew up in the era of Jim Crow and segregation. The black children knew about racism. When he was a child attending Frederick Douglass School in Oklahoma City, Oklahoma, the black children skipped rope and sang, “These white folk think / They are so fine / But their raggedy drawers / Stink just like mine!” His mother, Ida, wanted her children to know how affluent white people lived, and so she took them for walks in well-off white people’s neighborhoods. Young Ralph decided that he wanted to live in a “world in which you wore your Sunday clothes” everyday. Ida even took her children to a whites-only zoo, entering at the tail end of a group of white people. No one seemed to mind until at closing time, when an angry guard confronted Ida, who said that she paid taxes and therefore she and her children had a right to visit the zoo. Roscoe Dunjee, editor and publisher of the Black Dispatch, criticized segregation and racism. Blacks were not allowed to use the Oklahoma City Carnegie Library, so Mr. Dunjee threatened to sue the city, which opened up the Paul Lawrence Dunbar Branch Library for black people. The books weren’t new, but young Ralph read many of them. Unfortunately, the adult Mr. Ellison also encountered racism. When he went to New York City and ordered a meal at a restaurant, the waiter salted his food so heavily that it was inedible. But some white people also helped him. He took a photo of white author and translator Francis Steenmuller that was used on the cover of one of Mr. Steenmuller’s books, and Mr. Steenmuller allowed him to use a quiet office in a wholesale jeweler’s suite he owned. The suite was on Fifth Avenue, and none of the white people in the upscale neighborhood questioned his being there, and all of the white people were courteous to him. The Steenmullers also let Mr. Ellison use their Vermont vacation cabin, where he wrote the first chapter of Invisible Man, which in 1953 won the National Book Award’s gold medal for fiction and is now a modern American — and world-class — classic.
Amiri Baraka grew up in a racist age, and while he was dating a white woman named Hettie Cohen who later became his wife, they were walking together in Greenwich Village when a number of white people started to jeer at them. Angry, Hettie turned toward them, “ready to fight or preach,” as she later wrote, but Amiri, who at the time was named LeRoi Jones, grabbed her arm and told her, “Keep walking. Just keep on walking.” Hettie wrote, “It was his tone that made me give in, and only later I realized we might have been hurt, or killed — and him more likely.” The two worked at a music store called The Record Changer, which was going out of business, and they were looking for other jobs. Hettie once listened as Amiri (LeRoi) pretended on the telephone to be his boss, giving him a recommendation. He said to the person on the other end of the telephone, “Yes, I’m well aware that he’s a Negro, but he’s been a fine employee.” Shortly after, he said on the telephone, “He hasn’t stolen anything, if that’s what you mean. We’d be glad to vouch.” His face remained calm as he spoke, but Hettie noticed that his jaw muscles clenched and unclenched as if he were grinding his teeth.
Ed McMahon stood up when standing up is necessary. He was Irish, and he was old enough to remember this sign for job openings: “IRISH NEED NOT APPLY.” Eventually, Americans stopped being prejudiced against the Irish, but other kinds of prejudice remained. When his daughter Claudia came home from college with a Chinese friend, a country club in Westchester County that the McMahons belonged to refused to let them in. Mr. McMahon paid a visit to the country club and raised his voice. He says, “Believe me, no McMahon ever set foot in that country club again.” Mr. McMahon and his daughter Linda once went to P.J. Clarke’s in New York. A man there bothered Linda and tried to put his arm around her. Mr. McMahon says, “I poked him in the chest so hard I knocked him to the floor. I remember exactly what I said to him, ‘It will not be necessary for you to touch me or any member of my family for the rest of your life. Do I make myself clear?’”
In 1914, African-American author Langston Hughes was 12 years old. He enrolled in Central School in Lawrence, Kansas. His teacher, who was white, wanted black students to sit in a certain row, separate from white students. Langston made up cards for the black students to put on their desks: “JIM CROW ROW.” He was expelled from school, but he was allowed to return when black parents and VIPs spoke up for him. The teacher stopped requiring black students to sit in the Jim Crow row. When Langston was in the first grade in Topeka, Kansas, his mother, Carrie, enrolled him in Harrison Street School, which was all white. The principal would not admit him until Carrie went before the Topeka School Board and won.
Henry Ford was an anti-Semite who backed the anti-Semitic publication the Dearborn Independent. This publication was about to start a series of articles railing against Jewish influence in Hollywood. Dore Schary, a film producer and the author of the play Sunrise at Campobello, showed Mr. Ford a short public-service documentary about automobile safety. The documentary showed a lot of automobile crashes — all of the crashing automobiles were Fords. The Dearborn Independentshelved its series of articles railing against Jewish influence in Hollywood, and Mr. Schary shelved his short public-service documentary about automobile safety.
A hospital orderly once took care of a really racist patient. The orderly gave the man a sponge bath with a chemical that turns white skin black for several days. A nurse in on the joke told the racist that blood from a black person had been used in his most recent transfusion. Unfortunately, the racist stayed racist.
Copyright by Bruce D. Bruce; All Rights Reserved
Buy the Paperback:THE MOST INTERESTING PEOPLE IN POLITICS AND HISTORY | 1,353 | ENGLISH | 1 |
A jar or clear cups , shaving cream and food coloring might seem like random materials to have in a classroom, but alas, they are the norm. The fact that I could grab these materials from my own room without a late night trip to Walmart is always a bonus. Not only is the prep easy, but the experiment is simple enough for little ones to join in.
First, we walked through the experiment together in a group. This way, I was able to engage my learners with questions before, during and after the experiment. After we did the experiment together, my little scientists learned how rain falls down from clouds. Then, I let them get some practice. After writing the procedure in their science notebooks they were able to break up into groups and practice on their own.
I love hearing how this simple science experiment is working in other classrooms and homes. It is one thing for it to work with my learners, but to hear that others are enjoying the simple science fun makes it even better. We did this experiment last year, and my students loved it! We had such great conversations about the types of clouds and how they change when it gets windy or stormy. It was wonderful. Lets just say when six kids go through a whole can of shaving cream and are choosing to repeat the experiment over and over, you know it was a success!
I will definitely be doing this one again this year! Another way I keep science simple is with my science notebook. Not only are there specific science activities, but the general experiment and exploration pages always save the day when I am in a crunch. I usually create a science chart based on my science notebook pages to complete together. Year level: F, 1 Theme: Water and the natural environment Learning objectives Students can: compare seasons in northern Western Australia to seasons where they live discover Aboriginal words for weather explore Aboriginal symbols for weather.
Things you will need Aboriginal weather symbols, search aboriginalartonline. Lesson description Plan your lesson in consultation with Aboriginal staff or local community members. Watch the How do you know when rain is coming? Read Big Rain Coming, about prediction of weather, by one of the Elders in a remote Aboriginal community.
Discuss What does the title of the book suggest? In which parts of Australia would you find this sort of landscape? Why do you think the people appear to be so happy on the cover? What are your experiences of extreme dry weather?https://tamunchknowalex.cf/rumble-in-brooklyn.php
Why do some places have fours seasons in a year while others may have two or six seasons? What are the good and bad things about living in a place where there is no rain for most of the year? Was Old Stephen concerned that there was no rain? Would you have believed him? How many seasons of weather do we have and how do we tell them apart?
What is a billabong? Who and what would make use of a billabong? How do the illustrations show that a storm is coming? How did everyone feel when the rain came? How would the water feel on their skin after such a dry spell? What would it taste like? What would it smell like? What happens once the rain has finally come? What happens to plants around us when is not raining?
Activity Explore the Aboriginal symbols used for weather phenomena such as rainbow, rain, clouds, wind and lightning. Per usual, Maria Murnane does not disappoint. This book just reminds me that it is more important than ever for my best friends and I to continue our yearly tropical vacation, especially when we love far apart. Can't wait for the next read! Listened via audiobook. A good story about a woman who lost herself in marriage and motherhood.
I loved seeing her find that she is still the same person and needs to refocus on what she needs after divorce. Oct 25, Tracy rated it it was amazing. Relateable This book touches a vein if you've been through something that makes you forget you. I enjoyed the lighthearted comedy and the strong connections. Mar 03, Michelle rated it liked it. This book was ok but I had a more difficult time getting into this book. It did explain things about previous characters and was good in the end, I just had more trouble sticking with it.
The Rain Came Down Lesson Plan | Scholastic
May 28, NAomi davis rated it it was amazing. Great I loved the development of the story. So glad Daphne had a good time. The friend ship was so strong. Sep 12, Jessica Higgins rated it really liked it.
- More by Ellen Bass.
- Teaching Waiting for the Rain.
- Lunar Contact Complete Trilogy (Contact Series Book 4)?
- Liquid Chromatography: Applications (Handbooks in Separation Science);
- A Rainy Day Experiment | Lesson Plan | awycolihelef.ml | Lesson plan | awycolihelef.ml.
- Endometriosis in Clinical Practice.
Daphne White has not lived the life she planned. She graduated with honors from Northwestern University in journalism and was ready to set the world on fire while winning a Pulitzer in the process. Then she met Brian, slight sidetrack in plans but she was in love. A few short months later brought a new daughter, Emma into her life. Then she made the decision to be a stay at home mom and put her dreams on hold.
Fifteen years later, she and Brian grew apart and are divorced. He is getting remarried, but she is stuck in a rut. So when her two college friends suggest a girls getaway to the island of St. But will being around old friends help her or make her feel worse compared to their accomplishments? It centers around Daphne turning forty and feeling like a failure in her marriage and missing out professionally.
With the help of her workaholic friend Skylar and her super fit energetic friend KC, Daphne discovers how to move forward with her life. She even manages to have her first date, maybe even a little more if you want to read to find out. There is some mild language and some implied sex, but nothing graphic.
I recommend this book to those who love a good coming of older age story. I received a complimentary copy of this book from the publisher. The views and opinions expressed within are my own. Jul 18, MillsyLovesBooks rated it really liked it. Maria Murnane is a new to me author, i was drawn to the beautiful eye catching cover and was looking forward to delving into Daphne's life. Wait for the Rain was a feel good fun, light read. Perfect getaway summer read about the lives and loves of three fabulous friends. Daphne is turning forty, her Ex is moving on with his life getting remarried.
Her teenage daughter is making her feel that she not needed as much. She's some what lost and at a point in her life that she needs to make changes. To Maria Murnane is a new to me author, i was drawn to the beautiful eye catching cover and was looking forward to delving into Daphne's life. To celebrate turning forty Daphne and her two best friends from college decided there long over due a catch up and arrange a holiday together.
Spending time just her and her girlfriends is just what Daphne needs. Things are a little strained at first between Daphne and her friends. But when she start's to open up the easiness slips back in giving us some fun loving banter between them. There is some romance but for me that part is secondary to the main story of finding yourself again. Thats what I loved the most it was the journey that Daphne was on trying to find herself and renewing her friendships with her life long friends.
Wait for the Rain is a wonderful read of friendships and finding who you are and allowing yourself some joy in life. Life will always carry on and it is what you make of it. Aug 31, Sammie Porter rated it it was ok. Not a good fit for me To start on a positive note Each has their own, abundantly clear voice. However, Daphne, the main character is entirely too whiny for my taste. She shows no "gratitude" for the abundance in her life. Beautiful house, healthy daughter, herself in good shape AND a fantastic vacation. Her workaholic friend Skyler is clearly an alcoholic, o Not a good fit for me To start on a positive note Her workaholic friend Skyler is clearly an alcoholic, or well on her way to being one, yet "she" is the Voice of Wisdom despite her world weariness.
KC is the ultra-positive, much needed voice in the story. Obviously their friendship is a sisterhood. Yet Skyler's problem with alcohol, is never identified or addressed. Granted the storyline wasn't about danger, but in this day and age, completely thoughtless hedonism is beyond foolish. The younger females are spoken of as "immature and desperate" but their older counterparts seem equally thoughtless of their safety. Who leaves someone with an allergic reaction home alone without at least checking on them before going. Avoiding being judgmental at all costs still bears a cost. Good insights re: online dating and being ok with life choices.
Still, just not a good fit for me. Aug 22, T. Beasley rated it really liked it. The main character, Daphne is going through a rough time since her divorce and with her ex-husband decided to remarry. Daphne needs a change so she takes a vacation with her college friends to the Caribbean to celebrate they are turning forty. Clay is younger than she is which causes hesitation but Daphne may just let her hair down.
As the story progresses, you learn more about these three friends and everything that has happened to them before turning forty. This was a well-written book with well-developed characters. The focus of the book, which is these women rediscovering who they are and what they want out of life, keeps you reading. It also helps you understand there is life after divorce especially when you have close friends who are there for you. The message in this book is helpful for those dealing with divorce, break-ups and just wanting a change in their life. This book would be a wonderful book club selection and I recommend it to others.
Dec 17, Sue rated it really liked it. Everyone has goals in life that they plan to meet by the time they are The three friends in this book had goals and this book is written in the pov of Daphne who felt like she had fallen far short of her goals especially when compared to her friends. Daphne has plans to meet her two best friends KC and Skylar at an island in the Caribbean. Even though they kept in touch, this was the first time they'd seen each other in ten years.
At first Daphne tries to keep her disappointments in her life Everyone has goals in life that they plan to meet by the time they are At first Daphne tries to keep her disappointments in her life from her friends but finally breaks down and confesses to them that she feels like a failure - her divorced husband is marrying a younger women, her teenage daughter is a typical teenager who doesn't want to spend time at home, her goal of being a writer hasn't happened because she's spent her entire life so far being a wife and a mother and burying her dreams. This is a wonderful book about female friendships and about finding out who you are and learning how to enjoy life again.
Thanks to the author for a copy of this book to read and review. Mar 01, Stacie rated it really liked it Shelves: , fiction , chick-lit. I was gifted a copy of the book by the author but that in no way shapes my review. Trust me, if I don't like it, you'll know. As someone who turns 40 next year, I totally get Daphne. Things she said I've said or thought and I completely get not being where you thought you'd be by a certain milestone.
I think that's the sign of a good character. One that you read and say I know you, I am you! I see the book labeled as a romance and while sure, there are undertones of romance, I'd say it is more of I was gifted a copy of the book by the author but that in no way shapes my review. I see the book labeled as a romance and while sure, there are undertones of romance, I'd say it is more of a self-romance. Rediscovering who you are and why you are awesome when you haven't felt that way in a long time is probably the issue at the core of this book.
I really enjoyed it and now I'm reading for a smoothie and the beach. Wonder if the island in the book is a real place? Oct 05, Jennibritt rated it liked it. How Daphne Got Her Groove Back A recently divorced woman travels to a beautiful tropical island with her two best friends since college to celebrate turning forty. I was aggravated the first half of this book and really wanted to Gibbs head slap the main character but with the help of her friends she ended the almost never ending pity party she was throwing.
I loved the KC character and wish I had friends like her and Skyler in real. If you are in need of a wick beach read i think I would re How Daphne Got Her Groove Back A recently divorced woman travels to a beautiful tropical island with her two best friends since college to celebrate turning forty. If you are in need of a wick beach read i think I would recommend this book of you are at least over the age of Nov 23, Christine Ottaway rated it really liked it. I wanted to read a book by Maria Murname because I enjoy her blogs on writing and find them very helpful.
She certainly puts all her advice into practise. The book was well written, the characters plausible and funny. It really worked. However the only down side is that I really do not enjoy the topic of ladies turning 40 finding themselves. Three ladies going to the Caribbean and having fun especially with younger men is just not my scene. If you like this sort of thing - it is great read. Jul 20, Tracy rated it liked it Shelves: chick-lit , kindle.
Book by the author of the very cute Waverly Bryson series. It wasn't as good as the series, which I enjoyed. This one was about a sad solitary recently divorced woman on a girls trip whose life is just not going so good. Kind of formulaic but reasonably quick read. Mar 01, Sheila rated it it was amazing. Absolutely Loved I absolutely loved this book.
The characters were relatable and I know someone in my life like each of them. It was interesting to follow Daphne's changing perspective of both herself and life. Apr 05, Alicia Vega rated it did not like it. Not my cup of tea.
You'll find a meaningful line here and there, but for the most part it was a boring read about three shallow women with very little morals. Couldn't wait to finish it! If you applaud one night stands like these women do, then this is the book for you. There are no discussion topics on this book yet. Readers also enjoyed. Womens Fiction. About Maria Murnane.
Maria Murnane. The way Maria became an author is a little crazy. She used to work in high-tech PR but hated it, so one day she quit and ended up playing semi-pro soccer in Argentina for a year. While she was down there she decided to write a novel, which was something she'd always dreamed of doing. And yes, she still plays a lot of soccer!
Learn more and sign up for her mailing list at www. | <urn:uuid:e4685def-adad-4317-97c6-6d7fdc76b55b> | CC-MAIN-2020-05 | http://awycolihelef.ml/tragic/lesson-plans-waiting-for-the-rain.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00092.warc.gz | en | 0.981101 | 3,294 | 3.71875 | 4 | [
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0.275561243295... | 1 | A jar or clear cups , shaving cream and food coloring might seem like random materials to have in a classroom, but alas, they are the norm. The fact that I could grab these materials from my own room without a late night trip to Walmart is always a bonus. Not only is the prep easy, but the experiment is simple enough for little ones to join in.
First, we walked through the experiment together in a group. This way, I was able to engage my learners with questions before, during and after the experiment. After we did the experiment together, my little scientists learned how rain falls down from clouds. Then, I let them get some practice. After writing the procedure in their science notebooks they were able to break up into groups and practice on their own.
I love hearing how this simple science experiment is working in other classrooms and homes. It is one thing for it to work with my learners, but to hear that others are enjoying the simple science fun makes it even better. We did this experiment last year, and my students loved it! We had such great conversations about the types of clouds and how they change when it gets windy or stormy. It was wonderful. Lets just say when six kids go through a whole can of shaving cream and are choosing to repeat the experiment over and over, you know it was a success!
I will definitely be doing this one again this year! Another way I keep science simple is with my science notebook. Not only are there specific science activities, but the general experiment and exploration pages always save the day when I am in a crunch. I usually create a science chart based on my science notebook pages to complete together. Year level: F, 1 Theme: Water and the natural environment Learning objectives Students can: compare seasons in northern Western Australia to seasons where they live discover Aboriginal words for weather explore Aboriginal symbols for weather.
Things you will need Aboriginal weather symbols, search aboriginalartonline. Lesson description Plan your lesson in consultation with Aboriginal staff or local community members. Watch the How do you know when rain is coming? Read Big Rain Coming, about prediction of weather, by one of the Elders in a remote Aboriginal community.
Discuss What does the title of the book suggest? In which parts of Australia would you find this sort of landscape? Why do you think the people appear to be so happy on the cover? What are your experiences of extreme dry weather?https://tamunchknowalex.cf/rumble-in-brooklyn.php
Why do some places have fours seasons in a year while others may have two or six seasons? What are the good and bad things about living in a place where there is no rain for most of the year? Was Old Stephen concerned that there was no rain? Would you have believed him? How many seasons of weather do we have and how do we tell them apart?
What is a billabong? Who and what would make use of a billabong? How do the illustrations show that a storm is coming? How did everyone feel when the rain came? How would the water feel on their skin after such a dry spell? What would it taste like? What would it smell like? What happens once the rain has finally come? What happens to plants around us when is not raining?
Activity Explore the Aboriginal symbols used for weather phenomena such as rainbow, rain, clouds, wind and lightning. Per usual, Maria Murnane does not disappoint. This book just reminds me that it is more important than ever for my best friends and I to continue our yearly tropical vacation, especially when we love far apart. Can't wait for the next read! Listened via audiobook. A good story about a woman who lost herself in marriage and motherhood.
I loved seeing her find that she is still the same person and needs to refocus on what she needs after divorce. Oct 25, Tracy rated it it was amazing. Relateable This book touches a vein if you've been through something that makes you forget you. I enjoyed the lighthearted comedy and the strong connections. Mar 03, Michelle rated it liked it. This book was ok but I had a more difficult time getting into this book. It did explain things about previous characters and was good in the end, I just had more trouble sticking with it.
The Rain Came Down Lesson Plan | Scholastic
May 28, NAomi davis rated it it was amazing. Great I loved the development of the story. So glad Daphne had a good time. The friend ship was so strong. Sep 12, Jessica Higgins rated it really liked it.
- More by Ellen Bass.
- Teaching Waiting for the Rain.
- Lunar Contact Complete Trilogy (Contact Series Book 4)?
- Liquid Chromatography: Applications (Handbooks in Separation Science);
- A Rainy Day Experiment | Lesson Plan | awycolihelef.ml | Lesson plan | awycolihelef.ml.
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Daphne White has not lived the life she planned. She graduated with honors from Northwestern University in journalism and was ready to set the world on fire while winning a Pulitzer in the process. Then she met Brian, slight sidetrack in plans but she was in love. A few short months later brought a new daughter, Emma into her life. Then she made the decision to be a stay at home mom and put her dreams on hold.
Fifteen years later, she and Brian grew apart and are divorced. He is getting remarried, but she is stuck in a rut. So when her two college friends suggest a girls getaway to the island of St. But will being around old friends help her or make her feel worse compared to their accomplishments? It centers around Daphne turning forty and feeling like a failure in her marriage and missing out professionally.
With the help of her workaholic friend Skylar and her super fit energetic friend KC, Daphne discovers how to move forward with her life. She even manages to have her first date, maybe even a little more if you want to read to find out. There is some mild language and some implied sex, but nothing graphic.
I recommend this book to those who love a good coming of older age story. I received a complimentary copy of this book from the publisher. The views and opinions expressed within are my own. Jul 18, MillsyLovesBooks rated it really liked it. Maria Murnane is a new to me author, i was drawn to the beautiful eye catching cover and was looking forward to delving into Daphne's life. Wait for the Rain was a feel good fun, light read. Perfect getaway summer read about the lives and loves of three fabulous friends. Daphne is turning forty, her Ex is moving on with his life getting remarried.
Her teenage daughter is making her feel that she not needed as much. She's some what lost and at a point in her life that she needs to make changes. To Maria Murnane is a new to me author, i was drawn to the beautiful eye catching cover and was looking forward to delving into Daphne's life. To celebrate turning forty Daphne and her two best friends from college decided there long over due a catch up and arrange a holiday together.
Spending time just her and her girlfriends is just what Daphne needs. Things are a little strained at first between Daphne and her friends. But when she start's to open up the easiness slips back in giving us some fun loving banter between them. There is some romance but for me that part is secondary to the main story of finding yourself again. Thats what I loved the most it was the journey that Daphne was on trying to find herself and renewing her friendships with her life long friends.
Wait for the Rain is a wonderful read of friendships and finding who you are and allowing yourself some joy in life. Life will always carry on and it is what you make of it. Aug 31, Sammie Porter rated it it was ok. Not a good fit for me To start on a positive note Each has their own, abundantly clear voice. However, Daphne, the main character is entirely too whiny for my taste. She shows no "gratitude" for the abundance in her life. Beautiful house, healthy daughter, herself in good shape AND a fantastic vacation. Her workaholic friend Skyler is clearly an alcoholic, o Not a good fit for me To start on a positive note Her workaholic friend Skyler is clearly an alcoholic, or well on her way to being one, yet "she" is the Voice of Wisdom despite her world weariness.
KC is the ultra-positive, much needed voice in the story. Obviously their friendship is a sisterhood. Yet Skyler's problem with alcohol, is never identified or addressed. Granted the storyline wasn't about danger, but in this day and age, completely thoughtless hedonism is beyond foolish. The younger females are spoken of as "immature and desperate" but their older counterparts seem equally thoughtless of their safety. Who leaves someone with an allergic reaction home alone without at least checking on them before going. Avoiding being judgmental at all costs still bears a cost. Good insights re: online dating and being ok with life choices.
Still, just not a good fit for me. Aug 22, T. Beasley rated it really liked it. The main character, Daphne is going through a rough time since her divorce and with her ex-husband decided to remarry. Daphne needs a change so she takes a vacation with her college friends to the Caribbean to celebrate they are turning forty. Clay is younger than she is which causes hesitation but Daphne may just let her hair down.
As the story progresses, you learn more about these three friends and everything that has happened to them before turning forty. This was a well-written book with well-developed characters. The focus of the book, which is these women rediscovering who they are and what they want out of life, keeps you reading. It also helps you understand there is life after divorce especially when you have close friends who are there for you. The message in this book is helpful for those dealing with divorce, break-ups and just wanting a change in their life. This book would be a wonderful book club selection and I recommend it to others.
Dec 17, Sue rated it really liked it. Everyone has goals in life that they plan to meet by the time they are The three friends in this book had goals and this book is written in the pov of Daphne who felt like she had fallen far short of her goals especially when compared to her friends. Daphne has plans to meet her two best friends KC and Skylar at an island in the Caribbean. Even though they kept in touch, this was the first time they'd seen each other in ten years.
At first Daphne tries to keep her disappointments in her life Everyone has goals in life that they plan to meet by the time they are At first Daphne tries to keep her disappointments in her life from her friends but finally breaks down and confesses to them that she feels like a failure - her divorced husband is marrying a younger women, her teenage daughter is a typical teenager who doesn't want to spend time at home, her goal of being a writer hasn't happened because she's spent her entire life so far being a wife and a mother and burying her dreams. This is a wonderful book about female friendships and about finding out who you are and learning how to enjoy life again.
Thanks to the author for a copy of this book to read and review. Mar 01, Stacie rated it really liked it Shelves: , fiction , chick-lit. I was gifted a copy of the book by the author but that in no way shapes my review. Trust me, if I don't like it, you'll know. As someone who turns 40 next year, I totally get Daphne. Things she said I've said or thought and I completely get not being where you thought you'd be by a certain milestone.
I think that's the sign of a good character. One that you read and say I know you, I am you! I see the book labeled as a romance and while sure, there are undertones of romance, I'd say it is more of I was gifted a copy of the book by the author but that in no way shapes my review. I see the book labeled as a romance and while sure, there are undertones of romance, I'd say it is more of a self-romance. Rediscovering who you are and why you are awesome when you haven't felt that way in a long time is probably the issue at the core of this book.
I really enjoyed it and now I'm reading for a smoothie and the beach. Wonder if the island in the book is a real place? Oct 05, Jennibritt rated it liked it. How Daphne Got Her Groove Back A recently divorced woman travels to a beautiful tropical island with her two best friends since college to celebrate turning forty. I was aggravated the first half of this book and really wanted to Gibbs head slap the main character but with the help of her friends she ended the almost never ending pity party she was throwing.
I loved the KC character and wish I had friends like her and Skyler in real. If you are in need of a wick beach read i think I would re How Daphne Got Her Groove Back A recently divorced woman travels to a beautiful tropical island with her two best friends since college to celebrate turning forty. If you are in need of a wick beach read i think I would recommend this book of you are at least over the age of Nov 23, Christine Ottaway rated it really liked it. I wanted to read a book by Maria Murname because I enjoy her blogs on writing and find them very helpful.
She certainly puts all her advice into practise. The book was well written, the characters plausible and funny. It really worked. However the only down side is that I really do not enjoy the topic of ladies turning 40 finding themselves. Three ladies going to the Caribbean and having fun especially with younger men is just not my scene. If you like this sort of thing - it is great read. Jul 20, Tracy rated it liked it Shelves: chick-lit , kindle.
Book by the author of the very cute Waverly Bryson series. It wasn't as good as the series, which I enjoyed. This one was about a sad solitary recently divorced woman on a girls trip whose life is just not going so good. Kind of formulaic but reasonably quick read. Mar 01, Sheila rated it it was amazing. Absolutely Loved I absolutely loved this book.
The characters were relatable and I know someone in my life like each of them. It was interesting to follow Daphne's changing perspective of both herself and life. Apr 05, Alicia Vega rated it did not like it. Not my cup of tea.
You'll find a meaningful line here and there, but for the most part it was a boring read about three shallow women with very little morals. Couldn't wait to finish it! If you applaud one night stands like these women do, then this is the book for you. There are no discussion topics on this book yet. Readers also enjoyed. Womens Fiction. About Maria Murnane.
Maria Murnane. The way Maria became an author is a little crazy. She used to work in high-tech PR but hated it, so one day she quit and ended up playing semi-pro soccer in Argentina for a year. While she was down there she decided to write a novel, which was something she'd always dreamed of doing. And yes, she still plays a lot of soccer!
Learn more and sign up for her mailing list at www. | 3,262 | ENGLISH | 1 |
Florence, Cradle of the Renaissance
The Life Of Leonardo Da Vinci
The first association that came to the mind when speaking about Renaissance Art and Florence in combination for sure is the great Italian artist- Leonardo da Vinci. Known as leading artist and intellectual, he was also a sculptor, architect, inventor and military engineer. With a curious mind Leonardo da Vinci studied the laws of science and nature, which greatly influenced his work. His ideas and work have influenced innumerable artists and made da Vinci a leading light of the Italian Renaissance. Today Leonardo da Vinci remains best known for his two paintings that remain among the world’s most famous: Mona Lisa and The Last Supper.
Leonardo da Vinci was born in 1452, Anchiano, Tuscany, close to the town of Vinci that provided the surname we associate with him today. In his own time he was known just as Leonardo or as “Il Florentine”, since he lived near Florence.
Leonardo Da Vinci has never received formal education, except for the basic reading, writing and math. However his artistic talent was highly appreciated and around the age of 15 he was already appreciated sculptor and painter. When he was at the age of 20, the painters’ guild of Florence offered Leonardo da Vinci membership, but he remained with Verrocchio until he became an independent master six years later. Around 1482, he began to paint his first commissioned work-The Adoration of the Magi, for Florence’s San Donato, a Scopeto monastery.
Da Vinci’s interests ranged far beyond fine art. He studied nature, mechanics, anatomy, physics, architecture, weaponry and more, often creating accurate, workable designs for machines like the bicycle, helicopter and etc. Da Vinci’ believed that sight was mankind’s most important sense and that “saper vedere”(“knowing how to see”) was crucial to living all aspects of life fully. Because of his diverse interest probably he failed to complete noteworthy number of paintings. He used to spend his time immersing the nature, scientific laws and writing about his observations Leonardo Da Vinci began filling notebooks related to four themes of his interest- painting, architecture, mechanics and human anatomy. His notebooks contained thousands of pages with drawings and illustrations and densely penned commentary, some of which (thanks to left-handed “mirror script”) was indecipherable to others. The notebooks—often referred to as da Vinci’s manuscripts and “codices”—are housed today in museum collections after having been scattered after his death. The Codex Atlanticus, for instance, includes a plan for a 65-foot mechanical bat, essentially a flying machine based on the physiology of the bat and on the principles of aeronautics and physics.
Leanordo da Vinci will stay at the art history as famous painter and artist , however his output was quite small. Two of his paintings are listed among the world most famous paintings all the time. The first is da Vinci’s “The Last Supper”, painted during his time in Milan, from about 1495 to 1498. “The Last Supper” was created for the refectory of the city’s Monastery of Santa Maria delle Grazie. Also known as “The Cenacle,” this work measures about 15 by 29 feet and is the artist’s only surviving fresco. It depicts the Passover dinner during which Jesus Christ addresses the Apostles and says, “One of you shall betray me.” The painting has this impact because of its composition, in which Jesus is centered among yet isolated from the Apostles, has influenced generations of painters.
His second world famous painting was paint when Milan was invaded by the French in 1499 and the Sforza family fled. Leonardo da Vinci escaped possibly first to Venice and then to Florence. There, he painted a series of portraits that included “La Gioconda”, a 21-by-31-inch work that’s best known today as “Mona Lisa”. Painted between approximately 1503 and 1506, the woman depicted—especially because of her mysterious slight smile. Today, the portrait—the only da Vinci portrait from this period that survives—is housed at the Louvre Museum in Paris, France.
Da Vinci left Italy in 1516, when the French ruler Francis I offered him the title of “Premier Painter and Engineer and Architect to the King”, which afforded him the opportunity to paint and draw at his leisure while living in a country house, the Château of Cloux. Leonardo Da Vinci died at Cloux in 1519 at age 67. He was buried nearby in the palace church of Saint-Florentin. | <urn:uuid:1e3e17a4-586d-4302-ab04-91f563c8b1fa> | CC-MAIN-2020-05 | https://sgemflorence.org/index.php/sgem-conference-in-florence/florence-cradle-of-the-renaissance/the-life-of-leaonardo-da-vinci | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00451.warc.gz | en | 0.980065 | 1,023 | 3.6875 | 4 | [
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The Life Of Leonardo Da Vinci
The first association that came to the mind when speaking about Renaissance Art and Florence in combination for sure is the great Italian artist- Leonardo da Vinci. Known as leading artist and intellectual, he was also a sculptor, architect, inventor and military engineer. With a curious mind Leonardo da Vinci studied the laws of science and nature, which greatly influenced his work. His ideas and work have influenced innumerable artists and made da Vinci a leading light of the Italian Renaissance. Today Leonardo da Vinci remains best known for his two paintings that remain among the world’s most famous: Mona Lisa and The Last Supper.
Leonardo da Vinci was born in 1452, Anchiano, Tuscany, close to the town of Vinci that provided the surname we associate with him today. In his own time he was known just as Leonardo or as “Il Florentine”, since he lived near Florence.
Leonardo Da Vinci has never received formal education, except for the basic reading, writing and math. However his artistic talent was highly appreciated and around the age of 15 he was already appreciated sculptor and painter. When he was at the age of 20, the painters’ guild of Florence offered Leonardo da Vinci membership, but he remained with Verrocchio until he became an independent master six years later. Around 1482, he began to paint his first commissioned work-The Adoration of the Magi, for Florence’s San Donato, a Scopeto monastery.
Da Vinci’s interests ranged far beyond fine art. He studied nature, mechanics, anatomy, physics, architecture, weaponry and more, often creating accurate, workable designs for machines like the bicycle, helicopter and etc. Da Vinci’ believed that sight was mankind’s most important sense and that “saper vedere”(“knowing how to see”) was crucial to living all aspects of life fully. Because of his diverse interest probably he failed to complete noteworthy number of paintings. He used to spend his time immersing the nature, scientific laws and writing about his observations Leonardo Da Vinci began filling notebooks related to four themes of his interest- painting, architecture, mechanics and human anatomy. His notebooks contained thousands of pages with drawings and illustrations and densely penned commentary, some of which (thanks to left-handed “mirror script”) was indecipherable to others. The notebooks—often referred to as da Vinci’s manuscripts and “codices”—are housed today in museum collections after having been scattered after his death. The Codex Atlanticus, for instance, includes a plan for a 65-foot mechanical bat, essentially a flying machine based on the physiology of the bat and on the principles of aeronautics and physics.
Leanordo da Vinci will stay at the art history as famous painter and artist , however his output was quite small. Two of his paintings are listed among the world most famous paintings all the time. The first is da Vinci’s “The Last Supper”, painted during his time in Milan, from about 1495 to 1498. “The Last Supper” was created for the refectory of the city’s Monastery of Santa Maria delle Grazie. Also known as “The Cenacle,” this work measures about 15 by 29 feet and is the artist’s only surviving fresco. It depicts the Passover dinner during which Jesus Christ addresses the Apostles and says, “One of you shall betray me.” The painting has this impact because of its composition, in which Jesus is centered among yet isolated from the Apostles, has influenced generations of painters.
His second world famous painting was paint when Milan was invaded by the French in 1499 and the Sforza family fled. Leonardo da Vinci escaped possibly first to Venice and then to Florence. There, he painted a series of portraits that included “La Gioconda”, a 21-by-31-inch work that’s best known today as “Mona Lisa”. Painted between approximately 1503 and 1506, the woman depicted—especially because of her mysterious slight smile. Today, the portrait—the only da Vinci portrait from this period that survives—is housed at the Louvre Museum in Paris, France.
Da Vinci left Italy in 1516, when the French ruler Francis I offered him the title of “Premier Painter and Engineer and Architect to the King”, which afforded him the opportunity to paint and draw at his leisure while living in a country house, the Château of Cloux. Leonardo Da Vinci died at Cloux in 1519 at age 67. He was buried nearby in the palace church of Saint-Florentin. | 971 | ENGLISH | 1 |
Ludwig Van Beethoven was a German composer and pianist. A crucial figure in the transition between the Classical and Romantic eras in Classical music, he remains one of the most recognized and influential of all composers. Take a look below for 30 more awesome and interesting facts about Ludwig Van Beethoven.
1. His best-known compositions include 9 symphonies, 5 piano concertos, 1 violin concerto, 32 piano sonatas, 16 string quartets, his great Mass the Missa solemnis, and one opera, Fidelio.
2. Born in Bonn, then the capital of the Electorate of Cologne and part of the Holy Roman Empire, Beethoven displayed his musical talents at an early age and was taught by his father Johann van Beethoven and by composer and conductor Christian Gottlob Neefe.
3. At the age of 21, he moved to Vienna, where he began studying composition with Joseph Haydn and gained a reputation as a virtuoso pianist.
4. He lived in Vienna until his death.
5. By his late 20s, his hearing began to deteriorate, and by the last decade of his life, he was almost completely deaf.
6. In 1811, he gave up conducting and performing in public but continued to compose. Many of his most admired works come from these last 15 years of his life.
7. When he died, his headstone had only a single word, “Beethoven.” He was so famous at the time, it was all that was needed.
8. It was reported that Beethoven often dipped his head in cold water before composing. Neither he nor anyone else has given any reason why he would do that.
9. Early in his career, for three years, Beethoven earned his living by playing the Viola in an orchestra. This is possibly one of the reasons he was said to compose for the piano, “as if it was a stringed instrument.”
10. Beethoven’s Sonata Opus 27 no. 1 took over two years to compose because he had to write the Prometheus Ballet just after he’d started it. The Ballet was a commission so he had to finish that first before he could go back to the Sonata.
11. After his mother died in 1787, he was forced to look after his younger brothers. Beethoven took his responsibilities very seriously, to the point where he refused to allow them to marry women who he thought were unsuitable.
12. Thomas Broadwood, the English piano builder, sent Beethoven one of his pianos as a gift in 1818. However, by the time he received it, he was profoundly deaf and wouldn’t have heard a note.
13. We know a lot today about how Beethoven composed from his sketchbook, that have mostly survived.
14. In one of Beethoven’s letters, he said that he thought his deafness had started when he tripped and fell over after being startled. No one knows the real reason but it’s believed to have been more likely to have been a result of one of his many childhood illnesses.
15. He was always sick. The catalog of his ailments is long and his suffering would have been very real. During his life, he was known to have suffered from deafness, colitis, rheumatism, rheumatic fever, typhus, abscesses, ophthalmia, jaundice, chronic hepatitis, infections and cirrhosis of the liver.
16. Beethoven drunk a lot of alcohol and his father had been an alcoholic. He was once arrested as a vagrant due to his drunkenness.
17. Beethoven’s final words are believed to have been, “Pity, pity, too late!” Apparently, this was in response to having just received the gift of a case of wine from a music publisher.
18. Beethoven’s Ninth Symphony is often known as the Choral Symphony. It was the first symphony ever to have parts for singers.
19. His father, a failed musician, was a bully. He realized his son’s talent and, seeing financial rewards for himself, decided that he should be the new Mozart. He made the young Beethoven practice for hours. He died in 1792, before Beethoven’s greatness was truly realized.
20. Young Beethoven had to leave school when he was 11 years old to help with family duties. As a result, he never learned multiplication or division.
21. Beethoven didn’t call his Sonata Opus 27, no. 2 the “Moonlight”, he called it no. 14. The name was penned by the German poet Ludwig Rellstab, a few years after Beethoven had died. Apparently, the poet thought the music sounded like moonlight reflecting on Lake Lucerne.
22. The Viennese Count Waldstein told young Beethoven that if he worked hard enough, he would receive Mozart’s spirit through Haydn’s hands.
23. By 1793, at the age of 22, Beethoven often played the piano in the salons of the Viennese nobility. He often performed the preludes and fugues from Bach’s Well Tempered Clavier and quickly established himself as a piano virtuoso.
24. Beethoven admired the ideals of the French Revolution, so he dedicated his third symphony to Napoleon Bonaparte, until Napoleon declared himself emperor. Beethoven then sprung into rage, ripped the front page from his manuscript and scrubbed out Napoleon’s name.
25. Beethoven only wrote one opera, Fidelio, because it took him over ten years of revisions. The original version is still occasionally performed and is known as Leonora.
26. After becoming deaf, he communicated with his friends with conversation books, where they would write down what they wanted to ask him and he would write down his answer.
27. The date of Beethoven’s birth isn’t known. He was baptized on December 17th, 1770, so it’s usually assumed that he would have been born on the previous day.
28. Beethoven taught for most of his life although he would only teach students if they had the genuine talent or were pretty girls. The girls weren’t required to have any talent.
29. Beethoven always fell in love with unobtainable women, so he never married.
30. He fell in love with one of his students, Josephine Brunswick, in 1799. She was believed to be the intended recipient of his famous “immortal beloved” love letter. However, she married a Count instead. | <urn:uuid:ec2bccd8-7532-4a7f-ba23-d021036b996a> | CC-MAIN-2020-05 | http://tonsoffacts.com/30-awesome-and-interesting-facts-about-ludwig-van-beethoven/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00456.warc.gz | en | 0.992275 | 1,436 | 3.359375 | 3 | [
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-0.0230000168085098... | 9 | Ludwig Van Beethoven was a German composer and pianist. A crucial figure in the transition between the Classical and Romantic eras in Classical music, he remains one of the most recognized and influential of all composers. Take a look below for 30 more awesome and interesting facts about Ludwig Van Beethoven.
1. His best-known compositions include 9 symphonies, 5 piano concertos, 1 violin concerto, 32 piano sonatas, 16 string quartets, his great Mass the Missa solemnis, and one opera, Fidelio.
2. Born in Bonn, then the capital of the Electorate of Cologne and part of the Holy Roman Empire, Beethoven displayed his musical talents at an early age and was taught by his father Johann van Beethoven and by composer and conductor Christian Gottlob Neefe.
3. At the age of 21, he moved to Vienna, where he began studying composition with Joseph Haydn and gained a reputation as a virtuoso pianist.
4. He lived in Vienna until his death.
5. By his late 20s, his hearing began to deteriorate, and by the last decade of his life, he was almost completely deaf.
6. In 1811, he gave up conducting and performing in public but continued to compose. Many of his most admired works come from these last 15 years of his life.
7. When he died, his headstone had only a single word, “Beethoven.” He was so famous at the time, it was all that was needed.
8. It was reported that Beethoven often dipped his head in cold water before composing. Neither he nor anyone else has given any reason why he would do that.
9. Early in his career, for three years, Beethoven earned his living by playing the Viola in an orchestra. This is possibly one of the reasons he was said to compose for the piano, “as if it was a stringed instrument.”
10. Beethoven’s Sonata Opus 27 no. 1 took over two years to compose because he had to write the Prometheus Ballet just after he’d started it. The Ballet was a commission so he had to finish that first before he could go back to the Sonata.
11. After his mother died in 1787, he was forced to look after his younger brothers. Beethoven took his responsibilities very seriously, to the point where he refused to allow them to marry women who he thought were unsuitable.
12. Thomas Broadwood, the English piano builder, sent Beethoven one of his pianos as a gift in 1818. However, by the time he received it, he was profoundly deaf and wouldn’t have heard a note.
13. We know a lot today about how Beethoven composed from his sketchbook, that have mostly survived.
14. In one of Beethoven’s letters, he said that he thought his deafness had started when he tripped and fell over after being startled. No one knows the real reason but it’s believed to have been more likely to have been a result of one of his many childhood illnesses.
15. He was always sick. The catalog of his ailments is long and his suffering would have been very real. During his life, he was known to have suffered from deafness, colitis, rheumatism, rheumatic fever, typhus, abscesses, ophthalmia, jaundice, chronic hepatitis, infections and cirrhosis of the liver.
16. Beethoven drunk a lot of alcohol and his father had been an alcoholic. He was once arrested as a vagrant due to his drunkenness.
17. Beethoven’s final words are believed to have been, “Pity, pity, too late!” Apparently, this was in response to having just received the gift of a case of wine from a music publisher.
18. Beethoven’s Ninth Symphony is often known as the Choral Symphony. It was the first symphony ever to have parts for singers.
19. His father, a failed musician, was a bully. He realized his son’s talent and, seeing financial rewards for himself, decided that he should be the new Mozart. He made the young Beethoven practice for hours. He died in 1792, before Beethoven’s greatness was truly realized.
20. Young Beethoven had to leave school when he was 11 years old to help with family duties. As a result, he never learned multiplication or division.
21. Beethoven didn’t call his Sonata Opus 27, no. 2 the “Moonlight”, he called it no. 14. The name was penned by the German poet Ludwig Rellstab, a few years after Beethoven had died. Apparently, the poet thought the music sounded like moonlight reflecting on Lake Lucerne.
22. The Viennese Count Waldstein told young Beethoven that if he worked hard enough, he would receive Mozart’s spirit through Haydn’s hands.
23. By 1793, at the age of 22, Beethoven often played the piano in the salons of the Viennese nobility. He often performed the preludes and fugues from Bach’s Well Tempered Clavier and quickly established himself as a piano virtuoso.
24. Beethoven admired the ideals of the French Revolution, so he dedicated his third symphony to Napoleon Bonaparte, until Napoleon declared himself emperor. Beethoven then sprung into rage, ripped the front page from his manuscript and scrubbed out Napoleon’s name.
25. Beethoven only wrote one opera, Fidelio, because it took him over ten years of revisions. The original version is still occasionally performed and is known as Leonora.
26. After becoming deaf, he communicated with his friends with conversation books, where they would write down what they wanted to ask him and he would write down his answer.
27. The date of Beethoven’s birth isn’t known. He was baptized on December 17th, 1770, so it’s usually assumed that he would have been born on the previous day.
28. Beethoven taught for most of his life although he would only teach students if they had the genuine talent or were pretty girls. The girls weren’t required to have any talent.
29. Beethoven always fell in love with unobtainable women, so he never married.
30. He fell in love with one of his students, Josephine Brunswick, in 1799. She was believed to be the intended recipient of his famous “immortal beloved” love letter. However, she married a Count instead. | 1,392 | ENGLISH | 1 |
The local Native American Powhatan Confederation had more resources and proved more powerful than the settlers, however. Relations between the Confederation and the settlers were very limited until the Confederation captured Captain John Smith. The English settlers who founded Jamestown in initially planned to make Native Americans work for them.
Posted on by yoneshia30 in Captain John Smith was one of the many men settling in Virginia trying to make Jamestown a thriving settlement.
By reading the excerpts from his works we know that he had a rocky yet steady relationship with the Native Americans in the area however, those are just his accounts. So that leaves the question as to how were the settlers really received when arriving in Virginia.
One can not be surprised that the Natives and the settlers did not get along at first they had many vast differences. For one the Natives lived closely off the land and had a very spiritual connection to it and respected it and the animals. The settlers however deemed the Natives as savages because they wore no clothing and had many different beliefs than the settlers.
The natives started teaching the settlers what to plant and how to fish and live off the land. They soon realized however, that trade would become the common ground for the two parties.
The settlers fought back with raids on Native villages and not only destroyed them but killed the Natives as well. This soon led to a long and tiresome battle between the Natives and the settlers that would last for many decades to come.
Looking back through history one will see that Native Americans were treated unfairly not only by the first settlers but by the generations long after. And even though relations between Americans and Native Americans are good now they most certainly did not start that way.The relationship between the Native Americans and the settlers at Jamestown was a mixed one.
When the settlers first arrived, the Native Americans weren’t happy. The First Thanksgiving between the Pilgrims and the Wampanoags is one of the most familiar scenes from American lore and history: William Bradford and the English gathered around a long table with.
Difference between Jamestown and Plymouth. It eventually got to a point where they worked well with the local Native Americans. But there is plenty of evidence to support that in the beginning,Indians were killed for the land.
Read up at the library instead of your familys journal. Relations between Native Americans and Pennsylvania Virginia and New England Paduraru Alexandru Sebastian Redactare text C.
Pralea The topic I chose to write is about the relations between 3 of the American colonies with the American natives.
INTRODUCTION As the first English settlers arrived in Jamestown, Virginia, they knew they would likely develop relations with the neighboring Native Americans whose land they were encroaching on.
the first encounters between Native Americans and English settlers of the Plymouth Colony in an effort to identify views of both groups concerning land, nature, religious beliefs and way of life.
Students will create a T-chart to organize the differing understandings / viewpoints of the. | <urn:uuid:2a875854-c5e2-4a79-91a5-1520fe1403c5> | CC-MAIN-2020-05 | https://fojojyqyleresubi.monstermanfilm.com/relationships-between-the-native-americans-and-the-settlers-from-jamestown-and-plymouth-18822er.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00180.warc.gz | en | 0.980347 | 621 | 3.953125 | 4 | [
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0.199221253395... | 1 | The local Native American Powhatan Confederation had more resources and proved more powerful than the settlers, however. Relations between the Confederation and the settlers were very limited until the Confederation captured Captain John Smith. The English settlers who founded Jamestown in initially planned to make Native Americans work for them.
Posted on by yoneshia30 in Captain John Smith was one of the many men settling in Virginia trying to make Jamestown a thriving settlement.
By reading the excerpts from his works we know that he had a rocky yet steady relationship with the Native Americans in the area however, those are just his accounts. So that leaves the question as to how were the settlers really received when arriving in Virginia.
One can not be surprised that the Natives and the settlers did not get along at first they had many vast differences. For one the Natives lived closely off the land and had a very spiritual connection to it and respected it and the animals. The settlers however deemed the Natives as savages because they wore no clothing and had many different beliefs than the settlers.
The natives started teaching the settlers what to plant and how to fish and live off the land. They soon realized however, that trade would become the common ground for the two parties.
The settlers fought back with raids on Native villages and not only destroyed them but killed the Natives as well. This soon led to a long and tiresome battle between the Natives and the settlers that would last for many decades to come.
Looking back through history one will see that Native Americans were treated unfairly not only by the first settlers but by the generations long after. And even though relations between Americans and Native Americans are good now they most certainly did not start that way.The relationship between the Native Americans and the settlers at Jamestown was a mixed one.
When the settlers first arrived, the Native Americans weren’t happy. The First Thanksgiving between the Pilgrims and the Wampanoags is one of the most familiar scenes from American lore and history: William Bradford and the English gathered around a long table with.
Difference between Jamestown and Plymouth. It eventually got to a point where they worked well with the local Native Americans. But there is plenty of evidence to support that in the beginning,Indians were killed for the land.
Read up at the library instead of your familys journal. Relations between Native Americans and Pennsylvania Virginia and New England Paduraru Alexandru Sebastian Redactare text C.
Pralea The topic I chose to write is about the relations between 3 of the American colonies with the American natives.
INTRODUCTION As the first English settlers arrived in Jamestown, Virginia, they knew they would likely develop relations with the neighboring Native Americans whose land they were encroaching on.
the first encounters between Native Americans and English settlers of the Plymouth Colony in an effort to identify views of both groups concerning land, nature, religious beliefs and way of life.
Students will create a T-chart to organize the differing understandings / viewpoints of the. | 603 | ENGLISH | 1 |
J.M Barrie’s Peter Pan highlights the constant longing to remain young as shown through the relationship with Barrie’s mother, childlike experience, and the separation of gender roles. J. M. Barrie is the author of the fantasy story Peter Pan. Mr. and Mrs. Darling have three children, two boys, and one girl, all who have been having dreams of Peter Pan. Mrs. Darling caught Peter Pan’s shadow, setting a trap for when he comes back. Leaving her three children alone, not knowing if Peter Pan will come back taking his shadow, and her children tenses her up. Peter Pan persueas Wendy to go with him to Neverland, by telling her how much they need a mother figure to take care of them. On the way to Neverland, Wendy realized that Peter is forgetful, he would leave and forget who they were. On the arival of the Neverland, we find out that Tinker Bell isn’t having it, she is jealous of Wendy and plans to get rid of her. At the time Barrie wrote Peter Pan, the British empire was at its height. In the 1900’s century The British empire was the riches country, and very successful. They also owned over 30 territories. The imperialist project reinforced ideas of British cultural and racial superiority, with the empire enlisting many messengers of such propaganda. Official government propaganda was less pervasive than that found in the military, the schools, churches, and popular entertainment.
A sense of racial superiority provided a rationale for imperialism. The eighteenth-century view that human nature was universal yielding to the view that racial differences were essential and unchanging. A brief overview of biographical context: J.M Barrie was born on May 9, 1860, in Kirriemuir, Scotland, a village located in Lowlands. The author’s relationship with his mother was unusually close and was often based in a fantasy world due to Margaret’s, his mother, bedridden condition. Their relationship is thought by many to be explicitly inspiration for the mother-worship that critics feel is central to Peter Pan. One of his most famous plays during this period was 1902’s The Admirable Crichton, a combination of fantasy and social commentary. These same elements were employed in Barries best-known work and his only play intended explicity for a young audience-Peter Pan. J.M Barrie was inspired by events that all occured in Europe, between the 1890s – 1900s century. At the time Queen Victoria ruled the country from 1837 until her death in 1901, and her influence on Great Britain was still felt in 1904 through her son Edward VII was on the throne. The Edwardian era was extravagant for those with money, but the difference between the rich and the poor was a sharply divided line. In the adult world “both skilled and unskilled workers joined unions in record numbers to address their concerns.” “A political party often sympathetic to many of the concerns of workers and lower classes was the Liberal party.” Since the Edwardian era seperated the rich and poor, people found it extremely difficult to get good paying jobs. Growing up wasn’t all fun and games either. It was said that, “Parents believed that choosing the right school for their boys was very important… Children’s gender roles groomed them for their proper part in Britain’s large empire… Boys needed to demonstrate independence and courage; girls, as J.S. Bratton indicates “had to learn to be wife and mother to the pioneer and the soldier” (Brat-ton, p 196). I believed that these gender roles was one of the main events that influnced the writing of Peter Pan. “how we should all respect you.” She was wriggling her body in distress. It was quite as if she were trying to remain on the nursery floor. But he had no pity for her. You can say that it was like a tradition for mothers to prepare their daughters to become a wife, mother, and taker of the house. You can see that even Wendy is naturally lured into taking care of Peter Pan and the lost boys.
Here’s an example of Wendy following the path of motherhood, “Wendy,” he said, the sly one. “you could tuck us in at night.”…”None of us has ever been tucked in at night.” “Oo” and her arms went out to him. “And you could darn our clothes, and make pockets for us. None of us has any pockets.” It was said that “the Edwardians like the Victorians, were child worshippers. They elebrateed the innocence energy and creativity of childhood… Actual middleclass Edwardians children lived not in an idyll, but within a tightly ruled family and school system. At home the fathers were in charge, even if he scarcely saw his children. At school corporal punishment kept children in line.” In the Edwardian era children where put to a strict system mainly the lower class, because of how limited and restricted they were to resources. Since, London was the capital of finance and banking, and this market made up for the overall trade deficits in other areas. The national average income continued to increase, but the gap between classes continued to grow. Leaving it much harder for lower classes to enjoy themselves, and working much harder to keep food on the table. J.M. Barrie was born on May 9, 1860. In Kirriemuir, Scotland, a village located in the Lowlands. Barrie was the second youngest of ten children and one of only several to survive infancy. Barrie began his journalism career as an editorial writer for the Nottingham Journal, where he worked form January 1883 to October 1884. One of his most famous plays during this period was 1902’s The Admirable Crichton, a combination of fantasy and social commentary. Out of ten children Barrie was not the favorite, but after his thirteen-year-old brother David died of a fractured skull, Barrie strived to become the new favorite. His favorite thing doing was telling and listening to stories with his mother.
The time he spent telling and listening to stories with his mother help him form the fundamental of his premature tasks in journalism and two collections of short stories. “He wrote in his mother’s biography Margaret Ogilvy that after these early ventures in writing, “my mind was made up; there could be no hum-dreadful-drum profession for me; literature was my game.” This is why Barrie started writing. Some brief information on Peter Pan chapter 1-4, is that the action takes place in London is focused in the nursery of the Darling household, located in the borough of Bloomsbury transitioning to the Neverland. Now, the Darling family was doing superb, and now the problem that is arising is that Peter Pan, have become intrigued with Mr. and Mrs. Darling’s children. Slithering his way into their dreams, then slithering hope, and joy of a new world, a better world. He is taking Mr. and Mrs. Darling children away, athough he mainly just want Wendy, for the motherhood figure. The main and present characters during the first four chapters are Peter Pan(main charater of the book, a boy whose mind has been fixed every since his younger childhood day, on never growing up. Taking on the responsiblites his parents planned for him. Not even Wendy can change that). Mr. and Mrs. Darling(The parents of Wendy, Micheal and John Darling). Wendy(daughter of Mr. and Mrs. Darling and future mother of Peter Pan, and the Lost Boys). Micheal and John Darling(Wendy’s younger brothers), and Tinker Bell(want to be fairy for Peter Pan, who is also jealous of the thought of Wendy and Peter Pan together). The first night Peter Pan have actually stepped a foot into the Darling’s home he was caught, by Mrs. Darling. Mrs. Darling was not startled not one bit, for Peter was like the kiss that Mrs. Darling kept locked away so tight not even her husband nor Wendy could get it. Unforntually, Peter got away, however, Nana, the nurse dog, snagged his shadow. Mrs. Darling kept Peter’s shawdow as a trap, knowing that he will return for it. In the present climate, Mrs. Darling has to leave her children alone at the house. Having knowledge of knowing that Peter Pan is going to come back for his shadow, and possibly taking her babies with him. “Some themes that I have discovered between chapter three through four were, motherhood, fantasy, and youth. A piece of evidence that I have found supporting the theme of youth says, “Her romantic mind was like the tiny boxes, one within the other, that come from the puzzling East, however many you discover there is always one more; and her sweet mocking mouth had on kiss on it that Wendy could never get…She started up with a cry, and saw the boy, and somehow she knew at once that he was Peter Pan. If you or I or Wendy had been there we should have seen that he was very like Mrs. Darling’s kiss” (J.M Barrie). Mrs. Darling’s kiss is like Peter Pan, beccause he symbolizes the enerity of youth, freedom, imagination, trouble free. Apart of Mrs. Darling that remains untouched by her husband, daughter, Wendy, and everyone else have been conserved.
Part of her wants to be free exploring the world just like Peter. Verification that motherhood is a good theme says, “It is the nightly custom of every good mother after her children are asleep to rummage in their minds and put thing straight for next morning, repacking into their proper places the many articles that have wandered during the day’…’how we should all respect you.’ She was wriggling her body in distress. It was quite as if she were trying to remain on the nursery floor. But he had no pity for her. ‘Wendy,’ he said, the sly one. ‘you could tuck us in at night.’..’None of us has ever been tucked in at night.’ ‘Oo’ and her arms went out to him. ‘And you could darn our clothes, and make pockets for us. None of us has any pockets.” Wendy is learning from her mom all the responsiblities and qualties and good mother possess, and now she believes that she is not to young to inherit those responsiblites, not just by taking care of Peter, but every lost boy in the Neverlands. Fantasy is almost like a wild imagination, and I do not know not one person who imagination runs wild. It is said that a person’s mind is a map, it can be intriguing. However, a child’s mind in quit different, it’s like zizag lines going out of a tornado In Wendy’s, Micheal’s, and John’s mind, which are “probably roads in the island, for the Neverland is always more or less an island, with astonishing splashes of colour here and there, and coral reefs and rakish-looking craft in the offing, and savages and lonely lairs, and gnomes who are mostly tailors, [etc]”. The fantasy of an island that has never been seen by their own eyes, with all types of creators. Peter Pan is that of the unnamed narrator. Peter Pan narrator has remained nameless. It is all told in third-person. | <urn:uuid:94b6b6b5-4cee-40e3-bc0b-ac5bb4d8bd63> | CC-MAIN-2020-05 | https://tooly.io/peter-pan-resource-paper/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672440.80/warc/CC-MAIN-20200125101544-20200125130544-00325.warc.gz | en | 0.986373 | 2,466 | 3.421875 | 3 | [
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0.480334877... | 1 | J.M Barrie’s Peter Pan highlights the constant longing to remain young as shown through the relationship with Barrie’s mother, childlike experience, and the separation of gender roles. J. M. Barrie is the author of the fantasy story Peter Pan. Mr. and Mrs. Darling have three children, two boys, and one girl, all who have been having dreams of Peter Pan. Mrs. Darling caught Peter Pan’s shadow, setting a trap for when he comes back. Leaving her three children alone, not knowing if Peter Pan will come back taking his shadow, and her children tenses her up. Peter Pan persueas Wendy to go with him to Neverland, by telling her how much they need a mother figure to take care of them. On the way to Neverland, Wendy realized that Peter is forgetful, he would leave and forget who they were. On the arival of the Neverland, we find out that Tinker Bell isn’t having it, she is jealous of Wendy and plans to get rid of her. At the time Barrie wrote Peter Pan, the British empire was at its height. In the 1900’s century The British empire was the riches country, and very successful. They also owned over 30 territories. The imperialist project reinforced ideas of British cultural and racial superiority, with the empire enlisting many messengers of such propaganda. Official government propaganda was less pervasive than that found in the military, the schools, churches, and popular entertainment.
A sense of racial superiority provided a rationale for imperialism. The eighteenth-century view that human nature was universal yielding to the view that racial differences were essential and unchanging. A brief overview of biographical context: J.M Barrie was born on May 9, 1860, in Kirriemuir, Scotland, a village located in Lowlands. The author’s relationship with his mother was unusually close and was often based in a fantasy world due to Margaret’s, his mother, bedridden condition. Their relationship is thought by many to be explicitly inspiration for the mother-worship that critics feel is central to Peter Pan. One of his most famous plays during this period was 1902’s The Admirable Crichton, a combination of fantasy and social commentary. These same elements were employed in Barries best-known work and his only play intended explicity for a young audience-Peter Pan. J.M Barrie was inspired by events that all occured in Europe, between the 1890s – 1900s century. At the time Queen Victoria ruled the country from 1837 until her death in 1901, and her influence on Great Britain was still felt in 1904 through her son Edward VII was on the throne. The Edwardian era was extravagant for those with money, but the difference between the rich and the poor was a sharply divided line. In the adult world “both skilled and unskilled workers joined unions in record numbers to address their concerns.” “A political party often sympathetic to many of the concerns of workers and lower classes was the Liberal party.” Since the Edwardian era seperated the rich and poor, people found it extremely difficult to get good paying jobs. Growing up wasn’t all fun and games either. It was said that, “Parents believed that choosing the right school for their boys was very important… Children’s gender roles groomed them for their proper part in Britain’s large empire… Boys needed to demonstrate independence and courage; girls, as J.S. Bratton indicates “had to learn to be wife and mother to the pioneer and the soldier” (Brat-ton, p 196). I believed that these gender roles was one of the main events that influnced the writing of Peter Pan. “how we should all respect you.” She was wriggling her body in distress. It was quite as if she were trying to remain on the nursery floor. But he had no pity for her. You can say that it was like a tradition for mothers to prepare their daughters to become a wife, mother, and taker of the house. You can see that even Wendy is naturally lured into taking care of Peter Pan and the lost boys.
Here’s an example of Wendy following the path of motherhood, “Wendy,” he said, the sly one. “you could tuck us in at night.”…”None of us has ever been tucked in at night.” “Oo” and her arms went out to him. “And you could darn our clothes, and make pockets for us. None of us has any pockets.” It was said that “the Edwardians like the Victorians, were child worshippers. They elebrateed the innocence energy and creativity of childhood… Actual middleclass Edwardians children lived not in an idyll, but within a tightly ruled family and school system. At home the fathers were in charge, even if he scarcely saw his children. At school corporal punishment kept children in line.” In the Edwardian era children where put to a strict system mainly the lower class, because of how limited and restricted they were to resources. Since, London was the capital of finance and banking, and this market made up for the overall trade deficits in other areas. The national average income continued to increase, but the gap between classes continued to grow. Leaving it much harder for lower classes to enjoy themselves, and working much harder to keep food on the table. J.M. Barrie was born on May 9, 1860. In Kirriemuir, Scotland, a village located in the Lowlands. Barrie was the second youngest of ten children and one of only several to survive infancy. Barrie began his journalism career as an editorial writer for the Nottingham Journal, where he worked form January 1883 to October 1884. One of his most famous plays during this period was 1902’s The Admirable Crichton, a combination of fantasy and social commentary. Out of ten children Barrie was not the favorite, but after his thirteen-year-old brother David died of a fractured skull, Barrie strived to become the new favorite. His favorite thing doing was telling and listening to stories with his mother.
The time he spent telling and listening to stories with his mother help him form the fundamental of his premature tasks in journalism and two collections of short stories. “He wrote in his mother’s biography Margaret Ogilvy that after these early ventures in writing, “my mind was made up; there could be no hum-dreadful-drum profession for me; literature was my game.” This is why Barrie started writing. Some brief information on Peter Pan chapter 1-4, is that the action takes place in London is focused in the nursery of the Darling household, located in the borough of Bloomsbury transitioning to the Neverland. Now, the Darling family was doing superb, and now the problem that is arising is that Peter Pan, have become intrigued with Mr. and Mrs. Darling’s children. Slithering his way into their dreams, then slithering hope, and joy of a new world, a better world. He is taking Mr. and Mrs. Darling children away, athough he mainly just want Wendy, for the motherhood figure. The main and present characters during the first four chapters are Peter Pan(main charater of the book, a boy whose mind has been fixed every since his younger childhood day, on never growing up. Taking on the responsiblites his parents planned for him. Not even Wendy can change that). Mr. and Mrs. Darling(The parents of Wendy, Micheal and John Darling). Wendy(daughter of Mr. and Mrs. Darling and future mother of Peter Pan, and the Lost Boys). Micheal and John Darling(Wendy’s younger brothers), and Tinker Bell(want to be fairy for Peter Pan, who is also jealous of the thought of Wendy and Peter Pan together). The first night Peter Pan have actually stepped a foot into the Darling’s home he was caught, by Mrs. Darling. Mrs. Darling was not startled not one bit, for Peter was like the kiss that Mrs. Darling kept locked away so tight not even her husband nor Wendy could get it. Unforntually, Peter got away, however, Nana, the nurse dog, snagged his shadow. Mrs. Darling kept Peter’s shawdow as a trap, knowing that he will return for it. In the present climate, Mrs. Darling has to leave her children alone at the house. Having knowledge of knowing that Peter Pan is going to come back for his shadow, and possibly taking her babies with him. “Some themes that I have discovered between chapter three through four were, motherhood, fantasy, and youth. A piece of evidence that I have found supporting the theme of youth says, “Her romantic mind was like the tiny boxes, one within the other, that come from the puzzling East, however many you discover there is always one more; and her sweet mocking mouth had on kiss on it that Wendy could never get…She started up with a cry, and saw the boy, and somehow she knew at once that he was Peter Pan. If you or I or Wendy had been there we should have seen that he was very like Mrs. Darling’s kiss” (J.M Barrie). Mrs. Darling’s kiss is like Peter Pan, beccause he symbolizes the enerity of youth, freedom, imagination, trouble free. Apart of Mrs. Darling that remains untouched by her husband, daughter, Wendy, and everyone else have been conserved.
Part of her wants to be free exploring the world just like Peter. Verification that motherhood is a good theme says, “It is the nightly custom of every good mother after her children are asleep to rummage in their minds and put thing straight for next morning, repacking into their proper places the many articles that have wandered during the day’…’how we should all respect you.’ She was wriggling her body in distress. It was quite as if she were trying to remain on the nursery floor. But he had no pity for her. ‘Wendy,’ he said, the sly one. ‘you could tuck us in at night.’..’None of us has ever been tucked in at night.’ ‘Oo’ and her arms went out to him. ‘And you could darn our clothes, and make pockets for us. None of us has any pockets.” Wendy is learning from her mom all the responsiblities and qualties and good mother possess, and now she believes that she is not to young to inherit those responsiblites, not just by taking care of Peter, but every lost boy in the Neverlands. Fantasy is almost like a wild imagination, and I do not know not one person who imagination runs wild. It is said that a person’s mind is a map, it can be intriguing. However, a child’s mind in quit different, it’s like zizag lines going out of a tornado In Wendy’s, Micheal’s, and John’s mind, which are “probably roads in the island, for the Neverland is always more or less an island, with astonishing splashes of colour here and there, and coral reefs and rakish-looking craft in the offing, and savages and lonely lairs, and gnomes who are mostly tailors, [etc]”. The fantasy of an island that has never been seen by their own eyes, with all types of creators. Peter Pan is that of the unnamed narrator. Peter Pan narrator has remained nameless. It is all told in third-person. | 2,395 | ENGLISH | 1 |
The most famous symbol of the island is no doubt the statue of the winged goddess Nike (Victory), exhibited today at the Louvre Museum. Her reputation reached all the corners of the world and it is considered a masterpiece of the ancient world.
The discovery and the road to Paris
On the 15th of April 1863 Charles Champoiseau, the French vice-consul in Adrianopole (today Edirne) and an amateur archaeologist found in the small island of Samothrace, ruled then by the Turks, parts of the body of a statue. The one who made the discovery was a Greek worker who helped at the diggins. He shouted to Chaimposeau: "Sir, I found a woman!". The statue was found broken in 118 pieces which were spread in the area of the Sanctuary of the Great Gods. This fragmentation is due to the fact that in Hellenic period the artists used to first finish the components and only after that assembled the statue.
Right after the discovery Champoiseau asked for the Ottoman Empire's approval to send the statue to France. A French war ship was used for transportation and on the 11th of May 1864 Nike arrived at Lovre. The specialists who recently renovated the masterpiece concluded that during this transportation the statue was damaged.
Two years later Nike was exhibited in the museum for the first time, but without the prow on which rests today. It was only in 1875 when the Austrian archaeologist who made excavations in Samothrace realized that the grey marble pieces that Champoiseau had ignored, believing that they are a part of a funerary monument, constituted in fact the prow of the ship that the ancient artist had sculpted as a base for the winged goddess. The prow was also transported to Lovure, so from 1884 the reassembled statue was exhibited above the Duru staircase.
Later, during the excavation from 1950, Karl Lehman and his team of archaeologist found in the area where the initial discovery had been made, the right palm of the statue. Two fingers were discovered by Lheman's wife, Phyllis Williams, in Wien, among the fragments of the 19th century excavations stored in a romm of the Art Museum. These parts were also sent to Louvre.
In time other two representations of the winged Nike goddess were found in the area of the Sanctuary of the Great Gods. One (a Roman copy) is exhibited today at the Art History Museum in Wien and the other in the Archaeological Museum of Samothrace.
Who was the author and what was Nike's purpose?
For a long time it was believed that the statue was a thanking sign from Dimitrios Poliokritis (337-283 B.C.) after defeating Ptolemy's fleet near the shores of Cyprus around 290 B.C. Today it is widely accepted that the statue was orderd in the 2th century B.C. by the inhabitants of Rhodes island to the sculptor Pythokritos in order to thank the Great Gods for a naval victory.
We only know for sure that the statue was intended to commemorate a naval battle and that it was worked in the Hellenic period, sometime between 220 and 185 B.C.
The goddess is represented when she landes on the prow of a ship, with the wings wide open, being visible from afar. Her role was to announce the victory and according to some, had the right arm raised, either for saluting, either for sounding the victory or for holding a crown.
In its actual form, Nike is composed of several main pieces: a big piece from the bust to the legs, the upper bust and the wings. The left wing was reassembled from several fragments and the right wing was redone by the specialists of Louvre, mirroring the left one.
The statue is monumental, measuring (with the prow) 5.57 meters height and it's worked in white Paros marble. The prow of the ship is worked in gray Rhodes marble.
Considering that the left part is more carefully worked, it is presumed that the sculptor's intention was that the statue should be seen by the public from the left, at about three quarters of the profile. This procedure was very common in the Hellenic period.
Although the head and the arms of the statue haven't been found until now, this only increases the attraction that people feel when watching Nike.
In 2013 the Louvre Museum obtained 4 millions Euro from a fund-raising campaign aimed to restore Nike. In 2013-2014 the statue was cleaned and carefully analysed. On this occasion blue paint pigments were found, which leads to the conclusion that in the beginning at least a part of the statue was colored.
In the February of 1999 the people of Samothrace wrote several letters for the Greek politicians, asking for the repatriation of Nike in the place where it was found. The letters had no result.
In the August of the same year the American artist Max Mulhern created a modern aluminum replica of the statue, which personally brought to the island, as a gift for its inhabitants. The Greek Ministry of Culture didn't approve its positioning in the original place, so the new statue was buried somewhere near the sea. The story of the road of this statue to Samothrace was described in the documentary called "Max et la sculpture qui marche".
In 2013 Greece made another attempt to bring back Nike in its native country, but it didn't succeed.
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0.64289140... | 7 | The most famous symbol of the island is no doubt the statue of the winged goddess Nike (Victory), exhibited today at the Louvre Museum. Her reputation reached all the corners of the world and it is considered a masterpiece of the ancient world.
The discovery and the road to Paris
On the 15th of April 1863 Charles Champoiseau, the French vice-consul in Adrianopole (today Edirne) and an amateur archaeologist found in the small island of Samothrace, ruled then by the Turks, parts of the body of a statue. The one who made the discovery was a Greek worker who helped at the diggins. He shouted to Chaimposeau: "Sir, I found a woman!". The statue was found broken in 118 pieces which were spread in the area of the Sanctuary of the Great Gods. This fragmentation is due to the fact that in Hellenic period the artists used to first finish the components and only after that assembled the statue.
Right after the discovery Champoiseau asked for the Ottoman Empire's approval to send the statue to France. A French war ship was used for transportation and on the 11th of May 1864 Nike arrived at Lovre. The specialists who recently renovated the masterpiece concluded that during this transportation the statue was damaged.
Two years later Nike was exhibited in the museum for the first time, but without the prow on which rests today. It was only in 1875 when the Austrian archaeologist who made excavations in Samothrace realized that the grey marble pieces that Champoiseau had ignored, believing that they are a part of a funerary monument, constituted in fact the prow of the ship that the ancient artist had sculpted as a base for the winged goddess. The prow was also transported to Lovure, so from 1884 the reassembled statue was exhibited above the Duru staircase.
Later, during the excavation from 1950, Karl Lehman and his team of archaeologist found in the area where the initial discovery had been made, the right palm of the statue. Two fingers were discovered by Lheman's wife, Phyllis Williams, in Wien, among the fragments of the 19th century excavations stored in a romm of the Art Museum. These parts were also sent to Louvre.
In time other two representations of the winged Nike goddess were found in the area of the Sanctuary of the Great Gods. One (a Roman copy) is exhibited today at the Art History Museum in Wien and the other in the Archaeological Museum of Samothrace.
Who was the author and what was Nike's purpose?
For a long time it was believed that the statue was a thanking sign from Dimitrios Poliokritis (337-283 B.C.) after defeating Ptolemy's fleet near the shores of Cyprus around 290 B.C. Today it is widely accepted that the statue was orderd in the 2th century B.C. by the inhabitants of Rhodes island to the sculptor Pythokritos in order to thank the Great Gods for a naval victory.
We only know for sure that the statue was intended to commemorate a naval battle and that it was worked in the Hellenic period, sometime between 220 and 185 B.C.
The goddess is represented when she landes on the prow of a ship, with the wings wide open, being visible from afar. Her role was to announce the victory and according to some, had the right arm raised, either for saluting, either for sounding the victory or for holding a crown.
In its actual form, Nike is composed of several main pieces: a big piece from the bust to the legs, the upper bust and the wings. The left wing was reassembled from several fragments and the right wing was redone by the specialists of Louvre, mirroring the left one.
The statue is monumental, measuring (with the prow) 5.57 meters height and it's worked in white Paros marble. The prow of the ship is worked in gray Rhodes marble.
Considering that the left part is more carefully worked, it is presumed that the sculptor's intention was that the statue should be seen by the public from the left, at about three quarters of the profile. This procedure was very common in the Hellenic period.
Although the head and the arms of the statue haven't been found until now, this only increases the attraction that people feel when watching Nike.
In 2013 the Louvre Museum obtained 4 millions Euro from a fund-raising campaign aimed to restore Nike. In 2013-2014 the statue was cleaned and carefully analysed. On this occasion blue paint pigments were found, which leads to the conclusion that in the beginning at least a part of the statue was colored.
In the February of 1999 the people of Samothrace wrote several letters for the Greek politicians, asking for the repatriation of Nike in the place where it was found. The letters had no result.
In the August of the same year the American artist Max Mulhern created a modern aluminum replica of the statue, which personally brought to the island, as a gift for its inhabitants. The Greek Ministry of Culture didn't approve its positioning in the original place, so the new statue was buried somewhere near the sea. The story of the road of this statue to Samothrace was described in the documentary called "Max et la sculpture qui marche".
In 2013 Greece made another attempt to bring back Nike in its native country, but it didn't succeed.
Today the visitors of Samothrace can only sea a copy of the statue, exhibited since the 19th century in the room D of the Archaeological Museum of Paleopoli. | 1,208 | ENGLISH | 1 |
Check it out and join us in embracing isirika, today and every day. These rights include the right to live free from violence, slavery, and discrimination; to be educated; to own property; to vote; and to earn a fair and equal wage. Yet almost everywhere around the world, women and girls are still denied them, often simply because of their gender.
In Ancient Egypt women had a great deal of freedom. They could own property and they could sign contracts.
There is evidence that in Ancient Egypt some women could read and write. Women could also divorce their husbands. A woman called Sobekneferu ruled Egypt around BC.
Later a woman named Hatshepsut ruled Egypt c. Another woman, Twosret ruled Egypt c. In Ancient Israel women could own property. The Book of Proverbs describes an ideal woman. It says 'she considers a field and buys it'.
When a father died his sons inherited his property. The oldest son was given a double share. Daughters could only inherit property if there were no sons. However sons who inherited property were expected to support the women in the family.
In Ancient Greece people worshiped goddesses as well as gods. Women did participate in some religious ceremonies but not in politics or warfare. In a wealthy family women were women were kept apart from men.
They were usually confined to the back or upper part of the house. Girls married when they were about Marriages were often arranged.
However it was possible for women to divorce their husbands. In a rich Greek family the wife was expected to run the home and, sometimes, to manage the finances. However rich women would normally stay indoors and send slaves to do the shopping.
Poor women, of course, had no choice. They might also have to help their husbands with farm work.The women’s rights movement summary: Women’s rights is the fight for the idea that women should have equal rights with men.
Over history, this has taken the form of gaining property rights, the women’s suffrage, or the right of women to vote, reproductive rights, and the right to work for for.
anthropology; archaeology; architecture; art. art criticism; literary criticism; film theory; biology; composition studies; criminology.
pathways perspective; economics. Sep 14, · Despite great strides made by the international women’s rights movement over many years, women and girls around the world are still married as children or trafficked into forced labor and sex. Fulfillment by Amazon (FBA) is a service we offer sellers that lets them store their products in Amazon's fulfillment centers, and we directly pack, ship, and provide customer service for these products.
We stand together in solidarity with our partners and children for the protection of our rights, our safety, our health, and our families - recognizing that our vibrant and diverse communities are the strength of .
Women’s rights around the world is an important indicator to understand global well-being. A major global women’s rights treaty was ratified by the majority of the world’s nations a few decades ago. | <urn:uuid:d08ddc1b-fb7f-4243-b789-5b6948e75929> | CC-MAIN-2020-05 | https://horavasumijuwo.alphabetnyc.com/womens-right-49640ac.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00480.warc.gz | en | 0.983998 | 647 | 3.9375 | 4 | [
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-0.1227651536... | 1 | Check it out and join us in embracing isirika, today and every day. These rights include the right to live free from violence, slavery, and discrimination; to be educated; to own property; to vote; and to earn a fair and equal wage. Yet almost everywhere around the world, women and girls are still denied them, often simply because of their gender.
In Ancient Egypt women had a great deal of freedom. They could own property and they could sign contracts.
There is evidence that in Ancient Egypt some women could read and write. Women could also divorce their husbands. A woman called Sobekneferu ruled Egypt around BC.
Later a woman named Hatshepsut ruled Egypt c. Another woman, Twosret ruled Egypt c. In Ancient Israel women could own property. The Book of Proverbs describes an ideal woman. It says 'she considers a field and buys it'.
When a father died his sons inherited his property. The oldest son was given a double share. Daughters could only inherit property if there were no sons. However sons who inherited property were expected to support the women in the family.
In Ancient Greece people worshiped goddesses as well as gods. Women did participate in some religious ceremonies but not in politics or warfare. In a wealthy family women were women were kept apart from men.
They were usually confined to the back or upper part of the house. Girls married when they were about Marriages were often arranged.
However it was possible for women to divorce their husbands. In a rich Greek family the wife was expected to run the home and, sometimes, to manage the finances. However rich women would normally stay indoors and send slaves to do the shopping.
Poor women, of course, had no choice. They might also have to help their husbands with farm work.The women’s rights movement summary: Women’s rights is the fight for the idea that women should have equal rights with men.
Over history, this has taken the form of gaining property rights, the women’s suffrage, or the right of women to vote, reproductive rights, and the right to work for for.
anthropology; archaeology; architecture; art. art criticism; literary criticism; film theory; biology; composition studies; criminology.
pathways perspective; economics. Sep 14, · Despite great strides made by the international women’s rights movement over many years, women and girls around the world are still married as children or trafficked into forced labor and sex. Fulfillment by Amazon (FBA) is a service we offer sellers that lets them store their products in Amazon's fulfillment centers, and we directly pack, ship, and provide customer service for these products.
We stand together in solidarity with our partners and children for the protection of our rights, our safety, our health, and our families - recognizing that our vibrant and diverse communities are the strength of .
Women’s rights around the world is an important indicator to understand global well-being. A major global women’s rights treaty was ratified by the majority of the world’s nations a few decades ago. | 620 | ENGLISH | 1 |
The Bill of Rights contains all of the basic rights endowed to all American citizens. For the purpose of our argument we will consider the Indians of the 19th century as American citizens. After reviewing the Bill of Rights it became extremely apparent that as American citizens many Indians civil rights were not only withheld, but also flat out denied and violated. Under the direction of anti-Indian president Andrew Jackson, the Congress passed the Indian Removal Act of 1830 and within five years the Treaty of New Echota was formed and thus began the saddest series of events, which became known as the Trail of Tears. These events and more added to the delinquency of the U.S. court system, which stunted the rise of Indian equality. Through twisted interpretations the Supreme Court made several rulings that resulted in the massacring and relocation of thousands of Indians.
When Congress passed the I.R.A., many Americans opposed, but it passed anyway. Once it passed Pres Jackson’s desk he quickly signed the bill into a law. The Cherokee, obviously upset, attempted to take legal action which lead to Cherokee Nation vs. Georgia. The Indians were denied their 6th amendment rights by the court. The U.S. Supreme Court refused to try the case which is a clear violation of the 6th amendment; “nor be deprived of life, liberty, or property, without the process of the law;” After a year in 1832 the Supreme Court ruled on the same issue in the case of Worchester vs. Georgia. In that case, Chief Justice John Marshall ruled not only that the Cherokee Nation was sovereign, but also that previous removal laws were unconstitutional. He also said that the Cherokees had to agree to a removal treaty that would be ratified by the Congress.
In 1835 Major Ridge, who advocated removal, lead a small percent of Cherokee from North Georgia to Virginia. Ridge, along with 500 of the 17,000 Cherokee in North Georgia signed the Treaty of New Echota. This gave Pres Jackson the legal documentation he needed to begin unconstitutionally removing American citizens known as Native-Americans. The Fourth amendment protects citizens from governmental misuse of power or due process of law. “The right of people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizers, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched and the persons or things to be seized.” Clearly relocating people is quite unconstitutional. Not only was this relocation inhumane, but it showed a chilling lack of reverence similar to that of Nazi Germany. Any type of mass relocation is against everything that the Bill of Rights empowers. For those that argue the citizens signed a treaty, they are meet with two facts. The first fact is that nowhere in the treaty were death marches at gunpoint mentioned nor slum forts housing. The second fact is that a mere 3.4% of the Cherokee Nation attended the signing. Fully represented or not the Indians were treated with utter and total disregard for the law. The U.S. Government was well aware that Ridge did not represent the majority of the Cherokee Nation but the bill passed anyway by a single vote. Due to the fact that Chief Major Ridge and son, John Ridge, did not represent the entire Cherokee Nation the tribe murdered them. The signing of this treaty has sadly attained the moniker of the death treaty and unfortunately it held true to its name.
In 1838, mostly lead by the Georgia Guard, the U.S. began conveyances which lead from Georgia to Oklahoma. All men, women, and children were forced to march at gunpoint by unscrupulous men whose only goals were to maximize profits along the way. These men exemplified this by giving rotten food and poor provisions to the Indians. Many of which walked without shoes, or much clothing, and during the long grueling walk many of the elders and young children died. The dead had to be carried until they reached “allotted stops” at which 1/3 of the participants of this walk were buried along the way. At the end of the 8th amendment there is a line they protects citizens from excessive abuse and ill treatment. “nor cruel and unusual punishment inflicted.” All would agree that those lost along the way to Oklahoma were victims of unlawful acts. Those that survived till the forts were met with only more torture through lack of human necessities like food, rest, safety, and sense of self and family.
The evidence shown above proves that the Indians were denied the right to the judicial system. Also, after the treaty of New Echota the most tragic days of Indian history took place. The Cherokee were striped of religious beliefs, ways of life, and their right to place. As they were marched away like slaves, many would never see family again and many would not survive the trip. This grave mistreatment of people, American citizens or not, is exactly what the U.S. is against and is fighting back against to this day. Over a century later some land was returned but it was to little to late, because the damage to the Indian generations to come had taken its downward spiraling grip. | <urn:uuid:ef0d5998-8900-48ca-9486-a73016b0a561> | CC-MAIN-2020-05 | http://essay.ua-referat.com/The_Trail_From_American_Indians_To_American | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681412.74/warc/CC-MAIN-20200125191854-20200125221854-00136.warc.gz | en | 0.983014 | 1,070 | 4.25 | 4 | [
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0.2113951742... | 3 | The Bill of Rights contains all of the basic rights endowed to all American citizens. For the purpose of our argument we will consider the Indians of the 19th century as American citizens. After reviewing the Bill of Rights it became extremely apparent that as American citizens many Indians civil rights were not only withheld, but also flat out denied and violated. Under the direction of anti-Indian president Andrew Jackson, the Congress passed the Indian Removal Act of 1830 and within five years the Treaty of New Echota was formed and thus began the saddest series of events, which became known as the Trail of Tears. These events and more added to the delinquency of the U.S. court system, which stunted the rise of Indian equality. Through twisted interpretations the Supreme Court made several rulings that resulted in the massacring and relocation of thousands of Indians.
When Congress passed the I.R.A., many Americans opposed, but it passed anyway. Once it passed Pres Jackson’s desk he quickly signed the bill into a law. The Cherokee, obviously upset, attempted to take legal action which lead to Cherokee Nation vs. Georgia. The Indians were denied their 6th amendment rights by the court. The U.S. Supreme Court refused to try the case which is a clear violation of the 6th amendment; “nor be deprived of life, liberty, or property, without the process of the law;” After a year in 1832 the Supreme Court ruled on the same issue in the case of Worchester vs. Georgia. In that case, Chief Justice John Marshall ruled not only that the Cherokee Nation was sovereign, but also that previous removal laws were unconstitutional. He also said that the Cherokees had to agree to a removal treaty that would be ratified by the Congress.
In 1835 Major Ridge, who advocated removal, lead a small percent of Cherokee from North Georgia to Virginia. Ridge, along with 500 of the 17,000 Cherokee in North Georgia signed the Treaty of New Echota. This gave Pres Jackson the legal documentation he needed to begin unconstitutionally removing American citizens known as Native-Americans. The Fourth amendment protects citizens from governmental misuse of power or due process of law. “The right of people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizers, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched and the persons or things to be seized.” Clearly relocating people is quite unconstitutional. Not only was this relocation inhumane, but it showed a chilling lack of reverence similar to that of Nazi Germany. Any type of mass relocation is against everything that the Bill of Rights empowers. For those that argue the citizens signed a treaty, they are meet with two facts. The first fact is that nowhere in the treaty were death marches at gunpoint mentioned nor slum forts housing. The second fact is that a mere 3.4% of the Cherokee Nation attended the signing. Fully represented or not the Indians were treated with utter and total disregard for the law. The U.S. Government was well aware that Ridge did not represent the majority of the Cherokee Nation but the bill passed anyway by a single vote. Due to the fact that Chief Major Ridge and son, John Ridge, did not represent the entire Cherokee Nation the tribe murdered them. The signing of this treaty has sadly attained the moniker of the death treaty and unfortunately it held true to its name.
In 1838, mostly lead by the Georgia Guard, the U.S. began conveyances which lead from Georgia to Oklahoma. All men, women, and children were forced to march at gunpoint by unscrupulous men whose only goals were to maximize profits along the way. These men exemplified this by giving rotten food and poor provisions to the Indians. Many of which walked without shoes, or much clothing, and during the long grueling walk many of the elders and young children died. The dead had to be carried until they reached “allotted stops” at which 1/3 of the participants of this walk were buried along the way. At the end of the 8th amendment there is a line they protects citizens from excessive abuse and ill treatment. “nor cruel and unusual punishment inflicted.” All would agree that those lost along the way to Oklahoma were victims of unlawful acts. Those that survived till the forts were met with only more torture through lack of human necessities like food, rest, safety, and sense of self and family.
The evidence shown above proves that the Indians were denied the right to the judicial system. Also, after the treaty of New Echota the most tragic days of Indian history took place. The Cherokee were striped of religious beliefs, ways of life, and their right to place. As they were marched away like slaves, many would never see family again and many would not survive the trip. This grave mistreatment of people, American citizens or not, is exactly what the U.S. is against and is fighting back against to this day. Over a century later some land was returned but it was to little to late, because the damage to the Indian generations to come had taken its downward spiraling grip. | 1,077 | ENGLISH | 1 |
What is teaching literacy?
It is the form of teaching reading and writing basics to students. Believe it or not, this can still be done to college students. It gets harder and harder the more students grow older. At first, they will think it is pretty easy but when time passes by, they will know that it will get pretty hard. By the time you get to college, you are going to be reading long passages with hard to understand words. After that, you will need to answer a few questions about the passage and none of them are easy. In fact, the questions will most likely tackle words that are pretty new to you. Whether you answer them correct or wrong, the only sure thing is that you will learn a bunch of new words. When students learn literacy, they will understand life even more. They will be encouraged to explore what is out there. They did not feel the same way before because they did not know about several things. Now that they read more stuff, they will begin to wonder.
What is the role of literacy in education?
Literacy is a basic foundation for everything. When you learn to read and write, you will talk to people. Besides, reading and writing are used in different subjects too. That means this would need to be the first thing you learn before you can tackle other subjects. It is not that hard to learn the basics and you are going to use it each day so you will certainly practice. For example, you would need to read textbooks about Science to know what the latest lesson is all about. If you don’t know how to read then that can’t happen. Also, you would need to take down notes while the teacher is teaching the lesson. You would need to have good handwriting for you to understand what you wrote though. It is also possible some of your classmates who were absent that day would want to photocopy your works. When that happens, they will feel great about themselves.
What is the teaching and learning cycle?
Literacy teaching is when teachers teach it to their students. This is not easy to do as each teacher needs to be licensed in order to actually do this. Also, the teachers need to make a lesson plan for the students to properly get the lessons in their heads. It actually needs to be different all the time because students also get bored. For example, you can’t let students read books for the entire semester. That may be fun for some kids but it is going to get boring after a few weeks. No matter how good the teacher is, the students may not feel the urge to come to school anymore. The important thing is the students will actually learn something from the lessons. In fact, this is the reason why teachers make students take exams. It is to check whether they learned anything or not. If they get high scores in the exams, then they certainly learned a lot of things. When students learn something, they will usually remember it for the rest of their lives. Knowledge is definitely something money can’t buy.
How do you teach literacy in the classroom?
There are many methods for the teacher to teach literacy to students. One way would be to make the students read a chapter in a book. After that, the teacher will give some sort of graded recitation where she asks random students a bunch of questions. This would check whether or not the students understood what they read. If they were not able to answer the questions correctly then that means they did not understand what they read that much. There are some students who are pretty fast in understanding things though. They would want to move to the next lesson quickly as their mind absorbs things rather fast. They even want the lessons done in a fast-paced manner. Another way to teach literacy would be to have students write a long essay then read it in front of the entire class. At first, the students will get nervous so they would need to do something about their confidence. | <urn:uuid:82ae5b17-f872-4eca-b6fd-f3c5adf04d89> | CC-MAIN-2020-05 | https://www.literacyeducators.com.au/literacy-teaching-and-learning/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00303.warc.gz | en | 0.981413 | 805 | 3.5625 | 4 | [
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0.2835473418... | 6 | What is teaching literacy?
It is the form of teaching reading and writing basics to students. Believe it or not, this can still be done to college students. It gets harder and harder the more students grow older. At first, they will think it is pretty easy but when time passes by, they will know that it will get pretty hard. By the time you get to college, you are going to be reading long passages with hard to understand words. After that, you will need to answer a few questions about the passage and none of them are easy. In fact, the questions will most likely tackle words that are pretty new to you. Whether you answer them correct or wrong, the only sure thing is that you will learn a bunch of new words. When students learn literacy, they will understand life even more. They will be encouraged to explore what is out there. They did not feel the same way before because they did not know about several things. Now that they read more stuff, they will begin to wonder.
What is the role of literacy in education?
Literacy is a basic foundation for everything. When you learn to read and write, you will talk to people. Besides, reading and writing are used in different subjects too. That means this would need to be the first thing you learn before you can tackle other subjects. It is not that hard to learn the basics and you are going to use it each day so you will certainly practice. For example, you would need to read textbooks about Science to know what the latest lesson is all about. If you don’t know how to read then that can’t happen. Also, you would need to take down notes while the teacher is teaching the lesson. You would need to have good handwriting for you to understand what you wrote though. It is also possible some of your classmates who were absent that day would want to photocopy your works. When that happens, they will feel great about themselves.
What is the teaching and learning cycle?
Literacy teaching is when teachers teach it to their students. This is not easy to do as each teacher needs to be licensed in order to actually do this. Also, the teachers need to make a lesson plan for the students to properly get the lessons in their heads. It actually needs to be different all the time because students also get bored. For example, you can’t let students read books for the entire semester. That may be fun for some kids but it is going to get boring after a few weeks. No matter how good the teacher is, the students may not feel the urge to come to school anymore. The important thing is the students will actually learn something from the lessons. In fact, this is the reason why teachers make students take exams. It is to check whether they learned anything or not. If they get high scores in the exams, then they certainly learned a lot of things. When students learn something, they will usually remember it for the rest of their lives. Knowledge is definitely something money can’t buy.
How do you teach literacy in the classroom?
There are many methods for the teacher to teach literacy to students. One way would be to make the students read a chapter in a book. After that, the teacher will give some sort of graded recitation where she asks random students a bunch of questions. This would check whether or not the students understood what they read. If they were not able to answer the questions correctly then that means they did not understand what they read that much. There are some students who are pretty fast in understanding things though. They would want to move to the next lesson quickly as their mind absorbs things rather fast. They even want the lessons done in a fast-paced manner. Another way to teach literacy would be to have students write a long essay then read it in front of the entire class. At first, the students will get nervous so they would need to do something about their confidence. | 789 | ENGLISH | 1 |
You might have seen recent health stories about how the gut biome is important for human health. There’s been a similar debate about bacteria in the placenta. It was thought that it was a sterile environment, but in 2014 a study came out that said that low levels of bacteria were in there.
A new study shows that these earlier results were likely due to contamination and that the placenta is sterile. Phys.org reported on the study.
The new study used tissue samples from over 575 women. These were tested using multiple techniques to see if bacteria were present in the tissue. No evidence was found of a particular biome within the placenta.
However, they did find outside contamination. They found the same strain of E. coli in hundreds of samples and believe it came from contaminated test kits.
They also found vaginal bacteria, which was also found in the 2104 study. However, by comparing the levels between babies who were born vaginally and who were born via C-section, they found higher levels in the former. This suggests that there was contamination of the tissue during birth.
Bacterial contamination of the placenta can lead to premature birth and chorioamnionitis, a dangerous infection. Proof that there should be no bacteria in the placenta will help doctors catch infections earlier. | <urn:uuid:7941f7d0-8b03-4518-bf1a-3146a85535a4> | CC-MAIN-2020-05 | https://birthinjurylawyer.com/news/new-research-proves-that-the-placenta-is-a-sterile-environment/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601040.47/warc/CC-MAIN-20200120224950-20200121013950-00114.warc.gz | en | 0.989778 | 270 | 3.625 | 4 | [
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0.348764926... | 2 | You might have seen recent health stories about how the gut biome is important for human health. There’s been a similar debate about bacteria in the placenta. It was thought that it was a sterile environment, but in 2014 a study came out that said that low levels of bacteria were in there.
A new study shows that these earlier results were likely due to contamination and that the placenta is sterile. Phys.org reported on the study.
The new study used tissue samples from over 575 women. These were tested using multiple techniques to see if bacteria were present in the tissue. No evidence was found of a particular biome within the placenta.
However, they did find outside contamination. They found the same strain of E. coli in hundreds of samples and believe it came from contaminated test kits.
They also found vaginal bacteria, which was also found in the 2104 study. However, by comparing the levels between babies who were born vaginally and who were born via C-section, they found higher levels in the former. This suggests that there was contamination of the tissue during birth.
Bacterial contamination of the placenta can lead to premature birth and chorioamnionitis, a dangerous infection. Proof that there should be no bacteria in the placenta will help doctors catch infections earlier. | 266 | ENGLISH | 1 |
Those who take note of key dates in Jewish history would naturally see a link between the last few days of the month of August and the city of Basel. In late August 1897, the first Zionist Congress was held in Basel.
In late August 2001 a rare archaeological find was unearthed - a ring decorated with the images of a lulav (a palm branch, associated with the autumn Sukkot festival), an etrog (a citrus species, also associated with Sukkot), and a shofar (a ram's horn, associated with the Jewish New Year, Rosh Hashana). The ring dates from the second century and is mute evidence that Jews reached this region a hundred years after the destruction of the Second Temple in Jerusalem.
Late August 2001 also saw the appearance of eight volumes (with a total of 3,000 pages) containing the first part of the report of the Independent Commission of Experts (the Bergier Commission), which was appointed to investigate collaboration between the Swiss and Hitler's Germany.
The Bergier Commission was created in 1996 in the wake of revelations that Swiss banks tried to conceal bank accounts of Holocaust victims. In addition to the role of Swiss banks during World War II, the Swiss parliament established the commission to study as well all aspects of Switzerland's performance during that period. Historian Jean-Francois Bergier was appointed to head the commission, which consists of four Swiss historians and four historians from the United States, the United Kingdom, Israel and Poland respectively.
The second portion of the report, which will be published in 17 volumes, is due to appear by December 31, 2001. This second portion will study economic and political contexts, the behavior of Switzerland from the standpoint of both international law and Swiss law, and Switzerland's attitude toward Jewish refugees.
The list of topics that the commission is studying graphically illustrates the immense extent of Swiss collaboration with the Nazis but also indicates the commission's determination to study these topics and to publish its findings. It should be recalled here that, for most of World War II, Switzerland was surrounded by countries that had been overrun by either the Germans or the Italians.
Thus, for a considerable period of time, Switzerland had genuine fears of a German invasion. However, those fears do not justify the fact that the commission has emphasized, namely, that Swiss government agencies and Swiss companies did not use the narrow margin of maneuverability that they had in order to avoid collaboration with the Nazis.
The commission's report points out that the chief reason for the widespread cooperation between Switzerland and Nazi Germany was the profit motive. Swiss citizens who refused to do business with the Nazis were a very small minority, notes the report.
The eight volumes that have already appeared consider, among other things, the movement of looted property to Switzerland and the quantity of the assets that Holocaust victims transferred to that country. The report also deals with the use of forced laborers by Swiss companies and with the particularly close collaboration between Switzerland and the IG Farben company, one of the pillars of the German war effort.
There are extensive descriptions of the assistance that Switzerland provided to Germany in such areas as obtaining foreign currency and conveying of products between Switzerland and Germany through the Swiss railway system.
The additional volumes of the report will focus primarily on details of the economic and financial contacts between the two countries as well as details of Switzerland's contribution to the Nazi war machine.
Switzerland was a center for handling deals connected with art treasures looted by the Nazis. Even Adolf Hitler and Hermann Goering, commander-in-chief of the Luftwaffe and president of the Reichstag, obtained paintings and sculptures through Swiss art dealers. Hundreds of costly art treasures made their way through this mechanism to the Fuehrer's own museum in Linz, Austria, and to Goering's immense collection of (mainly looted) art objects. The government authorities that were supposed to monitor the activities of the Swiss banking system looked the other way and deliberately ignored Swiss foreign currency regulations in order to enable the transfer to Germany of the funds generated by international business deals and by the sale of looted gold.
The heads of Swiss industry, especially Swiss chemical firms that operated branch plants in Germany - across the Swiss-German border just opposite Basel - lost no time, after Hitler's rise to power, in arranging meetings with the leaders of the new Nazi regime in order to discuss continued cooperation between Switzerland and Germany. These heads of industries were also quick to fire Jewish workers, even before the Nuremberg Laws went into effect.
The chapters on Switzerland's chemical industry are the most embarrassing section of the commission's report. It is now clear that the directors of Swiss companies in Basel were very well aware what was going on at the time in Germany and had knowledge of the coerced employment of forced laborers in their branch plants in Germany as well as of the fact that forced laborers died as a result of the conditions in which they were held.
Swiss chemical companies also knew that their products were being used for medical experiments carried out on prisoners of war and on concentration camp inmates. Roche, for example, actually participated in research studies conducted by the German navy, while Sandoz was aware of the research studies carried out on epileptic patients murdered by the Nazis.
Ciba knew that its products were being employed in experiments conducted on young women, who were contaminated with various infections and who were exposed to disinfectant materials in order to test the effectiveness of those materials. Some of these victims died in the course of the experiments, while the others were executed at a later stage.
However, it was not just Swiss companies that were Hitler's silent helpers. There were also many officials in the Swiss ministry of the interior who collaborated with the Nazis. The report describes extensively the harsh rebuke that one of the top commanders of the Swiss police delivered, as early as 1939, to two directors of Swiss companies because the directors of their subsidiaries in Germany had "smuggled" their Jewish wives into Switzerland.
A spokesperson for Novartis - which was established through a merger of Ciba, Geigy and Sandoz - has declared, in response to the Bergier Commission's report: "It can be said with absolute certainty that our companies did not sympathize with the Nazis."
What would these companies have done if they had sympathized with the Nazis?
Want to enjoy 'Zen' reading - with no ads and just the article? Subscribe todaySubscribe now | <urn:uuid:63dc69bc-2274-4173-8665-986a5bfbc5b8> | CC-MAIN-2020-05 | https://www.haaretz.com/1.5385597 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00041.warc.gz | en | 0.980593 | 1,305 | 3.734375 | 4 | [
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0.42212194204330... | 1 | Those who take note of key dates in Jewish history would naturally see a link between the last few days of the month of August and the city of Basel. In late August 1897, the first Zionist Congress was held in Basel.
In late August 2001 a rare archaeological find was unearthed - a ring decorated with the images of a lulav (a palm branch, associated with the autumn Sukkot festival), an etrog (a citrus species, also associated with Sukkot), and a shofar (a ram's horn, associated with the Jewish New Year, Rosh Hashana). The ring dates from the second century and is mute evidence that Jews reached this region a hundred years after the destruction of the Second Temple in Jerusalem.
Late August 2001 also saw the appearance of eight volumes (with a total of 3,000 pages) containing the first part of the report of the Independent Commission of Experts (the Bergier Commission), which was appointed to investigate collaboration between the Swiss and Hitler's Germany.
The Bergier Commission was created in 1996 in the wake of revelations that Swiss banks tried to conceal bank accounts of Holocaust victims. In addition to the role of Swiss banks during World War II, the Swiss parliament established the commission to study as well all aspects of Switzerland's performance during that period. Historian Jean-Francois Bergier was appointed to head the commission, which consists of four Swiss historians and four historians from the United States, the United Kingdom, Israel and Poland respectively.
The second portion of the report, which will be published in 17 volumes, is due to appear by December 31, 2001. This second portion will study economic and political contexts, the behavior of Switzerland from the standpoint of both international law and Swiss law, and Switzerland's attitude toward Jewish refugees.
The list of topics that the commission is studying graphically illustrates the immense extent of Swiss collaboration with the Nazis but also indicates the commission's determination to study these topics and to publish its findings. It should be recalled here that, for most of World War II, Switzerland was surrounded by countries that had been overrun by either the Germans or the Italians.
Thus, for a considerable period of time, Switzerland had genuine fears of a German invasion. However, those fears do not justify the fact that the commission has emphasized, namely, that Swiss government agencies and Swiss companies did not use the narrow margin of maneuverability that they had in order to avoid collaboration with the Nazis.
The commission's report points out that the chief reason for the widespread cooperation between Switzerland and Nazi Germany was the profit motive. Swiss citizens who refused to do business with the Nazis were a very small minority, notes the report.
The eight volumes that have already appeared consider, among other things, the movement of looted property to Switzerland and the quantity of the assets that Holocaust victims transferred to that country. The report also deals with the use of forced laborers by Swiss companies and with the particularly close collaboration between Switzerland and the IG Farben company, one of the pillars of the German war effort.
There are extensive descriptions of the assistance that Switzerland provided to Germany in such areas as obtaining foreign currency and conveying of products between Switzerland and Germany through the Swiss railway system.
The additional volumes of the report will focus primarily on details of the economic and financial contacts between the two countries as well as details of Switzerland's contribution to the Nazi war machine.
Switzerland was a center for handling deals connected with art treasures looted by the Nazis. Even Adolf Hitler and Hermann Goering, commander-in-chief of the Luftwaffe and president of the Reichstag, obtained paintings and sculptures through Swiss art dealers. Hundreds of costly art treasures made their way through this mechanism to the Fuehrer's own museum in Linz, Austria, and to Goering's immense collection of (mainly looted) art objects. The government authorities that were supposed to monitor the activities of the Swiss banking system looked the other way and deliberately ignored Swiss foreign currency regulations in order to enable the transfer to Germany of the funds generated by international business deals and by the sale of looted gold.
The heads of Swiss industry, especially Swiss chemical firms that operated branch plants in Germany - across the Swiss-German border just opposite Basel - lost no time, after Hitler's rise to power, in arranging meetings with the leaders of the new Nazi regime in order to discuss continued cooperation between Switzerland and Germany. These heads of industries were also quick to fire Jewish workers, even before the Nuremberg Laws went into effect.
The chapters on Switzerland's chemical industry are the most embarrassing section of the commission's report. It is now clear that the directors of Swiss companies in Basel were very well aware what was going on at the time in Germany and had knowledge of the coerced employment of forced laborers in their branch plants in Germany as well as of the fact that forced laborers died as a result of the conditions in which they were held.
Swiss chemical companies also knew that their products were being used for medical experiments carried out on prisoners of war and on concentration camp inmates. Roche, for example, actually participated in research studies conducted by the German navy, while Sandoz was aware of the research studies carried out on epileptic patients murdered by the Nazis.
Ciba knew that its products were being employed in experiments conducted on young women, who were contaminated with various infections and who were exposed to disinfectant materials in order to test the effectiveness of those materials. Some of these victims died in the course of the experiments, while the others were executed at a later stage.
However, it was not just Swiss companies that were Hitler's silent helpers. There were also many officials in the Swiss ministry of the interior who collaborated with the Nazis. The report describes extensively the harsh rebuke that one of the top commanders of the Swiss police delivered, as early as 1939, to two directors of Swiss companies because the directors of their subsidiaries in Germany had "smuggled" their Jewish wives into Switzerland.
A spokesperson for Novartis - which was established through a merger of Ciba, Geigy and Sandoz - has declared, in response to the Bergier Commission's report: "It can be said with absolute certainty that our companies did not sympathize with the Nazis."
What would these companies have done if they had sympathized with the Nazis?
Want to enjoy 'Zen' reading - with no ads and just the article? Subscribe todaySubscribe now | 1,321 | ENGLISH | 1 |
Historical Facts About the Great DepressionFitness Gear & Equipment
The Great Depression was the worst economic depression in United States history. It started on October 29, 1929, a day known as Black Tuesday when there was a stock market panic and the stock market crashed. This crashing of the stock market actually started the previous Thursday when market dropped 9%. Historians point to several factors that caused this crash. Looking back some of the comparisons to today are interesting. Businesses were making great profits in the 1920s while workers were not making very much while still buying merchandise on credit. Another historian writes that the crash came during a period in which real estate prices were declining which had peaked four years earlier.
The stock market (the Dow Jones Industrial Average) peaked at 381.17 on September 3, 1929 and then fell losing 17% in that month. Then climbed back up gaining about 8% of the losses back.
The first real downturn that started the crash of 1929 was on Thursday, October 24, 1929, a day that is known in history as Black Thursday. The following Monday the market fell 38 points which was almost 13%. The next day was Black Tuesday when the market fell another 30.5 points, almost 12 % drop with a record volume of 16 millions shares traded. That volume record was not broken until 1968.
The stock market actually recovered about 60% between November 1929 and April 1930. Then the market started a slide in April 1931 that continued until July 8, 1932 when the stock market bottomed at 41.32, an 89% decline from its peak. The 1929 stock market peak of 381 would not be seen again until 1954.
Ironically, 16 out of the top 20 one-day record percentage gains for the stock market were during the depression. On October 30, 1929, just two days after Black Tuesday, the market went up 28 points, which was 12.3%. And you thought the market has been volatile the past couple of years.
When you look at the above numbers and see the stock market fell 38 points in one day, some might think that isn’t so bad. It is the percentage that matters. As I write this, the Dow Jones Industrial Average is around 8000, if the market fell 89% in the next couple of years it would be at 800, a level not seen in the Dow since about 1982.
By 1932, 40% of the banks in the US had failed.
In 1932 the government announced a temporary halt by banks of home foreclosures.
Unemployment reaches its worst point in 1933 with the unemployment rate at 25.2%.
When people think of the great Depression and the US presidents, they usually think of Franklin D. Roosevelt (FDR). When the depression started and for the next three years, the president was Herbert Hoover and FDR wasn't elected until the fall of 1932.
Shortly after his inauguration, President Roosevelt blamed unscrupulous money lenders and a generation of self-seekers for the economic problems.
Between 1929 and 1932 the average income of the average American family dropped by 40% from $2,300 to $1,500 per year.
During the depression of the 1930s the average wage of manufacturer was $17 per week, for a doctor the average wage was $61 per week.
By the end of 1930, some 3 million children were forced to quit school and at least 200,000 of them took to the roads on their own.
The government came up with programs to put Americans to work repairing and building. The Empire State building, the Chrysler building, the Golden Gate Bridge and Rockefeller Center were all built during the depression.
The depression changed clothing as well when the zipper became widely used because buttons became too expensive.
The circulation of money was low and the need for coins had diminished so much that the US mints did not even mint nickels in 1932 or 1933.
The number one song in 1932 was Brother, Can You Spare a Dime? by Bing Crosby which pretty much summed up the 1930s.
In 1933, congress passed the Home Owners Refinancing Act, which provided mortgage money and other aid to struggling homeowners. By the end of this program in 1936, it provided loans for almost one million mortgages.
Between 1935 and 1938, 800,000 people left their homes in Arkansas, Missouri, Texas and Oklahoma because of the depression and the severe drought that had ruined their land and lives. This severe drought was known as The Dust Bowl.
At the time of the depression, the US and the world was on a gold standard, which meant that the US dollar was backed by gold, the government would redeem money for gold, at that time gold was $20 per ounce.
Many believe that it was the start of World War II in 1941 that ended the great Depression, others say that isn't true and that the economy was starting to rebound in 1938 before the US entered the war. It could still be true that the war helped since World War II started in September 1939 when Germany invaded Poland and the US went into production to manufacture many items the British were going to need soon.
© 2009 Sam Montana
Lone Star College Kingwood, TX library
The Worst Hard Time by Timothy Egan | <urn:uuid:5ddb2581-861f-4bf3-927b-900d6a54cf9b> | CC-MAIN-2020-05 | https://knoji.com/article/facts-of-the-great-depression/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00503.warc.gz | en | 0.983839 | 1,068 | 3.328125 | 3 | [
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0.3722810745239... | 1 | Historical Facts About the Great DepressionFitness Gear & Equipment
The Great Depression was the worst economic depression in United States history. It started on October 29, 1929, a day known as Black Tuesday when there was a stock market panic and the stock market crashed. This crashing of the stock market actually started the previous Thursday when market dropped 9%. Historians point to several factors that caused this crash. Looking back some of the comparisons to today are interesting. Businesses were making great profits in the 1920s while workers were not making very much while still buying merchandise on credit. Another historian writes that the crash came during a period in which real estate prices were declining which had peaked four years earlier.
The stock market (the Dow Jones Industrial Average) peaked at 381.17 on September 3, 1929 and then fell losing 17% in that month. Then climbed back up gaining about 8% of the losses back.
The first real downturn that started the crash of 1929 was on Thursday, October 24, 1929, a day that is known in history as Black Thursday. The following Monday the market fell 38 points which was almost 13%. The next day was Black Tuesday when the market fell another 30.5 points, almost 12 % drop with a record volume of 16 millions shares traded. That volume record was not broken until 1968.
The stock market actually recovered about 60% between November 1929 and April 1930. Then the market started a slide in April 1931 that continued until July 8, 1932 when the stock market bottomed at 41.32, an 89% decline from its peak. The 1929 stock market peak of 381 would not be seen again until 1954.
Ironically, 16 out of the top 20 one-day record percentage gains for the stock market were during the depression. On October 30, 1929, just two days after Black Tuesday, the market went up 28 points, which was 12.3%. And you thought the market has been volatile the past couple of years.
When you look at the above numbers and see the stock market fell 38 points in one day, some might think that isn’t so bad. It is the percentage that matters. As I write this, the Dow Jones Industrial Average is around 8000, if the market fell 89% in the next couple of years it would be at 800, a level not seen in the Dow since about 1982.
By 1932, 40% of the banks in the US had failed.
In 1932 the government announced a temporary halt by banks of home foreclosures.
Unemployment reaches its worst point in 1933 with the unemployment rate at 25.2%.
When people think of the great Depression and the US presidents, they usually think of Franklin D. Roosevelt (FDR). When the depression started and for the next three years, the president was Herbert Hoover and FDR wasn't elected until the fall of 1932.
Shortly after his inauguration, President Roosevelt blamed unscrupulous money lenders and a generation of self-seekers for the economic problems.
Between 1929 and 1932 the average income of the average American family dropped by 40% from $2,300 to $1,500 per year.
During the depression of the 1930s the average wage of manufacturer was $17 per week, for a doctor the average wage was $61 per week.
By the end of 1930, some 3 million children were forced to quit school and at least 200,000 of them took to the roads on their own.
The government came up with programs to put Americans to work repairing and building. The Empire State building, the Chrysler building, the Golden Gate Bridge and Rockefeller Center were all built during the depression.
The depression changed clothing as well when the zipper became widely used because buttons became too expensive.
The circulation of money was low and the need for coins had diminished so much that the US mints did not even mint nickels in 1932 or 1933.
The number one song in 1932 was Brother, Can You Spare a Dime? by Bing Crosby which pretty much summed up the 1930s.
In 1933, congress passed the Home Owners Refinancing Act, which provided mortgage money and other aid to struggling homeowners. By the end of this program in 1936, it provided loans for almost one million mortgages.
Between 1935 and 1938, 800,000 people left their homes in Arkansas, Missouri, Texas and Oklahoma because of the depression and the severe drought that had ruined their land and lives. This severe drought was known as The Dust Bowl.
At the time of the depression, the US and the world was on a gold standard, which meant that the US dollar was backed by gold, the government would redeem money for gold, at that time gold was $20 per ounce.
Many believe that it was the start of World War II in 1941 that ended the great Depression, others say that isn't true and that the economy was starting to rebound in 1938 before the US entered the war. It could still be true that the war helped since World War II started in September 1939 when Germany invaded Poland and the US went into production to manufacture many items the British were going to need soon.
© 2009 Sam Montana
Lone Star College Kingwood, TX library
The Worst Hard Time by Timothy Egan | 1,260 | ENGLISH | 1 |
Ancient humans were cooking plant-based, carbohydrate-abundant foods almost 170,000 years ago, according to new findings. Archaeologists discovered charred fragments of starchy plant remains. They did the intriguing finding at an archaeological site in Border Cave, somewhere close to the border between Swaziland and South Africa.
Archaeologists stated that the fragments are thought to come from a dense underground plant stems. Such things, known as rhizomes, offer the most ancient proof of roasting plants full of carbohydrates. Also, according to Dr.Lyn Wadley, an archaeologist from With University’s Evolutionary Studies Insitute in Johannesburg, the findings are one of the most ancient cooked rhizomes discovered to date.
Moreover, the researchers state that while animal-based diets of ancient people have been examined very much, there are not many details on such a recent finding. The reason is because of the stone items and bones left behind from the ancient humans’ hunting actions are kept better in archaeological places than perishable plant-based foods. Researchers, however, state that while plant-based carbohydrates “almost certainly contributed substantially to ancient nutrition,” it is unknown when people first started eating them.
Ancient Humans Cooked Plant-Based Carbs 170,000 Years Ago
An international team of researchers found the 170,000-year-old burnt rhizome fragments five years ago while examining through the remains from ancient cooking fires at the Border Cave. By examining the specimens, they discovered they were part of a small flowering plant called Hypoxis angustifolia. The plant has a white rhizome and is growing in the southern Africa region.
Dr.Wadley thinks that the fragments were only preserved because they were burnt. They were also described as “strange little charcoal pieces that seemed very uniform in size.”
The team also identified some burnt bones as part of the rhizomes, which according to Dr. Wadley, showed “people had a balanced diet of plant food that they cooked as well as animal food that they cooked.” She added: “We think the rhizomes were shared in the cave after they were cooked. It is most likely they were shared with the very young and the very old.”
Tommy’s hobby has always been playing video games. He enjoys competing in video games tournaments and writing about his experience. It’s not a big surprise that he mostly covers the latest trends from the gaming industry. | <urn:uuid:0ddaea58-46db-4d0c-aeca-f946f6c9ed1a> | CC-MAIN-2020-05 | https://greatlakesledger.com/2020/01/05/ancient-humans-cooked-plant-based-carbs-170000-years-ago-a-new-study-revealed/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607407.48/warc/CC-MAIN-20200122191620-20200122220620-00367.warc.gz | en | 0.981911 | 514 | 3.578125 | 4 | [
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0.4410963952... | 7 | Ancient humans were cooking plant-based, carbohydrate-abundant foods almost 170,000 years ago, according to new findings. Archaeologists discovered charred fragments of starchy plant remains. They did the intriguing finding at an archaeological site in Border Cave, somewhere close to the border between Swaziland and South Africa.
Archaeologists stated that the fragments are thought to come from a dense underground plant stems. Such things, known as rhizomes, offer the most ancient proof of roasting plants full of carbohydrates. Also, according to Dr.Lyn Wadley, an archaeologist from With University’s Evolutionary Studies Insitute in Johannesburg, the findings are one of the most ancient cooked rhizomes discovered to date.
Moreover, the researchers state that while animal-based diets of ancient people have been examined very much, there are not many details on such a recent finding. The reason is because of the stone items and bones left behind from the ancient humans’ hunting actions are kept better in archaeological places than perishable plant-based foods. Researchers, however, state that while plant-based carbohydrates “almost certainly contributed substantially to ancient nutrition,” it is unknown when people first started eating them.
Ancient Humans Cooked Plant-Based Carbs 170,000 Years Ago
An international team of researchers found the 170,000-year-old burnt rhizome fragments five years ago while examining through the remains from ancient cooking fires at the Border Cave. By examining the specimens, they discovered they were part of a small flowering plant called Hypoxis angustifolia. The plant has a white rhizome and is growing in the southern Africa region.
Dr.Wadley thinks that the fragments were only preserved because they were burnt. They were also described as “strange little charcoal pieces that seemed very uniform in size.”
The team also identified some burnt bones as part of the rhizomes, which according to Dr. Wadley, showed “people had a balanced diet of plant food that they cooked as well as animal food that they cooked.” She added: “We think the rhizomes were shared in the cave after they were cooked. It is most likely they were shared with the very young and the very old.”
Tommy’s hobby has always been playing video games. He enjoys competing in video games tournaments and writing about his experience. It’s not a big surprise that he mostly covers the latest trends from the gaming industry. | 500 | ENGLISH | 1 |
Great question! By basics of prehistory, I assume you mean a theory that the earth is several billions of years old. By cosmology, I assume that you are referring to the concept of light years. Both of those two concepts are theories that have a lot of evidence supporting them but cannot be proved scientifically, i.e. using the scientific method, because they relate to the past. Since all those folks had was the Bible as their source, and paleontology was Greek to them, maybe you might start by asking them why there are accounts of dinosaurs (or dragons, which they were called before 1842) living in the Bible as well as, if some of them were learned, why there are accounts of such creatures elsewhere in history. You might also ask them why they believe while there is obviously evolution within a species or kind (cocker spaniel plus poodle equals cockapoo) that all the various kinds were created by a Creator and absent any complete fossil record of transitional forms they think that sometime in the future such fossils will be found which would support an alternative theory of creation. Their answers would help you formulate a response to them. | <urn:uuid:b798df36-7750-4c00-b797-0ec7d9321ce2> | CC-MAIN-2020-05 | https://www.wyzant.com/resources/answers/696151/historical-thinking | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00104.warc.gz | en | 0.988442 | 233 | 3.453125 | 3 | [
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0.1595501... | 2 | Great question! By basics of prehistory, I assume you mean a theory that the earth is several billions of years old. By cosmology, I assume that you are referring to the concept of light years. Both of those two concepts are theories that have a lot of evidence supporting them but cannot be proved scientifically, i.e. using the scientific method, because they relate to the past. Since all those folks had was the Bible as their source, and paleontology was Greek to them, maybe you might start by asking them why there are accounts of dinosaurs (or dragons, which they were called before 1842) living in the Bible as well as, if some of them were learned, why there are accounts of such creatures elsewhere in history. You might also ask them why they believe while there is obviously evolution within a species or kind (cocker spaniel plus poodle equals cockapoo) that all the various kinds were created by a Creator and absent any complete fossil record of transitional forms they think that sometime in the future such fossils will be found which would support an alternative theory of creation. Their answers would help you formulate a response to them. | 234 | ENGLISH | 1 |
It is undeniable that the September 11 attack was one of the most disastrous terror events in world history. The magnitude of the losses, both in property and lives went to unprecedented scales. Although the exact masterminds of the attack remain controversial, the role of the community in addressing emergency issues was clearly depicted on the events following the attack. September 9/11 attack was a learning experience for America and the world at large. The film “Film, 9/11,” Directed by Jules and Gideon Naudet captured some of the moments during the attack in real-time, which makes it possible to evaluate the importance of community to the safety and success of fighting a disaster.
There is overwhelming evidence from the movie indicating that the community has a big role in determining the success or failure of fire fighting the disaster. From the movie, the first victims of the fire disaster were the people located on the affected buildings. When the first plane crashed on one of the towers, there was hardly any time to react to the incident according to the stipulated guidelines. However, the people around the building tried their level best to escape the falling building. The firefighters arrived on time and began mobilizing the people towards the evacuation procedures. Certainly, the firefighters could not have done any meaningful achievement without the collaboration of the community. From the film, it could be seen that people were very responsive to the directive from the firefighters. The actually could move as directed by the firefighters. The firefighters were able to evacuate the buildings within a reasonable time and therefore, able to continue with firefighting efforts without having many casualties.
Secondly, some of the community members, who had some expertise in firefighting, evacuation, and disaster response techniques joined in the firefight. From the film, it was evident that some of the people were actually assisting in firefighting and rescue missions. This made the whole effort easier and quicker. Since the firefighting mission was also aiming at saving a maximum number of people, then the community’s effort contributed greatly. Certainly, the number of victims would have been far much greater were it not for the collaboration between the firefighters and the community. While the firefighting mission was going on, the community was busy assisting in providing first aid to the affected victims. The community was also instrumental in rescuing victims from the rubble to the ambulance vans thus giving the firefighters more time to focus on their mission. September 9/11 was a traumatic and learning experience for everyone particularly the American community. The fateful event changed people’s perception of the community. The event brought the hearts of people together as America became united. The world’s perception of similar attacks changed and people became more united towards such occurrences. Therefore, the importance of community collaboration during disasters is particularly important.
Community assisting firefighters in the firefighting mission | <urn:uuid:f1f05a10-24c4-43ad-8b9d-295dc1061ed4> | CC-MAIN-2020-05 | https://freebookessay.com/free-essay-examples/the-world-trade-center-film-9-11-directed-by-jules-and-gedeon-naudet/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00339.warc.gz | en | 0.984848 | 567 | 3.34375 | 3 | [
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0.35568013787269... | 1 | It is undeniable that the September 11 attack was one of the most disastrous terror events in world history. The magnitude of the losses, both in property and lives went to unprecedented scales. Although the exact masterminds of the attack remain controversial, the role of the community in addressing emergency issues was clearly depicted on the events following the attack. September 9/11 attack was a learning experience for America and the world at large. The film “Film, 9/11,” Directed by Jules and Gideon Naudet captured some of the moments during the attack in real-time, which makes it possible to evaluate the importance of community to the safety and success of fighting a disaster.
There is overwhelming evidence from the movie indicating that the community has a big role in determining the success or failure of fire fighting the disaster. From the movie, the first victims of the fire disaster were the people located on the affected buildings. When the first plane crashed on one of the towers, there was hardly any time to react to the incident according to the stipulated guidelines. However, the people around the building tried their level best to escape the falling building. The firefighters arrived on time and began mobilizing the people towards the evacuation procedures. Certainly, the firefighters could not have done any meaningful achievement without the collaboration of the community. From the film, it could be seen that people were very responsive to the directive from the firefighters. The actually could move as directed by the firefighters. The firefighters were able to evacuate the buildings within a reasonable time and therefore, able to continue with firefighting efforts without having many casualties.
Secondly, some of the community members, who had some expertise in firefighting, evacuation, and disaster response techniques joined in the firefight. From the film, it was evident that some of the people were actually assisting in firefighting and rescue missions. This made the whole effort easier and quicker. Since the firefighting mission was also aiming at saving a maximum number of people, then the community’s effort contributed greatly. Certainly, the number of victims would have been far much greater were it not for the collaboration between the firefighters and the community. While the firefighting mission was going on, the community was busy assisting in providing first aid to the affected victims. The community was also instrumental in rescuing victims from the rubble to the ambulance vans thus giving the firefighters more time to focus on their mission. September 9/11 was a traumatic and learning experience for everyone particularly the American community. The fateful event changed people’s perception of the community. The event brought the hearts of people together as America became united. The world’s perception of similar attacks changed and people became more united towards such occurrences. Therefore, the importance of community collaboration during disasters is particularly important.
Community assisting firefighters in the firefighting mission | 565 | ENGLISH | 1 |
The American Revolution was a war in the U.S. that took place between 1775 and 1783. It was fought between the United Kingdom and its thirteen colonies. It can also be termed as the revolutionary war. The colonies joined together to free themselves from the powerful British Empire. It is also known that then the colonies fought the war in the attempt to extinguish overseas governing from the British Government. Additionally, none of the colonies had representation in that government. Americans were the original settlers of the colony or, in other words, the first colonists thus they had to pose a reaction to the invasion of their land.
During the studied period, American colonists were subjected to heavy taxation by the British Government. Although the taxes were not that high as such, the Americans reacted angrily to the matter since they saw it as a scheme to extract money from them. The colonists reacted on the basis that a person’s property could not be taken from him or her without mutual agreement among the parties involved. More so the Americans were not represented in the colonial government so why should they be taxed? Such resentment bore no fruits as the British employed dirty tactics to enforce the scheme like using soldiers to push the Americans (Morton 155).
It is also said that on the night before the war the colonists had gathered enough courage to oppose the British Government. This is evidenced by the nature in which they reacted to some of the colonialist’s declarations. Such declarations like Declaratory, Stamp, and Quartering Acts were imposed by the British Government. According to the Stamp Act, all the official documents in the colonies were required to have stamps on them. The Quartering Act, on the other hand, required that soldiers of the British Army to be quartered in certain parts of the colonies. These were clearly opposed by the British Government. This was an example of the burning desire in Americans to govern on their own. The French War was a great event that depicted the British inhumane actions. The Americans recalled Quartering, Sugar, and Currency Act of 1763 as some of the true actions that gave them the desire to break away from the colonial government.
Moreover, it should be noted that the thirteen colonies involved shared some similarities and differences of any kind. The major differences were mainly in terms of agriculture, economy and religion. To be precise, the colonies were subdivided into the northern, middle and southern ones. The reactions towards the invasions of the colonial government depended on the region they were carried out. The Northern region, which was based mainly on religious grounds, might have defended itself merely welcoming religious acts to the colony. This was since colonial Britain brought missionaries there ready to spread the good word to people. This is a clear example of one positive reaction from American citizens.
To strengthen its influence further, the British colonial government imposed acts like Quebec and Intolerable Acts. They were enacted between 1774 and 1775. The Quebec Act was finalized on 22nd June 1774; according to the deal boundaries of the eponymous province were to be enlarged. It was struck that Labrador, Ile d’Anticosti and more so Iles de la Madeleine supposed to be included to the province. The Indian territory – south of Great Lakes – was supposed to be part of Quebec, too. On the other hand, Intolerable Act was tough rules’ embodiment that the colonialists set up in their quest for total power over the American colonies. Another document that puts more pain in the American hearts was the Boston Act. Under the act, the colonial government closed the Boston Port demanding compensation for the loss the British Government incurred during the Boston Tea Party. These punitive measures further sparked rebellion from the colonist. Americans viewed them as a violation of human needs. Something had to be done. September 1774 is considered a turning stage since the Americans finally gathered to the point of holding a Continental Congress, to their revolt’s center. Tensions rose, as a result, and eventually the war broke.
This is just but few citations of what transpired. Nevertheless, it is still very evident that the British colonial masters played a huge role in the outbreak of war. They arbitrarily violated lots of human rights in their quest for glory. Some critics even suggest that they participated in genocide acts during the period. Their actions can be termed selfish as they only wanted to build their own reputation by employing forceful methods. The policy of colonialism pursued by the British Government was resentful enough for the colonist to start the revolutionary war. This was a painful period in American history. As Robert Trout boldly stated, “The American Revolution was, in fact, the battle against the philosophy of Locke and Utilitarian.” (Ross 71). Therefore, from my point of view, the colonist actions were fully justified in every sense. | <urn:uuid:eb5b8abb-5787-4df7-b3ac-40a9e042eab3> | CC-MAIN-2020-05 | https://mid-terms.com/essays/how-did-the-colonists-justify-their-actions-before-and-during-the-american-revolution/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00552.warc.gz | en | 0.984363 | 978 | 4.15625 | 4 | [
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0.3563169240... | 3 | The American Revolution was a war in the U.S. that took place between 1775 and 1783. It was fought between the United Kingdom and its thirteen colonies. It can also be termed as the revolutionary war. The colonies joined together to free themselves from the powerful British Empire. It is also known that then the colonies fought the war in the attempt to extinguish overseas governing from the British Government. Additionally, none of the colonies had representation in that government. Americans were the original settlers of the colony or, in other words, the first colonists thus they had to pose a reaction to the invasion of their land.
During the studied period, American colonists were subjected to heavy taxation by the British Government. Although the taxes were not that high as such, the Americans reacted angrily to the matter since they saw it as a scheme to extract money from them. The colonists reacted on the basis that a person’s property could not be taken from him or her without mutual agreement among the parties involved. More so the Americans were not represented in the colonial government so why should they be taxed? Such resentment bore no fruits as the British employed dirty tactics to enforce the scheme like using soldiers to push the Americans (Morton 155).
It is also said that on the night before the war the colonists had gathered enough courage to oppose the British Government. This is evidenced by the nature in which they reacted to some of the colonialist’s declarations. Such declarations like Declaratory, Stamp, and Quartering Acts were imposed by the British Government. According to the Stamp Act, all the official documents in the colonies were required to have stamps on them. The Quartering Act, on the other hand, required that soldiers of the British Army to be quartered in certain parts of the colonies. These were clearly opposed by the British Government. This was an example of the burning desire in Americans to govern on their own. The French War was a great event that depicted the British inhumane actions. The Americans recalled Quartering, Sugar, and Currency Act of 1763 as some of the true actions that gave them the desire to break away from the colonial government.
Moreover, it should be noted that the thirteen colonies involved shared some similarities and differences of any kind. The major differences were mainly in terms of agriculture, economy and religion. To be precise, the colonies were subdivided into the northern, middle and southern ones. The reactions towards the invasions of the colonial government depended on the region they were carried out. The Northern region, which was based mainly on religious grounds, might have defended itself merely welcoming religious acts to the colony. This was since colonial Britain brought missionaries there ready to spread the good word to people. This is a clear example of one positive reaction from American citizens.
To strengthen its influence further, the British colonial government imposed acts like Quebec and Intolerable Acts. They were enacted between 1774 and 1775. The Quebec Act was finalized on 22nd June 1774; according to the deal boundaries of the eponymous province were to be enlarged. It was struck that Labrador, Ile d’Anticosti and more so Iles de la Madeleine supposed to be included to the province. The Indian territory – south of Great Lakes – was supposed to be part of Quebec, too. On the other hand, Intolerable Act was tough rules’ embodiment that the colonialists set up in their quest for total power over the American colonies. Another document that puts more pain in the American hearts was the Boston Act. Under the act, the colonial government closed the Boston Port demanding compensation for the loss the British Government incurred during the Boston Tea Party. These punitive measures further sparked rebellion from the colonist. Americans viewed them as a violation of human needs. Something had to be done. September 1774 is considered a turning stage since the Americans finally gathered to the point of holding a Continental Congress, to their revolt’s center. Tensions rose, as a result, and eventually the war broke.
This is just but few citations of what transpired. Nevertheless, it is still very evident that the British colonial masters played a huge role in the outbreak of war. They arbitrarily violated lots of human rights in their quest for glory. Some critics even suggest that they participated in genocide acts during the period. Their actions can be termed selfish as they only wanted to build their own reputation by employing forceful methods. The policy of colonialism pursued by the British Government was resentful enough for the colonist to start the revolutionary war. This was a painful period in American history. As Robert Trout boldly stated, “The American Revolution was, in fact, the battle against the philosophy of Locke and Utilitarian.” (Ross 71). Therefore, from my point of view, the colonist actions were fully justified in every sense. | 995 | ENGLISH | 1 |
Archaeologists during excavations on the island of Sicily discovered a burial of the 7th century BC. In Corinthian hydria, they found the remains of a baby.
The find was made in the historical center of the ancient city of Gela, which is located in the southwest of Sicily. Workers came across a necropolis, laying fiber optic cable on one of the main streets.
Archeologists who arrived at the site excavated and immediately found two unusual burials and many artifacts. The necropolis dates from the 7th century BC. In one of the burials, the remains of a newborn were discovered. The baby was buried in hydria – an ancient Greek jug for water.
In another burial were the remains of a large animal, probably sacrificed during a funeral rite. Near the bones, an even older elongated jug for storing wine was discovered. It dates from 700-650 years BC.
In addition to jugs, dozens of ceramic items from different eras were discovered in the necropolis. For example, about 20 ceramic products were identified as products from Fikelloura – they were made on the island of Rhodes between 560 and 495 BC. This suggests that the necropolis has been actively used for a significant period of time.
It is believed that Jela was founded by Greek colonists from Rhodes and Crete in 688 BC. This colony was destroyed by the Carthaginians in 405 BC. The conquerors first destroyed all the temples, and then burned the city. The surviving colonists were resettled in Syracuse.
It was because of the sack of the city by the Carthaginians that there were almost no archaeological traces of the first settlement. Therefore, the researchers argued about dating. The found necropolis confirms the hypothesis that a settlement on the site of Jela could exist even before the appearance of the Greek colony. | <urn:uuid:3116071f-7718-4863-bdb5-cca421966381> | CC-MAIN-2020-05 | https://earth-chronicles.com/science/on-the-island-of-sicily-discovered-a-burial-of-the-vii-century-bc.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591431.4/warc/CC-MAIN-20200117234621-20200118022621-00137.warc.gz | en | 0.985952 | 379 | 3.8125 | 4 | [
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0.655549645423... | 3 | Archaeologists during excavations on the island of Sicily discovered a burial of the 7th century BC. In Corinthian hydria, they found the remains of a baby.
The find was made in the historical center of the ancient city of Gela, which is located in the southwest of Sicily. Workers came across a necropolis, laying fiber optic cable on one of the main streets.
Archeologists who arrived at the site excavated and immediately found two unusual burials and many artifacts. The necropolis dates from the 7th century BC. In one of the burials, the remains of a newborn were discovered. The baby was buried in hydria – an ancient Greek jug for water.
In another burial were the remains of a large animal, probably sacrificed during a funeral rite. Near the bones, an even older elongated jug for storing wine was discovered. It dates from 700-650 years BC.
In addition to jugs, dozens of ceramic items from different eras were discovered in the necropolis. For example, about 20 ceramic products were identified as products from Fikelloura – they were made on the island of Rhodes between 560 and 495 BC. This suggests that the necropolis has been actively used for a significant period of time.
It is believed that Jela was founded by Greek colonists from Rhodes and Crete in 688 BC. This colony was destroyed by the Carthaginians in 405 BC. The conquerors first destroyed all the temples, and then burned the city. The surviving colonists were resettled in Syracuse.
It was because of the sack of the city by the Carthaginians that there were almost no archaeological traces of the first settlement. Therefore, the researchers argued about dating. The found necropolis confirms the hypothesis that a settlement on the site of Jela could exist even before the appearance of the Greek colony. | 401 | ENGLISH | 1 |
Henry Tudor became king as Henry 7th in 1485, after the victory of the Wars of the Roses. He wasn't from a royal king, so he needed propaganda to support and justify his new dynasty. He was a very important king who made Britain a large kingdom. He was able to create peace and stability after the crisis, even if he carried on the idea of the Absolute power of the King (a monarch doesn't rule, but reigns); he took away the army from lords and concentrated it in his hands, reducing the power of lords; he started exploiting the services of the middle-class against lords and created two new social classes: little land owners and merchants. He also created a large and important naval fleet to increase commerces and military strength; he promoted the voyage from Bristol of John Cabot which led to the discovery of North America mainland. About foreign policy, he was able to create the future of England. Indeed he made his son Arthur marry Catherine of Aragon, the daughter of the king of Spain and his daughter Margaret marry James the 4th of Scotland. So he created bonds with Spain and Scotland which were both catholics. When he died he was succeeded by his son Henry the 8th. His son was as popular as his father among the nation. For the first half of his reign he was a typical renaissance king: a patron of art surrounded by painters, poets, musicians and he was even himself a skilled linguistic. The second half of his reign was dominated by the Reformation. Initially he was considered by the Pope one of the best catholic king in Europe "Fidei defensor". When he married Catherine of Aragon and she gave him a daughter called Mary, he asked the Pope for the divorce to then marry another woman Anne Boleyn since he wanted a male heir. The pope didn't accept so he broke up with him and Rome. In 1534 he established the Act of Supremacy in which he declared to be the Supreme head of Church and State. Therefore he set up the new Church of England. But Anne wasn't able to give him a son too, instead she gave him a daughter Elizabeth. So he accused his wife of having betrayed him and she was executed. He had 6 wives, all accused of something towards him. Meanwhile the population was living a terrible situation: there was art of civil war between catholics and protestants. he was succeeded by his son Edward the 6th. | <urn:uuid:a412e42f-b0d6-4a98-9ae1-cc4ec8cb743d> | CC-MAIN-2020-05 | https://www.skuola.net/civilta-inglese/tudor-dynasty-henry-7th-8th.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00377.warc.gz | en | 0.994588 | 498 | 3.4375 | 3 | [
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0.260334700345... | 1 | Henry Tudor became king as Henry 7th in 1485, after the victory of the Wars of the Roses. He wasn't from a royal king, so he needed propaganda to support and justify his new dynasty. He was a very important king who made Britain a large kingdom. He was able to create peace and stability after the crisis, even if he carried on the idea of the Absolute power of the King (a monarch doesn't rule, but reigns); he took away the army from lords and concentrated it in his hands, reducing the power of lords; he started exploiting the services of the middle-class against lords and created two new social classes: little land owners and merchants. He also created a large and important naval fleet to increase commerces and military strength; he promoted the voyage from Bristol of John Cabot which led to the discovery of North America mainland. About foreign policy, he was able to create the future of England. Indeed he made his son Arthur marry Catherine of Aragon, the daughter of the king of Spain and his daughter Margaret marry James the 4th of Scotland. So he created bonds with Spain and Scotland which were both catholics. When he died he was succeeded by his son Henry the 8th. His son was as popular as his father among the nation. For the first half of his reign he was a typical renaissance king: a patron of art surrounded by painters, poets, musicians and he was even himself a skilled linguistic. The second half of his reign was dominated by the Reformation. Initially he was considered by the Pope one of the best catholic king in Europe "Fidei defensor". When he married Catherine of Aragon and she gave him a daughter called Mary, he asked the Pope for the divorce to then marry another woman Anne Boleyn since he wanted a male heir. The pope didn't accept so he broke up with him and Rome. In 1534 he established the Act of Supremacy in which he declared to be the Supreme head of Church and State. Therefore he set up the new Church of England. But Anne wasn't able to give him a son too, instead she gave him a daughter Elizabeth. So he accused his wife of having betrayed him and she was executed. He had 6 wives, all accused of something towards him. Meanwhile the population was living a terrible situation: there was art of civil war between catholics and protestants. he was succeeded by his son Edward the 6th. | 508 | ENGLISH | 1 |
High on my list of things to see in Zanzibar was the slave monument by Swedish sculptor Clara Sönäs. I have a peculiar fascination with the worst of human history and am drawn to places that commemorate atrocities committed in the name of religion or commerce.
Slavery was abolished in 1873 but it took until 1897 for the Sultan to declare all slavery illegal and only then could slaves petition a British court for their freedom. Except for concubines. It wouldbe another 12 years before they could seek their freedom as they were regarded as wives rather than slaves.
According to Michael Shepard, a merchant trading in Zanzibar in the mid-1800s, ‘it [was] the custom to buy a tooth of ivory and a slave with it, to carry it to the seashore. Then the ivory and slave [were] carried to Zanzibar and sold.’ I read somewhere that for every piece of ivory leaving Zanzibar, five slaves died.
Underneath what is now St Monica’s guesthouse, men, women, and children brought to Zanzibar from mainland Africa were held for days in cellars awaiting their fate. The current exhibit offers harrowing first-hand accounts of the treatment they received.
Cypriani Asmani was six years old. When he tried to run away, he was chained to a log weighing 32 lbs. The only way he could move around was to carry it on his head. He was six. Just six. He carried that log with him for eight years before being freed by a missionary.
While each slave had a value, some were more valuable than others. Those stubborn enough to refuse to cry out when tied to a tree and whipped were the most expensive. Those were the strong ones, the ones with mettle.
Hamad bin Muhammad bin Juma bin Rajab el Murjebi aka Tippu Tip plundered Central Africa, before returning to Zanzibar with a fortune in ivory and slaves. At once stage he was said to have owned ten thousand, making him the biggest slave trader in the region. His house was under construction so we couldn’t go see it. It’s mind-boggling to think that back in the day, the man was probably revered as a progressive.
Charles Miller in his book The Lunatic Express (Macmillan 1971) writes of the African slave trade, telling of how men, women, and children were exchanged for beads, or corn, or cloth. Women carrying both babies and ivory had an even harder task because if their load became too heavy, the baby was killed, and the ivory saved. Conditions on the dhows to Zanzibar after the torturous walk to the coast were if possibly worse.
Crammed below decks on specially constructed bamboo shelves with about 1m of headroom. There was not enough room to sit, or to kneel or squat, just a crippling combination of the three. Sometimes slaves were closely packed in open boats, their bodies exposed day and night to the sea and the rain.
And in something that weirdly reminded me of modern-day advertising, once the slaves arrived in Zanzibar, they were cleaned, oiled, and dressed, the women adorned with jewellery and made up with henna and kohl. They were prettied up to hide the malnourishment, to fetch the best price.
Then, each afternoon, the slaves to be sold were lined up in order of height and paraded through the market. Prospective buyers would check their teeth and eyes, as farmers do today when buying livestock. The mind boggles at how cruel we can be.
Once sold, they boarded another ship bound for Oman or elsewhere. The lucky (?) ones went to work on the clove plantations in Zanzibar. And by some accounts, they had a marginally better life.
The slaves were relatively well treated when they arrived at their new homes. They were fed, housed and clothed, and given small plots of land, with time off to tend them. Young mothers were rarely separated from their children, and good slaves were often freed after a few years. Many took paid jobs, such as gardeners and farmers, for their previous masters: some even became leaders of slave caravans or masters of slave ships.
Today, on the site of the old slave market, looms the Anglican Cathedral of the Church of Christ whose altar sits on the site of the old whipping tree. There’s a story going around that former slaves helped build it under the direction of Bishop Edward Steere. He, apparently, once had to leave on business and when he came back, he found 12 pillars erected upside down. I was ready to believe it until I saw the same in the Catholic Cathedral… one has to wonder.
The man himself is buried behind the altar. I wonder at the priests who say mass there and how they feel about standing on his grave.
There’s a hat-tip, too, to David Livingstone, who stayed in Zanzibar before leaving on his final expedition. His heart is buried under a tree in Zambia and some wood from that tree was fashioned into a cross which now hangs in the cathedral.
Perhaps most upsetting of all was not the history of the atrocities and testimonies to man’s capacity for cruelty, but the fact that slavery, although illegal, is still thriving today. Some 21 to 36 million people worldwide are said to live in slavery, be it bonded labour, forced labour, child slavery, early/forced marriage, or descent-based slavery.
Just a few years ago, in 2017, the Irish Times reported on the Rooneys, a family of Irish Travellers in the UK who
…targeted homeless people and men with learning disabilities to work and live in squalid conditions for up to 26 years. Their offences were described in court as “chilling in their mercilessness”.
One man, who was exploited by the family for at least 12 years, was beaten by a “Rooney lynch mob” when a car he was driving ran out of petrol. By the time they were arrested, the family had spent £36,000 worth of this man’s income support and disability living allowance.
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0.39233326911926... | 9 | High on my list of things to see in Zanzibar was the slave monument by Swedish sculptor Clara Sönäs. I have a peculiar fascination with the worst of human history and am drawn to places that commemorate atrocities committed in the name of religion or commerce.
Slavery was abolished in 1873 but it took until 1897 for the Sultan to declare all slavery illegal and only then could slaves petition a British court for their freedom. Except for concubines. It wouldbe another 12 years before they could seek their freedom as they were regarded as wives rather than slaves.
According to Michael Shepard, a merchant trading in Zanzibar in the mid-1800s, ‘it [was] the custom to buy a tooth of ivory and a slave with it, to carry it to the seashore. Then the ivory and slave [were] carried to Zanzibar and sold.’ I read somewhere that for every piece of ivory leaving Zanzibar, five slaves died.
Underneath what is now St Monica’s guesthouse, men, women, and children brought to Zanzibar from mainland Africa were held for days in cellars awaiting their fate. The current exhibit offers harrowing first-hand accounts of the treatment they received.
Cypriani Asmani was six years old. When he tried to run away, he was chained to a log weighing 32 lbs. The only way he could move around was to carry it on his head. He was six. Just six. He carried that log with him for eight years before being freed by a missionary.
While each slave had a value, some were more valuable than others. Those stubborn enough to refuse to cry out when tied to a tree and whipped were the most expensive. Those were the strong ones, the ones with mettle.
Hamad bin Muhammad bin Juma bin Rajab el Murjebi aka Tippu Tip plundered Central Africa, before returning to Zanzibar with a fortune in ivory and slaves. At once stage he was said to have owned ten thousand, making him the biggest slave trader in the region. His house was under construction so we couldn’t go see it. It’s mind-boggling to think that back in the day, the man was probably revered as a progressive.
Charles Miller in his book The Lunatic Express (Macmillan 1971) writes of the African slave trade, telling of how men, women, and children were exchanged for beads, or corn, or cloth. Women carrying both babies and ivory had an even harder task because if their load became too heavy, the baby was killed, and the ivory saved. Conditions on the dhows to Zanzibar after the torturous walk to the coast were if possibly worse.
Crammed below decks on specially constructed bamboo shelves with about 1m of headroom. There was not enough room to sit, or to kneel or squat, just a crippling combination of the three. Sometimes slaves were closely packed in open boats, their bodies exposed day and night to the sea and the rain.
And in something that weirdly reminded me of modern-day advertising, once the slaves arrived in Zanzibar, they were cleaned, oiled, and dressed, the women adorned with jewellery and made up with henna and kohl. They were prettied up to hide the malnourishment, to fetch the best price.
Then, each afternoon, the slaves to be sold were lined up in order of height and paraded through the market. Prospective buyers would check their teeth and eyes, as farmers do today when buying livestock. The mind boggles at how cruel we can be.
Once sold, they boarded another ship bound for Oman or elsewhere. The lucky (?) ones went to work on the clove plantations in Zanzibar. And by some accounts, they had a marginally better life.
The slaves were relatively well treated when they arrived at their new homes. They were fed, housed and clothed, and given small plots of land, with time off to tend them. Young mothers were rarely separated from their children, and good slaves were often freed after a few years. Many took paid jobs, such as gardeners and farmers, for their previous masters: some even became leaders of slave caravans or masters of slave ships.
Today, on the site of the old slave market, looms the Anglican Cathedral of the Church of Christ whose altar sits on the site of the old whipping tree. There’s a story going around that former slaves helped build it under the direction of Bishop Edward Steere. He, apparently, once had to leave on business and when he came back, he found 12 pillars erected upside down. I was ready to believe it until I saw the same in the Catholic Cathedral… one has to wonder.
The man himself is buried behind the altar. I wonder at the priests who say mass there and how they feel about standing on his grave.
There’s a hat-tip, too, to David Livingstone, who stayed in Zanzibar before leaving on his final expedition. His heart is buried under a tree in Zambia and some wood from that tree was fashioned into a cross which now hangs in the cathedral.
Perhaps most upsetting of all was not the history of the atrocities and testimonies to man’s capacity for cruelty, but the fact that slavery, although illegal, is still thriving today. Some 21 to 36 million people worldwide are said to live in slavery, be it bonded labour, forced labour, child slavery, early/forced marriage, or descent-based slavery.
Just a few years ago, in 2017, the Irish Times reported on the Rooneys, a family of Irish Travellers in the UK who
…targeted homeless people and men with learning disabilities to work and live in squalid conditions for up to 26 years. Their offences were described in court as “chilling in their mercilessness”.
One man, who was exploited by the family for at least 12 years, was beaten by a “Rooney lynch mob” when a car he was driving ran out of petrol. By the time they were arrested, the family had spent £36,000 worth of this man’s income support and disability living allowance.
It’s sad to see how little we have learned. | 1,308 | ENGLISH | 1 |
Although adults can beat children at most cognitive tasks, new research showed that children have more sharp and focused minds as compared to them.
According to the study published in the journal of Psychological Science, adults were very good at remembering information they were told to focus on and ignoring the rest. In contrast, 4- to 5-year-olds tended to pay attention to all the information that was presented to them, even when they were told to focus on one particular item. That helped children to notice things that adults didn't catch because of the grownups' selective attention.
"We often think of children as deficient in many skills when compared to adults. But sometimes what seems like a deficiency can actually be an advantage. That's what we found in our study. Children are extremely curious and they tend to explore everything, which means their attention is spread out, even when they're asked to focus. That can sometimes be helpful," said Vladimir Sloutsky, co-author of the study.
The results have important implications for understanding how education environments affect children's learning, he said.
The research participants were shown a computer screen with two shapes, with one shape overlaying the other. One of the shapes was red, the other green. The participants were told to pay attention to the shape of a particular colour (say, the red shape).
Adults performed slightly better than children at noticing when the target shape changed, noticing it 94 per cent of the time compared to 86 per cent of the time for children.
"But the children were much better than adults at noticing when the non-target shape changed. Children noticed that change 77 per cent of the time, compared to 63 per cent of the time for an adult. What we found is that children were paying attention to the shapes that they weren't required to. Adults, on the other hand, tended to focus only on what they were told was needed," Sloutsky said.
A second experiment involved the same participants. In this case, participants were shown drawings of artificial creatures with several different features. They might have an "X" on their body, or an "O"; they might have a lightning bolt on the end of their tail or a fluffy ball.
Participants were asked to find one feature, such as the "X" on the body among the "Os." They weren't told anything about the other features. But children were substantially more accurate than adults (72 per cent versus 59 per cent) at remembering features that they were not asked to attend to, such as the creatures' tails.
"The point is that children don't focus their attention as well as adults, even if you ask them to. They end up noticing and remembering more," Sloutsky said.
Sloutsky said that adults would do well at noticing and remembering the ignored information in the studies if they were told to pay attention to everything. But their ability to focus attention has a cost they miss what they are not focused on.
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0.4022590816020... | 1 | Although adults can beat children at most cognitive tasks, new research showed that children have more sharp and focused minds as compared to them.
According to the study published in the journal of Psychological Science, adults were very good at remembering information they were told to focus on and ignoring the rest. In contrast, 4- to 5-year-olds tended to pay attention to all the information that was presented to them, even when they were told to focus on one particular item. That helped children to notice things that adults didn't catch because of the grownups' selective attention.
"We often think of children as deficient in many skills when compared to adults. But sometimes what seems like a deficiency can actually be an advantage. That's what we found in our study. Children are extremely curious and they tend to explore everything, which means their attention is spread out, even when they're asked to focus. That can sometimes be helpful," said Vladimir Sloutsky, co-author of the study.
The results have important implications for understanding how education environments affect children's learning, he said.
The research participants were shown a computer screen with two shapes, with one shape overlaying the other. One of the shapes was red, the other green. The participants were told to pay attention to the shape of a particular colour (say, the red shape).
Adults performed slightly better than children at noticing when the target shape changed, noticing it 94 per cent of the time compared to 86 per cent of the time for children.
"But the children were much better than adults at noticing when the non-target shape changed. Children noticed that change 77 per cent of the time, compared to 63 per cent of the time for an adult. What we found is that children were paying attention to the shapes that they weren't required to. Adults, on the other hand, tended to focus only on what they were told was needed," Sloutsky said.
A second experiment involved the same participants. In this case, participants were shown drawings of artificial creatures with several different features. They might have an "X" on their body, or an "O"; they might have a lightning bolt on the end of their tail or a fluffy ball.
Participants were asked to find one feature, such as the "X" on the body among the "Os." They weren't told anything about the other features. But children were substantially more accurate than adults (72 per cent versus 59 per cent) at remembering features that they were not asked to attend to, such as the creatures' tails.
"The point is that children don't focus their attention as well as adults, even if you ask them to. They end up noticing and remembering more," Sloutsky said.
Sloutsky said that adults would do well at noticing and remembering the ignored information in the studies if they were told to pay attention to everything. But their ability to focus attention has a cost they miss what they are not focused on.
The ability of adults to focus their attention and children's tendency to distribute their attention more widely both have positives and negatives.... | 624 | ENGLISH | 1 |
Alice Paul a pioneer of the women's movement who helped lead the fight for women's suffrage and who, more than 50 years ago, helped draft the forerunner to today's proposed equal rights amendment to the Constitution, died yesterday at the Quaker Greenleaf Extension Home in Moorestown, N.J. She was 92 years old.
Until she suffered a stroke three years ago, Dr. Paul had continued to campaign for the equal rights amendment, which would guarantee equality to women. The amendment has been ratified by 35 states, three short of the number needed to make it part of the Constitution.
An ardent spokeswoman who organized rallies, went on hunger strikes, and on several occasions was sent to jail,’ Dr. Paul, as a young woman, was a relentless advocate of women's suffrage. She was educated as a social worker and lawyer.
In an interview several months ago, she said that the adoption in 1920 of the 19th Amendment, guaranteeing women the right to vote, was the high point of her life.
“The thing I think that was the most useful thing I ever did, was having a part in getting the vote for all the women,” she said.
But Dr. Paul's involvement in the women's rights movement did not stop there. She continued a forceful cam‐ I paign for equality of women in the United States and abroad. She helped to found the World Woman's Party, and was later instrumental in having a reference to sex equality included in the preamble to the’ United Nations Charter.
The daughter of a well‐to‐do Quaker family, she was born in Moorestown on Jan. 11, 1885. She attended Swarthmore College and earned a master's degree and a doctorate at the University of Pennsylvania.
It was not until she did graduate work in England, where she joined the British suffragists, that she began to participate in radical feminist activity.
In Britain she was arrested seven times and jailed three times. During one period she refused to eat and was force‐fed by nasal tube twice a day for four weeks.
When Dr. Paul returned to the United States, she brought the militant and colorful British tactics to the American suffrage movement.
Under her direction, members of the National Women's Party, of which she was chairman, became “silent sentinels”1 outside th'e White House, where they would stand wearing, white dresses and carrying purple, white and gold banners that expressed such sentiments as “How Much Longer Must Women Wait?” or, “An Autocrat at Home Is a Poor Cham‐; pion of Democracy Abroad.”
Dr. Paul also organized marches and rallies and managed to arrange a meeting with a newly elected President, Woodrow Wilson, to urge him to support the right of women to vote.
Almost immediately after the women's suffrage amendment was ratified in 1920,
she turned to the equal rights amendment, which she is credited with drafting (although in 1943 it was rewritten in the Senate Judiciary Committee).
In the 1920's, Dr. Paul earned three law degrees. Shc went to Europe, organized the World Woman's Party and lobbied in the League of Nations for equality. When World War II broke out. Dr. Paul returned to Washington and resumed her efforts on the equal rights amendment.
“I think it is fair to say she was ahead of her time,” said Dr. Barbara Solomon, who teaches a woman's history course at Harvard University. “And if you believe in E.R.A., we are still trying to catch up.”
Dr. Paul is survived by a nephew. A private funeral service has been planned.
United Press International | <urn:uuid:c9366673-85f3-45a0-9828-301adb364c85> | CC-MAIN-2020-05 | https://www.nytimes.com/1977/07/10/archives/alice-paul-a-leader-for-suffrage-and-womens-rights-dies-at-92.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00473.warc.gz | en | 0.985379 | 774 | 3.328125 | 3 | [
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-0.37415185... | 1 | Alice Paul a pioneer of the women's movement who helped lead the fight for women's suffrage and who, more than 50 years ago, helped draft the forerunner to today's proposed equal rights amendment to the Constitution, died yesterday at the Quaker Greenleaf Extension Home in Moorestown, N.J. She was 92 years old.
Until she suffered a stroke three years ago, Dr. Paul had continued to campaign for the equal rights amendment, which would guarantee equality to women. The amendment has been ratified by 35 states, three short of the number needed to make it part of the Constitution.
An ardent spokeswoman who organized rallies, went on hunger strikes, and on several occasions was sent to jail,’ Dr. Paul, as a young woman, was a relentless advocate of women's suffrage. She was educated as a social worker and lawyer.
In an interview several months ago, she said that the adoption in 1920 of the 19th Amendment, guaranteeing women the right to vote, was the high point of her life.
“The thing I think that was the most useful thing I ever did, was having a part in getting the vote for all the women,” she said.
But Dr. Paul's involvement in the women's rights movement did not stop there. She continued a forceful cam‐ I paign for equality of women in the United States and abroad. She helped to found the World Woman's Party, and was later instrumental in having a reference to sex equality included in the preamble to the’ United Nations Charter.
The daughter of a well‐to‐do Quaker family, she was born in Moorestown on Jan. 11, 1885. She attended Swarthmore College and earned a master's degree and a doctorate at the University of Pennsylvania.
It was not until she did graduate work in England, where she joined the British suffragists, that she began to participate in radical feminist activity.
In Britain she was arrested seven times and jailed three times. During one period she refused to eat and was force‐fed by nasal tube twice a day for four weeks.
When Dr. Paul returned to the United States, she brought the militant and colorful British tactics to the American suffrage movement.
Under her direction, members of the National Women's Party, of which she was chairman, became “silent sentinels”1 outside th'e White House, where they would stand wearing, white dresses and carrying purple, white and gold banners that expressed such sentiments as “How Much Longer Must Women Wait?” or, “An Autocrat at Home Is a Poor Cham‐; pion of Democracy Abroad.”
Dr. Paul also organized marches and rallies and managed to arrange a meeting with a newly elected President, Woodrow Wilson, to urge him to support the right of women to vote.
Almost immediately after the women's suffrage amendment was ratified in 1920,
she turned to the equal rights amendment, which she is credited with drafting (although in 1943 it was rewritten in the Senate Judiciary Committee).
In the 1920's, Dr. Paul earned three law degrees. Shc went to Europe, organized the World Woman's Party and lobbied in the League of Nations for equality. When World War II broke out. Dr. Paul returned to Washington and resumed her efforts on the equal rights amendment.
“I think it is fair to say she was ahead of her time,” said Dr. Barbara Solomon, who teaches a woman's history course at Harvard University. “And if you believe in E.R.A., we are still trying to catch up.”
Dr. Paul is survived by a nephew. A private funeral service has been planned.
United Press International | 762 | ENGLISH | 1 |
As Europeans made inroads into Africa in the early 19th century, guns were developed to handle the very large game encountered. This was for self-protection, food gathering, and later more commonly, sport. The first guns were the simple muzzle-loading shotgun designs already used for birds and loaded with solid balls of lead for use on large game. Due to their ineffectiveness on the largest game (up to 35 shots being recorded by some writers for a single elephant), they soon developed into larger caliber black powder smoothbores. The caliber was still measured in bore or gauge—10, 8, 6, 4 bore and 2 bore—or the guns were named by number of projectiles per pound. The projectiles were lead round balls or short conical slugs, sometimes hardened with antimony.
© catfactsblog.info 2019 | <urn:uuid:99b0c7d0-20b1-4b00-8195-4073dfb58401> | CC-MAIN-2020-05 | http://catfactsblog.info/animals/elephant-gun-rifle-656c657068616e74.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00333.warc.gz | en | 0.986521 | 168 | 3.640625 | 4 | [
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0.14192615449428... | 1 | As Europeans made inroads into Africa in the early 19th century, guns were developed to handle the very large game encountered. This was for self-protection, food gathering, and later more commonly, sport. The first guns were the simple muzzle-loading shotgun designs already used for birds and loaded with solid balls of lead for use on large game. Due to their ineffectiveness on the largest game (up to 35 shots being recorded by some writers for a single elephant), they soon developed into larger caliber black powder smoothbores. The caliber was still measured in bore or gauge—10, 8, 6, 4 bore and 2 bore—or the guns were named by number of projectiles per pound. The projectiles were lead round balls or short conical slugs, sometimes hardened with antimony.
© catfactsblog.info 2019 | 177 | ENGLISH | 1 |
Back in the world is an expression of a return to an environment which one considers as home and is comfortable with; the person should have been away from home for some time for the phrase to be applicable.
It has been used by Wolf in a very figurative way to illustrate the kind of a confusion that a person faces after spending too much time from the surrounding and society familiar to him or her; such confusion becomes evident after the person comes back to the society and finds out that the place is quite different from they way it he/she left it.
The phrase back in the world therefore as used in the book to illustrates the coming back into the society form a different society. Specifically the phrase was coined in the story Soldier’s Joy. It is worth noting that this concept of back to the world can be applied to different aspects in the society which may not necessarily involve physical localities. The paper will look into the story of an individual and relates it the author’s concept of back to the world.
Story: Adam Smith
Adam Smith was an established economist and at the same time, a philosopher in his time. He was born it Edinburgh, Scotland in the first quarter of the eighteenth century. Adam was born to able parents with his mother having been from a wealthy family and his father was a state officer. His father died before he was born. He then joined Glasgow University in the year 1737 where he studied moral philosophy. His level of excellence in the institution earned him a scholarship to Oxford University after his graduation in the year 1740.
His time at Oxford was, however, neither pleasant nor successful as he was forced to terminate his scholarship and studies. His move to stop his studies was based on a number of factors that included misunderstanding between him and the institution as well as his developed beliefs that were not accepted by the institution. The influence that he got from Hume, another philosopher was a factor to the misunderstanding between Adams and the institution since the beliefs by Hume had been denounced by the university.
Adams was at the same time not satisfied by the education that he received from the university. These circumstances led to Adam’s move to his hometown where he settled down in the year 1746. In Edinburgh, Adam started to offer lecturers, most of which were public lectures. These lecturers played a significant role in exposing him to the lame light.
He was noted by the town’s intellectuals who aided his rise in the intellectual sense. Five years later after leaving the oxford university, Adam was recognized by his former school, Glasgow University that had employed him and even gave him an award of a professor. Adam was therefore a recognized professor in logic at the age of twenty eight and was to be crowned again, just a year later, by an award in moral philosophy by the same institution (Age 1).
Adam Smith was a less social person. He more of concealed himself and was mostly absent minded. His psychologically closed doors in social concepts saw him stay with his mother instead of moving out to his own house as he grew up. His free time was spent on interactions with fellow intellectuals and leaders in the commercial sector.
He thus never offered time for recreational activities or leisure. He then later earned international recognition after the year 1959 following a moral theory that he developed at the time. This led to his change of job that took him to tutoring in different institutions. He was then taken for a continental tour by his employer and met a number of personalities on the fields of economics and philosophy.
His interaction with the intellectual class continued as he returned to London earning him an outstanding recognition among intellectuals. This led to his appointment to an intellectual body at the time. After his service as a tutor, Adams settled down again to stay with his mother in his hometown in Scotland. His achievements however continued as he was recognized by his former school, Edinburgh in the year 1777.
Then later he served his country as the head of customs department. His other recognized achievements include his philosophical opinions that are identified to have laid the foundation for capitalism. His life came to an end in the year 1790 and was buried in his hometown at Edinburgh. His life was therefore a partial success having been outstanding with regard to professional aspects though his private life failed to realize the same level of success (Age 1).
The Concept of Back in the World
The concept of back in the world as presented by Tobias Wolff is particularly evident in the life of Adam Smith. Wolff writing in the collection of Back in the world is a representation of confusion that is experienced by people at a time when they expected change from their domestic set up. In the stories of his collection, Tobias represented the expectations that American soldiers had developed while on foreign missions.
There were expectations of relief that they thought was awaiting them back at home only to return and find the normal confusion. This was particularly the case for the veterans returning from Vietnam. This comes out well in the narration of the story Soldier’s Joy where veterans while in the war zone in Vietnam have memories of their homes. It becomes a bit confusing for the soldiers that when they return home they are met with what they never expected.
There is a lot of confusion and this discourages the veterans after being back in the world. Likewise the life of Adam Smith is similarly characterized by such themes as Wolff’s in the collection of back to the world. His story is characterized with returns to situations that would not be expected of his life. He portrayed less of what would be expected of him at particular times of his returns (Wolff 1).
Adam’s life had a lot of returns, a characteristic of Wolff’s back in the world’s theme of returning to a former position or place. Instances such as Adam’s return to his hometown from Oxford University, his return to London from their continental trip around Europe and his final return to Edinburgh were characteristics of the Wolff’s interest in his particular writing.
Adam’s final return from London to Edinburgh and the initial return from oxford however illustrates Wolff’s theme as Adam does not come to a socially developed capacity that is expected of him. In both cases, Adam returns to his mother’s house though he is expected to live independently as a grown up man.
Another story that Wolff used to illustrate the concept of back in the home is the story of the lady who was celebrating her birthday. In order to help the lady celebrate her birthday, her friends bring her some cocaine which she is meant to consume to enable her celebrate her birthday. This leads to a bad ending as expected. It is a bit ironical that instead of celebrations being witnessed, the celebrations end in tears.
This is a big contrast that is witnessed even in the life of Adam. For instance, it was expected that Adam, after securing a sponsorship, would have a great time at the University of Oxford. In the contrary it has been shown that Adam was not even able to complete his studies at the Oxford University as he had adopted beliefs from Hume which were not accepted by the university and thus he had to drop from college.
Wolff through a series of stories has shown how situations change and great expectation crumble down. He uses real life events to pass his message across. The story of the Veterans who served in the Vietnam War particularly brings out the concept of back in the home well. Others stories in the collection equally show this concept. There is a great similarity between the life of Adam Smith and the concept of back in the home as brought out by Wolff. The life of Adam Smith is a good depiction of this concept.
Age. Adam smith 1723- 1790; an outline biography. Age of the Sage, n.d. Web. June 7, 2011.
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-0.048643529... | 3 | Back in the world is an expression of a return to an environment which one considers as home and is comfortable with; the person should have been away from home for some time for the phrase to be applicable.
It has been used by Wolf in a very figurative way to illustrate the kind of a confusion that a person faces after spending too much time from the surrounding and society familiar to him or her; such confusion becomes evident after the person comes back to the society and finds out that the place is quite different from they way it he/she left it.
The phrase back in the world therefore as used in the book to illustrates the coming back into the society form a different society. Specifically the phrase was coined in the story Soldier’s Joy. It is worth noting that this concept of back to the world can be applied to different aspects in the society which may not necessarily involve physical localities. The paper will look into the story of an individual and relates it the author’s concept of back to the world.
Story: Adam Smith
Adam Smith was an established economist and at the same time, a philosopher in his time. He was born it Edinburgh, Scotland in the first quarter of the eighteenth century. Adam was born to able parents with his mother having been from a wealthy family and his father was a state officer. His father died before he was born. He then joined Glasgow University in the year 1737 where he studied moral philosophy. His level of excellence in the institution earned him a scholarship to Oxford University after his graduation in the year 1740.
His time at Oxford was, however, neither pleasant nor successful as he was forced to terminate his scholarship and studies. His move to stop his studies was based on a number of factors that included misunderstanding between him and the institution as well as his developed beliefs that were not accepted by the institution. The influence that he got from Hume, another philosopher was a factor to the misunderstanding between Adams and the institution since the beliefs by Hume had been denounced by the university.
Adams was at the same time not satisfied by the education that he received from the university. These circumstances led to Adam’s move to his hometown where he settled down in the year 1746. In Edinburgh, Adam started to offer lecturers, most of which were public lectures. These lecturers played a significant role in exposing him to the lame light.
He was noted by the town’s intellectuals who aided his rise in the intellectual sense. Five years later after leaving the oxford university, Adam was recognized by his former school, Glasgow University that had employed him and even gave him an award of a professor. Adam was therefore a recognized professor in logic at the age of twenty eight and was to be crowned again, just a year later, by an award in moral philosophy by the same institution (Age 1).
Adam Smith was a less social person. He more of concealed himself and was mostly absent minded. His psychologically closed doors in social concepts saw him stay with his mother instead of moving out to his own house as he grew up. His free time was spent on interactions with fellow intellectuals and leaders in the commercial sector.
He thus never offered time for recreational activities or leisure. He then later earned international recognition after the year 1959 following a moral theory that he developed at the time. This led to his change of job that took him to tutoring in different institutions. He was then taken for a continental tour by his employer and met a number of personalities on the fields of economics and philosophy.
His interaction with the intellectual class continued as he returned to London earning him an outstanding recognition among intellectuals. This led to his appointment to an intellectual body at the time. After his service as a tutor, Adams settled down again to stay with his mother in his hometown in Scotland. His achievements however continued as he was recognized by his former school, Edinburgh in the year 1777.
Then later he served his country as the head of customs department. His other recognized achievements include his philosophical opinions that are identified to have laid the foundation for capitalism. His life came to an end in the year 1790 and was buried in his hometown at Edinburgh. His life was therefore a partial success having been outstanding with regard to professional aspects though his private life failed to realize the same level of success (Age 1).
The Concept of Back in the World
The concept of back in the world as presented by Tobias Wolff is particularly evident in the life of Adam Smith. Wolff writing in the collection of Back in the world is a representation of confusion that is experienced by people at a time when they expected change from their domestic set up. In the stories of his collection, Tobias represented the expectations that American soldiers had developed while on foreign missions.
There were expectations of relief that they thought was awaiting them back at home only to return and find the normal confusion. This was particularly the case for the veterans returning from Vietnam. This comes out well in the narration of the story Soldier’s Joy where veterans while in the war zone in Vietnam have memories of their homes. It becomes a bit confusing for the soldiers that when they return home they are met with what they never expected.
There is a lot of confusion and this discourages the veterans after being back in the world. Likewise the life of Adam Smith is similarly characterized by such themes as Wolff’s in the collection of back to the world. His story is characterized with returns to situations that would not be expected of his life. He portrayed less of what would be expected of him at particular times of his returns (Wolff 1).
Adam’s life had a lot of returns, a characteristic of Wolff’s back in the world’s theme of returning to a former position or place. Instances such as Adam’s return to his hometown from Oxford University, his return to London from their continental trip around Europe and his final return to Edinburgh were characteristics of the Wolff’s interest in his particular writing.
Adam’s final return from London to Edinburgh and the initial return from oxford however illustrates Wolff’s theme as Adam does not come to a socially developed capacity that is expected of him. In both cases, Adam returns to his mother’s house though he is expected to live independently as a grown up man.
Another story that Wolff used to illustrate the concept of back in the home is the story of the lady who was celebrating her birthday. In order to help the lady celebrate her birthday, her friends bring her some cocaine which she is meant to consume to enable her celebrate her birthday. This leads to a bad ending as expected. It is a bit ironical that instead of celebrations being witnessed, the celebrations end in tears.
This is a big contrast that is witnessed even in the life of Adam. For instance, it was expected that Adam, after securing a sponsorship, would have a great time at the University of Oxford. In the contrary it has been shown that Adam was not even able to complete his studies at the Oxford University as he had adopted beliefs from Hume which were not accepted by the university and thus he had to drop from college.
Wolff through a series of stories has shown how situations change and great expectation crumble down. He uses real life events to pass his message across. The story of the Veterans who served in the Vietnam War particularly brings out the concept of back in the home well. Others stories in the collection equally show this concept. There is a great similarity between the life of Adam Smith and the concept of back in the home as brought out by Wolff. The life of Adam Smith is a good depiction of this concept.
Age. Adam smith 1723- 1790; an outline biography. Age of the Sage, n.d. Web. June 7, 2011.
Wolff, Tobias. Back in the world. New York: Vintage Books, 2006. Print. | 1,596 | ENGLISH | 1 |
FIFTY: Massachusetts — "The Power of Thanksgiving"
Each story in the FIFTY collection focuses on a remarkable American from a different state. Below are some recommended topics to inspire further investigation of the history and geography of the state, as well as themes that can support our children's growth and development.
The Thanksgiving story of the Pilgrims and Native Americans is told year after year — and at its center is a famous man commonly called Squanto. He is remembered as the great translator and teacher who helped the European Pilgrims survive in their new home near Plymouth rock. But the true story of Tisquantum (his real name) is, of course, much more complex, personal, and relatable. It is a story of tragedy, of adventure, and of an opportunity to heal.
Parent Note: Our historical fiction version of his story includes the reality of native american slavery, the plague of smallpox and his personal grief around losing his family. Yes, this story includes difficult topics and themes that are not usually shared over the Thanksgiving meal, but it also includes reconciliation, service and ultimately … deep healing.
- Native American history of the many tribes of New England and their interactions
- History of the Puritans and Plymouth Rock
- History of European and Native American trade
- Map of trade routes of early American exploration
- Map of different tribal territories before the arrival of the Puritans
- Map of early Plymouth in relation to modern Massachusetts
The Power of Thanksgiving Study Topics
- A comparison of various versions of the Thanksgiving story
- The Thanksgiving story from the perspective of Native Americans, the Puritans and the English military.
Topics for Reflection From a Child Development Perspective:
In this story, your child might learn that:
In history there have been groups that have brought pain and suffering to humanity, but equally so, others have offered an outstretched hand of charity and compassion. Tisquantum suffered under the hand of Thomas Hunt who stole him and a dozen other men and boys from his home on the Massachusetts Bay and sold them into slavery in Spain. But was saved by the kindness of a group of Spanish monks who helped to return him back to England. Then in England, he was given the valuable life skill of learning English by a man named, John Stanley. It was Stanley who then made arrangements to send Tisquantum back to America.
Even when we feel wronged or upset, and even when it is with a very, very good reason, it is important to also acknowledge those who are helping us. This does not discount or excuse the mistreatment, but it does help us to find our way through it. Tisquantum felt thanks for all of these individuals who had helped him, even though he felt deeply angry at others.
When something happens that is completely and entirely out of our control, that does harm to our loved ones or to us, we can feel rage. Rage is an anger that is so strong that it overwhelms us, and we can hardly put words to it. Sometimes these things that happen are at the hand of others who, in their greed and selfishness, do real harm to others. Sometimes when hard things happen, however, they are really no one’s “fault”. It doesn't make it any easier, but sometimes out of our rage, we blame others who may even be innocent. When Tisquantum came back to the ‘rock of his youth’ and saw that he was all alone and that his tribe has been wiped out in a plague of smallpox, he wanted to blame all Europeans, even those who had helped him. It was the Europeans who brought this to his nation, and therefore he felt rage at the Spanish monks and the others, even though they personally did not bring the illness to his people.
Sometimes in the midst of our rage and loneliness, miracles can happen. Perhaps it was the ship that arrived from England carrying Puritans, that was the miracle. Or perhaps that wasn't the miracle, at all. Perhaps the miracle was that when the Puritans arrived, the first snows of winter fell, and so Tisquantum and Massasoit decided not to engage with them until the spring. Perhaps it was in the waiting and in the spring thaw that the miracle happened. Perhaps it was that the Puritans were starving and that Sammoset recalled a man named Tisquantum who could speak a little bit of English to help them. Perhaps that was the miracle. Perhaps then it was the fact that the Puritans could help both the Abenaki tribe and the Wampanaog tribe against the Narragansets to the north. Perhaps that was the miracle. Or perhaps it was all of that together that was miraculous, and that made healing possible.
It can be hard, but it is essential, to remember that it is individuals who make up groups of people. We might feel upset or angry at a group of people for what they stand for, and yet when we look at each other ey to eye, we can learn that there are some on adversarial groups whom we can still befriend. The Puritans were Europeans, and at first Tisquantum only felt more rage toward them especially since they wanted to build their own village right where his family and friends used to live.
When we feel unsafe, we can either do an about-face and leave the situation, or we can enter, treading with care, into the territory that feels threatening. Tisquantum knew that the Puritans had something to offer them, and even though this did not feel safe, because the Europeans had always wanted something from his people. However, he also knew that staying stuck in his rage would not bring positive results to him or to his people. And so he decided first to find out what it was specifically that they wanted before agreeing to make any arrangements. He was smart, and he was cautious.
Even our "enemies" are human beings, and they have the capacity to feel the same range of emotions that we feel. Tisquantum saw the grief and desperation in John Carver's sad and fearful eyes, and Tisquantum felt compassion and pity.
Sometimes we make sacrifices and do good in the world for the future of the world, even if it is hard work, and even if we have to question our convictions in doing so. Tisquantum decided to help the Puritans when he saw young children climbing on the “rock of his youth” playing just like he used to. He turned his rage into productive action that could change the world for the better in the future bringing more peace and understanding to all.
Sometimes the best way to heal our rage is by lending a helping hand to suffering people who need our compassion. Tisquantum, Squanto, did this for the Puritans. This is what creates gratitude among people and this is what we call Thanksgiving.
Not yet a subscriber? Try a free trial HERE.
About the Authors
David Sewell McCann
David Sewell McCann fell in love with spinning stories in first grade – the day a storyteller came to his class and captured his mind and imagination. He has been engaged in storytelling all of his adult life through painting, film-making, teaching and performing. Out of his experience as a Waldorf elementary class teacher and parent, he has developed a four step method of intuitive storytelling, which he now shares through workshops and through this website.
Meredith has been working with adults and children of all ages for the past 25 years as a Waldorf Teacher and Educational Consultant. She received a B.A. with a focus on child development and child psychology from the University of Michigan, in 1984, an M.A. Ed from Washington University in 1987, and her Waldorf Teaching Certificate from the Lehrerausbildung (Teacher Training) in Nurnberg, Germany in 1989. She was certified as a Living Inquiries Facilitator in 2014, and she completed her formal teaching certification with The Enneagram Institute in 2014. Her work in the classroom and with individuals and groups is designed to help people of all ages to drop self-limiting beliefs to live a more joyful and compassionate life. | <urn:uuid:69a1cb43-6f53-4424-a6b8-ee3eb5a9eee1> | CC-MAIN-2020-05 | https://www.sparklestories.com/blog/post/fifty-study-page-massachusetts-the-power-of-thanksgiving/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00544.warc.gz | en | 0.982046 | 1,691 | 3.75 | 4 | [
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0.412773609161... | 3 | FIFTY: Massachusetts — "The Power of Thanksgiving"
Each story in the FIFTY collection focuses on a remarkable American from a different state. Below are some recommended topics to inspire further investigation of the history and geography of the state, as well as themes that can support our children's growth and development.
The Thanksgiving story of the Pilgrims and Native Americans is told year after year — and at its center is a famous man commonly called Squanto. He is remembered as the great translator and teacher who helped the European Pilgrims survive in their new home near Plymouth rock. But the true story of Tisquantum (his real name) is, of course, much more complex, personal, and relatable. It is a story of tragedy, of adventure, and of an opportunity to heal.
Parent Note: Our historical fiction version of his story includes the reality of native american slavery, the plague of smallpox and his personal grief around losing his family. Yes, this story includes difficult topics and themes that are not usually shared over the Thanksgiving meal, but it also includes reconciliation, service and ultimately … deep healing.
- Native American history of the many tribes of New England and their interactions
- History of the Puritans and Plymouth Rock
- History of European and Native American trade
- Map of trade routes of early American exploration
- Map of different tribal territories before the arrival of the Puritans
- Map of early Plymouth in relation to modern Massachusetts
The Power of Thanksgiving Study Topics
- A comparison of various versions of the Thanksgiving story
- The Thanksgiving story from the perspective of Native Americans, the Puritans and the English military.
Topics for Reflection From a Child Development Perspective:
In this story, your child might learn that:
In history there have been groups that have brought pain and suffering to humanity, but equally so, others have offered an outstretched hand of charity and compassion. Tisquantum suffered under the hand of Thomas Hunt who stole him and a dozen other men and boys from his home on the Massachusetts Bay and sold them into slavery in Spain. But was saved by the kindness of a group of Spanish monks who helped to return him back to England. Then in England, he was given the valuable life skill of learning English by a man named, John Stanley. It was Stanley who then made arrangements to send Tisquantum back to America.
Even when we feel wronged or upset, and even when it is with a very, very good reason, it is important to also acknowledge those who are helping us. This does not discount or excuse the mistreatment, but it does help us to find our way through it. Tisquantum felt thanks for all of these individuals who had helped him, even though he felt deeply angry at others.
When something happens that is completely and entirely out of our control, that does harm to our loved ones or to us, we can feel rage. Rage is an anger that is so strong that it overwhelms us, and we can hardly put words to it. Sometimes these things that happen are at the hand of others who, in their greed and selfishness, do real harm to others. Sometimes when hard things happen, however, they are really no one’s “fault”. It doesn't make it any easier, but sometimes out of our rage, we blame others who may even be innocent. When Tisquantum came back to the ‘rock of his youth’ and saw that he was all alone and that his tribe has been wiped out in a plague of smallpox, he wanted to blame all Europeans, even those who had helped him. It was the Europeans who brought this to his nation, and therefore he felt rage at the Spanish monks and the others, even though they personally did not bring the illness to his people.
Sometimes in the midst of our rage and loneliness, miracles can happen. Perhaps it was the ship that arrived from England carrying Puritans, that was the miracle. Or perhaps that wasn't the miracle, at all. Perhaps the miracle was that when the Puritans arrived, the first snows of winter fell, and so Tisquantum and Massasoit decided not to engage with them until the spring. Perhaps it was in the waiting and in the spring thaw that the miracle happened. Perhaps it was that the Puritans were starving and that Sammoset recalled a man named Tisquantum who could speak a little bit of English to help them. Perhaps that was the miracle. Perhaps then it was the fact that the Puritans could help both the Abenaki tribe and the Wampanaog tribe against the Narragansets to the north. Perhaps that was the miracle. Or perhaps it was all of that together that was miraculous, and that made healing possible.
It can be hard, but it is essential, to remember that it is individuals who make up groups of people. We might feel upset or angry at a group of people for what they stand for, and yet when we look at each other ey to eye, we can learn that there are some on adversarial groups whom we can still befriend. The Puritans were Europeans, and at first Tisquantum only felt more rage toward them especially since they wanted to build their own village right where his family and friends used to live.
When we feel unsafe, we can either do an about-face and leave the situation, or we can enter, treading with care, into the territory that feels threatening. Tisquantum knew that the Puritans had something to offer them, and even though this did not feel safe, because the Europeans had always wanted something from his people. However, he also knew that staying stuck in his rage would not bring positive results to him or to his people. And so he decided first to find out what it was specifically that they wanted before agreeing to make any arrangements. He was smart, and he was cautious.
Even our "enemies" are human beings, and they have the capacity to feel the same range of emotions that we feel. Tisquantum saw the grief and desperation in John Carver's sad and fearful eyes, and Tisquantum felt compassion and pity.
Sometimes we make sacrifices and do good in the world for the future of the world, even if it is hard work, and even if we have to question our convictions in doing so. Tisquantum decided to help the Puritans when he saw young children climbing on the “rock of his youth” playing just like he used to. He turned his rage into productive action that could change the world for the better in the future bringing more peace and understanding to all.
Sometimes the best way to heal our rage is by lending a helping hand to suffering people who need our compassion. Tisquantum, Squanto, did this for the Puritans. This is what creates gratitude among people and this is what we call Thanksgiving.
Not yet a subscriber? Try a free trial HERE.
About the Authors
David Sewell McCann
David Sewell McCann fell in love with spinning stories in first grade – the day a storyteller came to his class and captured his mind and imagination. He has been engaged in storytelling all of his adult life through painting, film-making, teaching and performing. Out of his experience as a Waldorf elementary class teacher and parent, he has developed a four step method of intuitive storytelling, which he now shares through workshops and through this website.
Meredith has been working with adults and children of all ages for the past 25 years as a Waldorf Teacher and Educational Consultant. She received a B.A. with a focus on child development and child psychology from the University of Michigan, in 1984, an M.A. Ed from Washington University in 1987, and her Waldorf Teaching Certificate from the Lehrerausbildung (Teacher Training) in Nurnberg, Germany in 1989. She was certified as a Living Inquiries Facilitator in 2014, and she completed her formal teaching certification with The Enneagram Institute in 2014. Her work in the classroom and with individuals and groups is designed to help people of all ages to drop self-limiting beliefs to live a more joyful and compassionate life. | 1,693 | ENGLISH | 1 |
Leonardo Da Vinci
By Ken Zurski
In Leonardo da Vinci’s 15th century masterpiece, “The Last Supper,” among the artist’s many symbolic intentions was in the portrayal of Judas.
Specifically, Judas’ hand.
In the painting, Judas is seen turning his head away and reaching for the same dish as Jesus; a gesture that was seen as an emblematic sign of a thief. Other depictions also showed this manifestation, but in da Vinci’s work, Judas uses his left hand, rather than the right, to foretell Christ’s fate.
Judas is seated to Jesus’ right so it seems only natural to reach with the closest hand (in the case the left). But as art historians claim, da Vinci may have had more in mind. That’s because at the time being left-handed was seen as a curse; more fearful and suspicious, rather than enduring.
On top of that, da Vinci was also left-handed. Therefore, the speculation in theory at least is credible. Did da Vinci purposely paint Judas reaching with his left hand, signifying perhaps that the man who betrayed Jesus was a “cursed” lefty? As with anything so subjective, especially in regards to an artist intent, only the artist truly knows. So that answer left, as Da Vinci did, nearly five centuries ago.
As for the “curse” claim, however, the history of Christianity seems to back it up. In the church, left-handiness was a sign of bad luck, citing Roman auguries, where a bird or other object sitting on the left side of a priest was an indication of evil things to come.
For centuries, the right hand preference was encouraged or strictly enforced. Men fished and would plough fields with their right hand, lest they burden their families with famine. And a mother teaching her baby to eat would only let the right hand stick out of the child’s swaddled clothing. “If they put forth their left hand,” the early Greek biographer Plutarch (45 A.D.) one wrote, “they were corrected.”
Today an estimated 10-percent of the world’s population is born left-handed and many become noteworthy because of it. Da Vinci in particular certainly endured the backlash. Perhaps he dared to mock his own affliction by portraying Christ’s betrayer as a dreaded “southpaw,” all the while creating it with a brush stroke from his chosen left hand. | <urn:uuid:5c2fcb5d-a126-44aa-a952-b6e572c9fa52> | CC-MAIN-2020-05 | https://unrememberedhistory.com/tag/leonardo-da-vinci/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00471.warc.gz | en | 0.980288 | 547 | 3.390625 | 3 | [
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0.22396253049373627... | 2 | Leonardo Da Vinci
By Ken Zurski
In Leonardo da Vinci’s 15th century masterpiece, “The Last Supper,” among the artist’s many symbolic intentions was in the portrayal of Judas.
Specifically, Judas’ hand.
In the painting, Judas is seen turning his head away and reaching for the same dish as Jesus; a gesture that was seen as an emblematic sign of a thief. Other depictions also showed this manifestation, but in da Vinci’s work, Judas uses his left hand, rather than the right, to foretell Christ’s fate.
Judas is seated to Jesus’ right so it seems only natural to reach with the closest hand (in the case the left). But as art historians claim, da Vinci may have had more in mind. That’s because at the time being left-handed was seen as a curse; more fearful and suspicious, rather than enduring.
On top of that, da Vinci was also left-handed. Therefore, the speculation in theory at least is credible. Did da Vinci purposely paint Judas reaching with his left hand, signifying perhaps that the man who betrayed Jesus was a “cursed” lefty? As with anything so subjective, especially in regards to an artist intent, only the artist truly knows. So that answer left, as Da Vinci did, nearly five centuries ago.
As for the “curse” claim, however, the history of Christianity seems to back it up. In the church, left-handiness was a sign of bad luck, citing Roman auguries, where a bird or other object sitting on the left side of a priest was an indication of evil things to come.
For centuries, the right hand preference was encouraged or strictly enforced. Men fished and would plough fields with their right hand, lest they burden their families with famine. And a mother teaching her baby to eat would only let the right hand stick out of the child’s swaddled clothing. “If they put forth their left hand,” the early Greek biographer Plutarch (45 A.D.) one wrote, “they were corrected.”
Today an estimated 10-percent of the world’s population is born left-handed and many become noteworthy because of it. Da Vinci in particular certainly endured the backlash. Perhaps he dared to mock his own affliction by portraying Christ’s betrayer as a dreaded “southpaw,” all the while creating it with a brush stroke from his chosen left hand. | 499 | ENGLISH | 1 |
Visual communication is one of essential evolutions that took place in the 18th and 19th centuries. People have been using machines, but it is hard to realize how essential these inventions are, until one gets back to early times. Before the 18th century, people lived without realizing the importance of machines, and they never saw printings and photographs. Even after the first inventions, only well off families were able to have access to printings and photos. The main reason for this late realization is that machines were extremely expensive, and people could not afford purchasing them. Early paintings that were made by artists were also quite expensive to purchase. The revolution brought socioeconomic, cultural and technological changes. Human efforts were replaced by machines for the first time (Arnheim 4). This is the time when evolution in the visual industry also developed. Revolution in the visual industry was influenced by the evolution of machines. The first machine to be invented was the steam engine by James Watt. This machine was then used by Friedrich Koenig in the press. This made it easier for the evolution of other machines. The steam engine also increased the speed of printing. Ottmar Mergenthaler later invented Linotype, which was a typesetting machine. These machines were essential in the revolution of the printing industry. Printings before the 18th century were either intaglio or engraved copper plate processes. These were tedious and a limited number of printings .
The first evolution was the emergence of the visual industry, which was a wood engraving followed by lithography. Wood engraving had been used in the 15th century and involved shaping wood to an image one wanted to make. Wood wears out the first, and a limited number of printings could be made. Thomas Bewick in 1798 ended the use of wood by engraving the wood to grain. He utilized a particular type of tree called boxwood. This technique was utilized for 20 years, and ink was now getting into use in wood printings and materials, such as grains, could be recycled (Jim 2).
Lithography was invented by Alois Senefelder in 1797. This is a printing technique in which stone plates were used together with chemical processes to create images. This was a cheap and easy to use the technique. Thus, it spread quickly throughout the world. This method allowed the use of flat plates, which encouraged longer runs at an instant time. This reduced cost and increased efficiency of printing. The initial 18th century invention involved the use of chemicals to create pictures on stone plates. Chemicals used were hydrophobic and formed the positive part of the image. The negative part of the image was made using water. This method was improved during the 19th century to produce multicolored printings. These complicated printings like chromolithography were developed in 1860s. Plates printed in different colors went round the media, and could be viewed separately. Most works of chromolithography were produced in Europe and America. Mass production of these paintings was made possible by steam machines (Jayshree 7).
Printing evolved fast with some companies producing extremely several products within a year. For example, Joseph Hoover & Co. was able to produce between 600,000 and 700,000 products of lithographic printings in a year. Although these developments were remarkable, they were not exceeding achievements that came with the invention of photography. Photography was invented in the early18th century. The first photograph taken was 1826 by Nicéphore Niépce. He produced an image on a polished pewter plate with a camera. Production of this image required eight hours of exposure in bright sunshine. Niépce and Louis Daguerre in partnership refined the photography process (Jim 5). Later in1839, Daguerre invented Daguerreotype process. William Fox Talbot had already discovered means to fix a silver process image, but did not announce the discovery. Talbot used Daguerre's knowledge to expand his discovery to improve the speed of photo taking. In 1884, George Eastman developed a film that replaced plates. This eased the need to carry plates and chemicals around while taking photos. Later in July 1888, George Eastman's Kodak camera was brought to the market. This made it easier to take photos and leave complex processes to the company to produce. Photography was made available to the common market in 1901 with Kodak Brownie introduction. Kodak has been the world's largest photography company up to date.
Revolution of visual communication could not have been possible, if not for the invention of an extensive transport system. Transport system enabled an easy transfer of machines and products from one place to another. Railway transport was the first to be evolved and was useful in transporting machines, people and products to the market. This allowed producers to sell their products, thus, making money to help them purchase raw materials (Larry 5).
New inventions are made in life every day. However, these inventions depend on the impact they have on people living on the earth. For instance, visual communication is the essence of expression in all forms of communication. From the basics of printings to videos that people watch every day, all express the usefulness of visual communication. Technological advances played a significant role in what people have today. Early printings were not portable and could not be transported from one area to another. Also, record keeping was difficult because of bulkiness. Therefore, it was hard to arrange materials in criteria that were preferred by owners. Industrialization brought a remarkable change that has transformed the world in several ways.
Related Free Communication and Media Essays
Most popular orders | <urn:uuid:800eb9d1-3e91-42bd-b945-20fe302c5b6b> | CC-MAIN-2020-05 | https://exclusivepapers.com/essays/communication-and-media/technological-advances-and-visual-communication.php | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00352.warc.gz | en | 0.980652 | 1,147 | 3.8125 | 4 | [
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0.16063904762... | 1 | Visual communication is one of essential evolutions that took place in the 18th and 19th centuries. People have been using machines, but it is hard to realize how essential these inventions are, until one gets back to early times. Before the 18th century, people lived without realizing the importance of machines, and they never saw printings and photographs. Even after the first inventions, only well off families were able to have access to printings and photos. The main reason for this late realization is that machines were extremely expensive, and people could not afford purchasing them. Early paintings that were made by artists were also quite expensive to purchase. The revolution brought socioeconomic, cultural and technological changes. Human efforts were replaced by machines for the first time (Arnheim 4). This is the time when evolution in the visual industry also developed. Revolution in the visual industry was influenced by the evolution of machines. The first machine to be invented was the steam engine by James Watt. This machine was then used by Friedrich Koenig in the press. This made it easier for the evolution of other machines. The steam engine also increased the speed of printing. Ottmar Mergenthaler later invented Linotype, which was a typesetting machine. These machines were essential in the revolution of the printing industry. Printings before the 18th century were either intaglio or engraved copper plate processes. These were tedious and a limited number of printings .
The first evolution was the emergence of the visual industry, which was a wood engraving followed by lithography. Wood engraving had been used in the 15th century and involved shaping wood to an image one wanted to make. Wood wears out the first, and a limited number of printings could be made. Thomas Bewick in 1798 ended the use of wood by engraving the wood to grain. He utilized a particular type of tree called boxwood. This technique was utilized for 20 years, and ink was now getting into use in wood printings and materials, such as grains, could be recycled (Jim 2).
Lithography was invented by Alois Senefelder in 1797. This is a printing technique in which stone plates were used together with chemical processes to create images. This was a cheap and easy to use the technique. Thus, it spread quickly throughout the world. This method allowed the use of flat plates, which encouraged longer runs at an instant time. This reduced cost and increased efficiency of printing. The initial 18th century invention involved the use of chemicals to create pictures on stone plates. Chemicals used were hydrophobic and formed the positive part of the image. The negative part of the image was made using water. This method was improved during the 19th century to produce multicolored printings. These complicated printings like chromolithography were developed in 1860s. Plates printed in different colors went round the media, and could be viewed separately. Most works of chromolithography were produced in Europe and America. Mass production of these paintings was made possible by steam machines (Jayshree 7).
Printing evolved fast with some companies producing extremely several products within a year. For example, Joseph Hoover & Co. was able to produce between 600,000 and 700,000 products of lithographic printings in a year. Although these developments were remarkable, they were not exceeding achievements that came with the invention of photography. Photography was invented in the early18th century. The first photograph taken was 1826 by Nicéphore Niépce. He produced an image on a polished pewter plate with a camera. Production of this image required eight hours of exposure in bright sunshine. Niépce and Louis Daguerre in partnership refined the photography process (Jim 5). Later in1839, Daguerre invented Daguerreotype process. William Fox Talbot had already discovered means to fix a silver process image, but did not announce the discovery. Talbot used Daguerre's knowledge to expand his discovery to improve the speed of photo taking. In 1884, George Eastman developed a film that replaced plates. This eased the need to carry plates and chemicals around while taking photos. Later in July 1888, George Eastman's Kodak camera was brought to the market. This made it easier to take photos and leave complex processes to the company to produce. Photography was made available to the common market in 1901 with Kodak Brownie introduction. Kodak has been the world's largest photography company up to date.
Revolution of visual communication could not have been possible, if not for the invention of an extensive transport system. Transport system enabled an easy transfer of machines and products from one place to another. Railway transport was the first to be evolved and was useful in transporting machines, people and products to the market. This allowed producers to sell their products, thus, making money to help them purchase raw materials (Larry 5).
New inventions are made in life every day. However, these inventions depend on the impact they have on people living on the earth. For instance, visual communication is the essence of expression in all forms of communication. From the basics of printings to videos that people watch every day, all express the usefulness of visual communication. Technological advances played a significant role in what people have today. Early printings were not portable and could not be transported from one area to another. Also, record keeping was difficult because of bulkiness. Therefore, it was hard to arrange materials in criteria that were preferred by owners. Industrialization brought a remarkable change that has transformed the world in several ways.
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Most popular orders | 1,187 | ENGLISH | 1 |
Exercise Boosts Learning, Memory in Children
Exercising can improve learning and memory in children, according to a new study. Researchers said this is particularly true when the learning on a task is more challenging.
The latest study involved 48 children between the ages of nine and 10. The kids were asked to memorize names and locations on a fake map. The children learned by either studying or being tested on the material as they studied.
Researchers said that half of the children were in the top 30 percent of their age group on a test measuring aerobic fitness, while the other half scored the lowest 30 percent.
The findings revealed that children who were fitter performed better than those who were not as fit.
Researchers also found that the difference between the high-fitness and low-fitness groups was also more apparent when the initial learning was performed by studying alone than when testing and study were interspersed.
Previous research suggested that mixing testing and study improves later recall in children, and is less challenging than studying alone.
The study suggest that fitness levels may influence learning differently when the study method used is more challenging, and that higher levels of aerobic fitness can benefit learning and memory in school-age children.
"Future research should focus on the manner in which these factors impact the neural processes of children during learning," researchers wrote.
"Reducing or eliminating physical education in schools, as is often done in tight financial times, may not be the best way to ensure educational success among our young people," they added. | <urn:uuid:1baa394d-7975-43a1-ad5a-0e8160f3bdfc> | CC-MAIN-2020-05 | https://www.counselheal.com/articles/6679/20130911/exercise-boosts-learning-memory-children.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00348.warc.gz | en | 0.986282 | 310 | 3.328125 | 3 | [
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0.544157445... | 2 | Exercise Boosts Learning, Memory in Children
Exercising can improve learning and memory in children, according to a new study. Researchers said this is particularly true when the learning on a task is more challenging.
The latest study involved 48 children between the ages of nine and 10. The kids were asked to memorize names and locations on a fake map. The children learned by either studying or being tested on the material as they studied.
Researchers said that half of the children were in the top 30 percent of their age group on a test measuring aerobic fitness, while the other half scored the lowest 30 percent.
The findings revealed that children who were fitter performed better than those who were not as fit.
Researchers also found that the difference between the high-fitness and low-fitness groups was also more apparent when the initial learning was performed by studying alone than when testing and study were interspersed.
Previous research suggested that mixing testing and study improves later recall in children, and is less challenging than studying alone.
The study suggest that fitness levels may influence learning differently when the study method used is more challenging, and that higher levels of aerobic fitness can benefit learning and memory in school-age children.
"Future research should focus on the manner in which these factors impact the neural processes of children during learning," researchers wrote.
"Reducing or eliminating physical education in schools, as is often done in tight financial times, may not be the best way to ensure educational success among our young people," they added. | 306 | ENGLISH | 1 |
While people in medieval times weren’t quite as filthy as we tend to think, they certainly weren’t clean by today’s standards. Here’s what keeping clean looked like back in the olden days.
Bathing: The Devil’s Work
Prior to the Middles Ages, bathing was a pretty popular pastime. The Ancient Greeks invented the basics of the spa as we know it, and the Romans built on this tradition with their cultural obsession for cleanliness, erecting majestic bathhouses wherever they conquered. While medieval Europe didn’t continue this trend so lavishly, public baths were still extremely popular until around the start of the 16th century, at which point, their use declined dramatically. For this, you can thank three things: The Black Death, an outbreak of syphilis and the Catholic Church.
The first item on this list is perhaps the easiest to grasp: The bubonic plague wiped out 60 percent of Europe’s population in the 14th century, and after seeing their friends and families succumb to an agonized, pustule-covered death, people were naturally more cautious about sharing bathwater with strangers.
But how did syphilis and the Church get involved? As you might expect in a world of unregulated unisex bathhouses, hooking up was common, and many of these institutions even became fronts for brothels. Syphilis spread like mad under such conditions, and the Church — which already took a dim view of bathing as an act of vanity, with some monks only permitted to bathe four times a year — soon proclaimed that bathhouses were the work of the devil.
This all resulted in an aversion to bathing that lasted for several hundred rather smelly years, until indoor plumbing was introduced in the 19th century. As recently as the Victorian era, it was common to go weeks without washing the rest of the body — although hands, feet and faces were still washed regularly.
Some members of the upper class took to installing elegant baths in their stately homes, but for poor people (which, outside of the aristocracy, was basically everybody) it was a less pleasant experience. Baths were shared by the entire family, with the eldest family member using the water first, each taking their turn until the youngest, who went last. (Some claim this is the origin of the phrase, “don’t throw the baby out with the bath water,” although this has been disputed.)
Even after indoor plumbing became a necessity instead of a novelty, it still took some time before people thought of bathing or showering as something to do every day — for most people, at least.
Teeth Cleaning: Don’t Try the Mouthwash
Most cultures eventually invented some variation of the toothbrush, but it sometimes took them a while to get there. The earliest versions were little more than sticks: Known as “chewsticks,” these were essentially twigs, chewed at one end until they resembled a brush, with the other end sharpened to a point for use as a toothpick. Ancient versions have been found in places as widespread as Babylonia, Egypt and China, with the earliest discovered examples dating back to 3,500 BC.
Toothbrush technology hadn’t progressed much in Europe by the Middle Ages, and chewing sticks were still the preferred way of keeping the teeth clean, although some chose to rinse their mouth with water and polish their chompers with a cloth. Barbers were responsible for pulling rotten teeth, and people chewed herbs in an attempt to keep their breath from smelling.
The biggest advances in dentistry came in the 1700s, which saw the invention of the dentist’s chair, the dentist’s drill and dentures and crowns. The toothbrush as we know it was created in 1770, by a British prisoner named William Addis: Inspired by a broom, Addis threaded bristles through holes in a bone that he’d saved from his most recent meal. Once a free man, he patented his primitive design and by 1780, they were being mass-produced. He died a rich — and better-smelling — man.
Of course, the 18th century wasn’t all progress. Just decades before Addis’ invention, French dentist Pierre Fauchard (known as the father of modern dentistry) had recommended gargling with urine as a way to keep the mouth clean. So now you know what people’s breath really smelled like as recently as the start of the Industrial Revolution..
Soap: In Short Supply
Even when bathing took place, the soaps used weren’t the most effective. Hard soaps — made from olive oil, sodium carbonate, lime and a mixture of herbs and flowers — were introduced in the 12th century, but were considered a luxury item. Soft soaps were brought in during the early Middle Ages, and these were made from a mixture of mutton fat, wood ash and flower oils. Neither worked as well as modern soaps, especially when only applied once a month or less.
As you might expect, the idea of deodorant was still a long way off (the first patent was filed in 1888), making body odor the standard before indoor plumbing. Even amongst the aristocracy, smelling good was a rarity — King Louis XIV of France, who it is believed only took two baths in his entire life, was described by one Russian ambassador as “stinking like a wild animal.” Some tried to cover this smell with perfume, but since most people couldn’t afford it, it became customary to wear small bouquets of flowers or herbs pinned to the lapel when in public, the idea being to inhale deeply to block out the unwashed-body smell of everyone nearby. Known as nosegays — literally, something to make your nose gay (that is, happy) — they were the pine-scented car freshener of the pre-industrial world.
These days, the pendulum has swung so far the other way that dermatologists are worrying what repeated showers are doing to our skin, and our own grandads don’t recognize our grooming routines. But there’s no arguing that we smell better than our ancestors, and for that, we should be grateful. | <urn:uuid:2f80b095-4c4c-4709-a636-8bb5789420f8> | CC-MAIN-2020-05 | https://www.dollarshaveclub.com/content/story/just-gross-everyone-smell-got-indoor-plumbing | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601241.42/warc/CC-MAIN-20200121014531-20200121043531-00357.warc.gz | en | 0.984768 | 1,304 | 3.3125 | 3 | [
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0.075877130031... | 4 | While people in medieval times weren’t quite as filthy as we tend to think, they certainly weren’t clean by today’s standards. Here’s what keeping clean looked like back in the olden days.
Bathing: The Devil’s Work
Prior to the Middles Ages, bathing was a pretty popular pastime. The Ancient Greeks invented the basics of the spa as we know it, and the Romans built on this tradition with their cultural obsession for cleanliness, erecting majestic bathhouses wherever they conquered. While medieval Europe didn’t continue this trend so lavishly, public baths were still extremely popular until around the start of the 16th century, at which point, their use declined dramatically. For this, you can thank three things: The Black Death, an outbreak of syphilis and the Catholic Church.
The first item on this list is perhaps the easiest to grasp: The bubonic plague wiped out 60 percent of Europe’s population in the 14th century, and after seeing their friends and families succumb to an agonized, pustule-covered death, people were naturally more cautious about sharing bathwater with strangers.
But how did syphilis and the Church get involved? As you might expect in a world of unregulated unisex bathhouses, hooking up was common, and many of these institutions even became fronts for brothels. Syphilis spread like mad under such conditions, and the Church — which already took a dim view of bathing as an act of vanity, with some monks only permitted to bathe four times a year — soon proclaimed that bathhouses were the work of the devil.
This all resulted in an aversion to bathing that lasted for several hundred rather smelly years, until indoor plumbing was introduced in the 19th century. As recently as the Victorian era, it was common to go weeks without washing the rest of the body — although hands, feet and faces were still washed regularly.
Some members of the upper class took to installing elegant baths in their stately homes, but for poor people (which, outside of the aristocracy, was basically everybody) it was a less pleasant experience. Baths were shared by the entire family, with the eldest family member using the water first, each taking their turn until the youngest, who went last. (Some claim this is the origin of the phrase, “don’t throw the baby out with the bath water,” although this has been disputed.)
Even after indoor plumbing became a necessity instead of a novelty, it still took some time before people thought of bathing or showering as something to do every day — for most people, at least.
Teeth Cleaning: Don’t Try the Mouthwash
Most cultures eventually invented some variation of the toothbrush, but it sometimes took them a while to get there. The earliest versions were little more than sticks: Known as “chewsticks,” these were essentially twigs, chewed at one end until they resembled a brush, with the other end sharpened to a point for use as a toothpick. Ancient versions have been found in places as widespread as Babylonia, Egypt and China, with the earliest discovered examples dating back to 3,500 BC.
Toothbrush technology hadn’t progressed much in Europe by the Middle Ages, and chewing sticks were still the preferred way of keeping the teeth clean, although some chose to rinse their mouth with water and polish their chompers with a cloth. Barbers were responsible for pulling rotten teeth, and people chewed herbs in an attempt to keep their breath from smelling.
The biggest advances in dentistry came in the 1700s, which saw the invention of the dentist’s chair, the dentist’s drill and dentures and crowns. The toothbrush as we know it was created in 1770, by a British prisoner named William Addis: Inspired by a broom, Addis threaded bristles through holes in a bone that he’d saved from his most recent meal. Once a free man, he patented his primitive design and by 1780, they were being mass-produced. He died a rich — and better-smelling — man.
Of course, the 18th century wasn’t all progress. Just decades before Addis’ invention, French dentist Pierre Fauchard (known as the father of modern dentistry) had recommended gargling with urine as a way to keep the mouth clean. So now you know what people’s breath really smelled like as recently as the start of the Industrial Revolution..
Soap: In Short Supply
Even when bathing took place, the soaps used weren’t the most effective. Hard soaps — made from olive oil, sodium carbonate, lime and a mixture of herbs and flowers — were introduced in the 12th century, but were considered a luxury item. Soft soaps were brought in during the early Middle Ages, and these were made from a mixture of mutton fat, wood ash and flower oils. Neither worked as well as modern soaps, especially when only applied once a month or less.
As you might expect, the idea of deodorant was still a long way off (the first patent was filed in 1888), making body odor the standard before indoor plumbing. Even amongst the aristocracy, smelling good was a rarity — King Louis XIV of France, who it is believed only took two baths in his entire life, was described by one Russian ambassador as “stinking like a wild animal.” Some tried to cover this smell with perfume, but since most people couldn’t afford it, it became customary to wear small bouquets of flowers or herbs pinned to the lapel when in public, the idea being to inhale deeply to block out the unwashed-body smell of everyone nearby. Known as nosegays — literally, something to make your nose gay (that is, happy) — they were the pine-scented car freshener of the pre-industrial world.
These days, the pendulum has swung so far the other way that dermatologists are worrying what repeated showers are doing to our skin, and our own grandads don’t recognize our grooming routines. But there’s no arguing that we smell better than our ancestors, and for that, we should be grateful. | 1,268 | ENGLISH | 1 |
Most people know that it is not appropriate to deliberately treat someone with mental health problems badly.
This awareness means that stigma is often expressed in less obvious ways, such as unkind jokes or ignoring a person.
Stigma and the fear of stigma is a serious issue that has an effect on people’s ability to cope with and recover from a mental health problem.
There is a lot of evidence to show that people are treated differently when they experience a mental health problem.
Stigma is based on myths and false assumptions about mental health problems.
Therefore, it is best addressed by gaining knowledge and an understanding of the facts.
Research has found that attitudes towards people with mental health problems have improved significantly in the United Kingdom (UK) since anti-stigma campaigns like ‘See Me’ were introduced.
We can make a difference to people’s mental health by gaining understanding and knowledge, and sharing it with others.
We can also make a difference by treating people with mental health problems as equals, and offering kindness and support when they are unwell. | <urn:uuid:68090899-6a73-46a1-8f5f-017c7074c786> | CC-MAIN-2020-05 | https://mental-health-matters.org/attitudes-to-mh-issues/stigma-myth/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00178.warc.gz | en | 0.980034 | 220 | 3.828125 | 4 | [
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0.08940520137548447... | 15 | Most people know that it is not appropriate to deliberately treat someone with mental health problems badly.
This awareness means that stigma is often expressed in less obvious ways, such as unkind jokes or ignoring a person.
Stigma and the fear of stigma is a serious issue that has an effect on people’s ability to cope with and recover from a mental health problem.
There is a lot of evidence to show that people are treated differently when they experience a mental health problem.
Stigma is based on myths and false assumptions about mental health problems.
Therefore, it is best addressed by gaining knowledge and an understanding of the facts.
Research has found that attitudes towards people with mental health problems have improved significantly in the United Kingdom (UK) since anti-stigma campaigns like ‘See Me’ were introduced.
We can make a difference to people’s mental health by gaining understanding and knowledge, and sharing it with others.
We can also make a difference by treating people with mental health problems as equals, and offering kindness and support when they are unwell. | 205 | ENGLISH | 1 |
The term Holocaust has been derived from the Greek word ‘holokaustan’ that means ‘sacrifice by fire’. It was Na-zis’ persecution and planned slaughter of the Jewish people. It began in 1933 when Adolf Hitler came to power in Germany and ended in 1945 when the Na-zis were defeated by the Allied powers. Hitler hated Jewish people and blamed them for Germany losing World War I.
He considered them to be less than human beings. The term Na-zi is an acronym for ‘Nationalsozialistishe Deutsche Arbeiterpartei’. It is estimated that 11 million people were killed during the Holocaust and around 6 million of them were Jews. Approximately 1.1 million were children.
Fun Facts: –
- Young Children were particularly targeted by the Na-zis to be murdered.
- Many Anti-Jew Laws were enacted by the Na-zi party during that time. One of those laws was to prohibit marriages between Germans and Jews.
- The murder of the Jews in the Holocaust during World War II took place in Germany and German-occupied territory.
- The Na-zis ordered Jewish people to wear a yellow Star of David on their clothing so they could be easily targeted.
- Approximately 220,000-500,000 Romanies (Gypsies) were killed during the Holocaust.
- Jews were sent to concentration camps where they worked very hard with little food. These camps were actually meant to work and starve prisoners to death.
- One of the first concentration camps was known as Dachau.
- The Na-zis had a total of six extermination camp. These camps were places where Jews were exterminated.
- The camps were also known as ‘death camps’ as they were made to kill large groups of people quickly and efficiently.
- Auschwitz was the largest concentration and extermination camp built. Approximately 1.1 million people were killed there.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Holocaust Facts ." Easy Science for Kids, Jan 2020. Web. 26 Jan 2020. < https://easyscienceforkids.com/holocaust-facts/ >.
APA Style Citation
Tobin, Declan. (2020). Holocaust Facts. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/holocaust-facts/
Sponsored Links : | <urn:uuid:cb0921d0-36a4-4ef2-8276-ffb48e358390> | CC-MAIN-2020-05 | https://easyscienceforkids.com/holocaust-facts/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690379.95/warc/CC-MAIN-20200126195918-20200126225918-00127.warc.gz | en | 0.984255 | 519 | 3.796875 | 4 | [
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0.4635849297046661... | 1 | The term Holocaust has been derived from the Greek word ‘holokaustan’ that means ‘sacrifice by fire’. It was Na-zis’ persecution and planned slaughter of the Jewish people. It began in 1933 when Adolf Hitler came to power in Germany and ended in 1945 when the Na-zis were defeated by the Allied powers. Hitler hated Jewish people and blamed them for Germany losing World War I.
He considered them to be less than human beings. The term Na-zi is an acronym for ‘Nationalsozialistishe Deutsche Arbeiterpartei’. It is estimated that 11 million people were killed during the Holocaust and around 6 million of them were Jews. Approximately 1.1 million were children.
Fun Facts: –
- Young Children were particularly targeted by the Na-zis to be murdered.
- Many Anti-Jew Laws were enacted by the Na-zi party during that time. One of those laws was to prohibit marriages between Germans and Jews.
- The murder of the Jews in the Holocaust during World War II took place in Germany and German-occupied territory.
- The Na-zis ordered Jewish people to wear a yellow Star of David on their clothing so they could be easily targeted.
- Approximately 220,000-500,000 Romanies (Gypsies) were killed during the Holocaust.
- Jews were sent to concentration camps where they worked very hard with little food. These camps were actually meant to work and starve prisoners to death.
- One of the first concentration camps was known as Dachau.
- The Na-zis had a total of six extermination camp. These camps were places where Jews were exterminated.
- The camps were also known as ‘death camps’ as they were made to kill large groups of people quickly and efficiently.
- Auschwitz was the largest concentration and extermination camp built. Approximately 1.1 million people were killed there.
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Holocaust Facts ." Easy Science for Kids, Jan 2020. Web. 26 Jan 2020. < https://easyscienceforkids.com/holocaust-facts/ >.
APA Style Citation
Tobin, Declan. (2020). Holocaust Facts. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/holocaust-facts/
Sponsored Links : | 525 | ENGLISH | 1 |
Winston Churchill was undoubtedly one of the most iconic leaders that Britain has ever seen.
He was born on November 30, 1874 in Oxfordshire to an aristocratic family. His father, Lord Randolph Churchill, was a well-known politician at the time, and most likely influenced his son’s decision to take up politics as a grown man.
From the ages of 19 to 20, Churchill attended the Royal Military College. Surprisingly, considering his accomplishments later in life, Churchill failed the entrance exam for the Royal Military College numerous times before eventually being accepted.
It was here that he gained a solid grounding in battle tactics, military law, topography and fortification that would serve him well during World War II.
And, despite his less-than-impressive introduction to the school, Churchill graduated from the Royal Military College with honours and was placed eighth in a class of 150, according to The Churchill Centre.
While serving with the army, Churchill saw plenty of military action – albeit as a newspaper correspondent – in places such as in India and the Sudan. In 1899 – when he was just 25 years old – Churchill was sent to South Africa to cover the events of the Boer War.
Churchill was captured during an ambush, but managed to escape after one month by climbing over the walls of his prison, hopping onto a train and fortuitously coming across a British expatriate, one John Howard.
Howard fed and watered the young man and secured him safe passage to Durban, South Africa. Here, Churchill states in his autobiography, “I became for the time quite famous”.
The story of his capture and escape had somehow found its way to England, and Churchill got his first taste of being in the spotlight.
Churchill returned to England in 1900 and was elected to Parliament. He held a variety of offices during his political career – most famously, of course, that of Prime Minister from 1940 to 1945, and again between 1951 and 1955.
The Churchill Centre describes his political career as having its ups and downs. He was, for instance, blamed for a botched attempt to seize the Dardanelles and Gallipoli Peninsula during World War I – an event that would haunt him “for years to come”.
However, it’s his achievements as Prime Minister during World War II that have made Churchill a household name.
He united the Labour, Liberal and Conservative parties into a Coalition Government, worked hard to create a force of Allied Powers with the United States and the Soviet Union and refused to surrender to Nazi Germany.
These actions, as well as his skill as an orator, gave a nation and its people hope when they needed it most, and made sure Churchill’s legacy is still a part of our lives in 2014.
Winston Churchill’s Legacy
Churchill’s can-do attitude in the face of adversity, encapsulated by his world-famous “V for Victory” sign, continues to inspire leaders to this day.
His tendency to think outside the box, as evidenced by his reliance on the Royal Air Force and his support for technological developments in World War II, is also an attribute that characterises the most successful businesses and people in the modern age.
If you want to learn more about this iconic leader, tune into Winston Churchill: Walking With Destiny on Tuesday, January 21, at 8.30pm – only on the History Channel.
This fascinating programme will delve into Churchill’s first tumultuous years as Prime Minister, his dealings with Adolf Hitler and his determination to lead Britain to victory. | <urn:uuid:c3f570c2-bf84-479c-97eb-177661d15ee8> | CC-MAIN-2020-05 | https://www.historychannel.com.au/articles/winston-churchills-legacy/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601615.66/warc/CC-MAIN-20200121044233-20200121073233-00551.warc.gz | en | 0.986817 | 739 | 3.421875 | 3 | [
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... | 1 | Winston Churchill was undoubtedly one of the most iconic leaders that Britain has ever seen.
He was born on November 30, 1874 in Oxfordshire to an aristocratic family. His father, Lord Randolph Churchill, was a well-known politician at the time, and most likely influenced his son’s decision to take up politics as a grown man.
From the ages of 19 to 20, Churchill attended the Royal Military College. Surprisingly, considering his accomplishments later in life, Churchill failed the entrance exam for the Royal Military College numerous times before eventually being accepted.
It was here that he gained a solid grounding in battle tactics, military law, topography and fortification that would serve him well during World War II.
And, despite his less-than-impressive introduction to the school, Churchill graduated from the Royal Military College with honours and was placed eighth in a class of 150, according to The Churchill Centre.
While serving with the army, Churchill saw plenty of military action – albeit as a newspaper correspondent – in places such as in India and the Sudan. In 1899 – when he was just 25 years old – Churchill was sent to South Africa to cover the events of the Boer War.
Churchill was captured during an ambush, but managed to escape after one month by climbing over the walls of his prison, hopping onto a train and fortuitously coming across a British expatriate, one John Howard.
Howard fed and watered the young man and secured him safe passage to Durban, South Africa. Here, Churchill states in his autobiography, “I became for the time quite famous”.
The story of his capture and escape had somehow found its way to England, and Churchill got his first taste of being in the spotlight.
Churchill returned to England in 1900 and was elected to Parliament. He held a variety of offices during his political career – most famously, of course, that of Prime Minister from 1940 to 1945, and again between 1951 and 1955.
The Churchill Centre describes his political career as having its ups and downs. He was, for instance, blamed for a botched attempt to seize the Dardanelles and Gallipoli Peninsula during World War I – an event that would haunt him “for years to come”.
However, it’s his achievements as Prime Minister during World War II that have made Churchill a household name.
He united the Labour, Liberal and Conservative parties into a Coalition Government, worked hard to create a force of Allied Powers with the United States and the Soviet Union and refused to surrender to Nazi Germany.
These actions, as well as his skill as an orator, gave a nation and its people hope when they needed it most, and made sure Churchill’s legacy is still a part of our lives in 2014.
Winston Churchill’s Legacy
Churchill’s can-do attitude in the face of adversity, encapsulated by his world-famous “V for Victory” sign, continues to inspire leaders to this day.
His tendency to think outside the box, as evidenced by his reliance on the Royal Air Force and his support for technological developments in World War II, is also an attribute that characterises the most successful businesses and people in the modern age.
If you want to learn more about this iconic leader, tune into Winston Churchill: Walking With Destiny on Tuesday, January 21, at 8.30pm – only on the History Channel.
This fascinating programme will delve into Churchill’s first tumultuous years as Prime Minister, his dealings with Adolf Hitler and his determination to lead Britain to victory. | 749 | ENGLISH | 1 |
What have you not tried to get your kids to eat more fruits? Your frustration is something most parents feel, but a simple solution may be at hand, and it may surprise you.
Consumption of fruits like apples, bananas and green leafy vegetables can be increased among children while they are playing serious video games, says a new study. Findings from the study reveal that video games based on a serious theme are not just meant to entertain but also promote a behavioural change, that is related to quests and goals. This could help children increase or improve their fruit and vegetable intake during specific meals.
“By using a serious video game, we saw increases in meal-specific vegetable intake at dinner for the children and fruit intake at breakfast, lunch, and snacks time,” lead author Karen Cullen, professor at Baylor College of Medicine, is quoted as saying in an IANS report.
The study was conducted on 400 fourth and fifth grade students and they were made to play 10 episodes of a serious online video game, Squires Quest-II. During the study, researchers observed that kids actually increased intake of healthy fruit options. Six months after the innovative video game intervention improvements were clear. Of the 400 who took part, 79 percent reported that they met all goals during game play, which clearly indicates that completing in-game goals could have helped kids see the benefit in completing real-life goals as well.
This can be especially true when it comes to goals such as eating fruits or vegetables when playing as the game’s character to earn points or energy.
So the next time your young one is throwing a fit about eating fruits, why not let them have a go at the video game console, to see whether their behaviour indeed can be influenced. | <urn:uuid:f15c485c-adc3-4194-a2a6-2849fd012e7f> | CC-MAIN-2020-05 | https://www.mobiefit.com/blog/game-theory-playing-video-games-could-help-improve-fruit-and-veggie-intake-in-children/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251788528.85/warc/CC-MAIN-20200129041149-20200129071149-00164.warc.gz | en | 0.980093 | 356 | 3.84375 | 4 | [
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-0.032966975122... | 2 | What have you not tried to get your kids to eat more fruits? Your frustration is something most parents feel, but a simple solution may be at hand, and it may surprise you.
Consumption of fruits like apples, bananas and green leafy vegetables can be increased among children while they are playing serious video games, says a new study. Findings from the study reveal that video games based on a serious theme are not just meant to entertain but also promote a behavioural change, that is related to quests and goals. This could help children increase or improve their fruit and vegetable intake during specific meals.
“By using a serious video game, we saw increases in meal-specific vegetable intake at dinner for the children and fruit intake at breakfast, lunch, and snacks time,” lead author Karen Cullen, professor at Baylor College of Medicine, is quoted as saying in an IANS report.
The study was conducted on 400 fourth and fifth grade students and they were made to play 10 episodes of a serious online video game, Squires Quest-II. During the study, researchers observed that kids actually increased intake of healthy fruit options. Six months after the innovative video game intervention improvements were clear. Of the 400 who took part, 79 percent reported that they met all goals during game play, which clearly indicates that completing in-game goals could have helped kids see the benefit in completing real-life goals as well.
This can be especially true when it comes to goals such as eating fruits or vegetables when playing as the game’s character to earn points or energy.
So the next time your young one is throwing a fit about eating fruits, why not let them have a go at the video game console, to see whether their behaviour indeed can be influenced. | 353 | ENGLISH | 1 |
Despite being small, Kamna Gorica has a rich and diverse history.
Together with neighbouring Kropa, Kamna Gorica was once one of the main ironworking villages in the area of today's Slovenia.
The development of the settlement was dictated by nailmaking. For over a century iron ore from the Jelovica plateau was smelted in the large blast furnace and used to forge nails of various shapes and sizes.
Kamna Gorica was first mentioned in written sources at the end of the 15th century under the name Steinpüchel (Steinpuchell). In the 16th century, which was an era in which ironworking rose in importance, the settlement had already managed to attract a population of 500, while towards the end of the century its numbers increased even more. The village had a blast furnace for smelting iron ore, two plants for the manufacturing of finished products – iron rods - and several foundries where nails were forged.
The main products made by blacksmiths were nails. Various shapes and sizes of nails (there were over 100 different types), each of which served its own purpose, were made by both male and female blacksmiths, and children also helped. They worked 14-16 hour days and were only free on Sundays, although on Wednesdays and Saturdays they 'only' worked in the morning for five hours. 'Free' afternoons were reserved for purchasing coal, preparing firewood and iron rods and repairing tools.
The year 1828 was a fateful one for Kamna Gorica, when in June a serious fire broke out. The damage was huge; 35 residential houses, workshops and warehouses were destroyed. The village struggled to recover following the fire, and in addition, due to falling behind in terms of technology, shortage of materials and economic difficulties, a crisis in manual ironworking was merely a question of time. Towards the end of the century the majority of foundries on Slovenian territory collapsed.
The end of the 19th century was marked by a lack of work and a decline in the population. Even though the blacksmiths were forging for 15 hours a day, the village was under threat of a total lack of work and earnings. Manual forging of nails was no longer able to compete with machine production. The number of residents in Kamna Gorica mainly fell due to workers moving elsewhere – the highest number to Jesenice – which was a consequence of the declining state of ironworking. | <urn:uuid:13223d0d-0f97-4506-8602-e1cf02263fb7> | CC-MAIN-2020-05 | https://www.kamna-gorica.si/zgodovina?lang=en | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610004.56/warc/CC-MAIN-20200123101110-20200123130110-00170.warc.gz | en | 0.989337 | 504 | 3.421875 | 3 | [
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... | 11 | Despite being small, Kamna Gorica has a rich and diverse history.
Together with neighbouring Kropa, Kamna Gorica was once one of the main ironworking villages in the area of today's Slovenia.
The development of the settlement was dictated by nailmaking. For over a century iron ore from the Jelovica plateau was smelted in the large blast furnace and used to forge nails of various shapes and sizes.
Kamna Gorica was first mentioned in written sources at the end of the 15th century under the name Steinpüchel (Steinpuchell). In the 16th century, which was an era in which ironworking rose in importance, the settlement had already managed to attract a population of 500, while towards the end of the century its numbers increased even more. The village had a blast furnace for smelting iron ore, two plants for the manufacturing of finished products – iron rods - and several foundries where nails were forged.
The main products made by blacksmiths were nails. Various shapes and sizes of nails (there were over 100 different types), each of which served its own purpose, were made by both male and female blacksmiths, and children also helped. They worked 14-16 hour days and were only free on Sundays, although on Wednesdays and Saturdays they 'only' worked in the morning for five hours. 'Free' afternoons were reserved for purchasing coal, preparing firewood and iron rods and repairing tools.
The year 1828 was a fateful one for Kamna Gorica, when in June a serious fire broke out. The damage was huge; 35 residential houses, workshops and warehouses were destroyed. The village struggled to recover following the fire, and in addition, due to falling behind in terms of technology, shortage of materials and economic difficulties, a crisis in manual ironworking was merely a question of time. Towards the end of the century the majority of foundries on Slovenian territory collapsed.
The end of the 19th century was marked by a lack of work and a decline in the population. Even though the blacksmiths were forging for 15 hours a day, the village was under threat of a total lack of work and earnings. Manual forging of nails was no longer able to compete with machine production. The number of residents in Kamna Gorica mainly fell due to workers moving elsewhere – the highest number to Jesenice – which was a consequence of the declining state of ironworking. | 520 | ENGLISH | 1 |
Throughout the early centuries of the church’s existence, the Roman government suppressed the spread of Christianity. Many emperors did their absolute best to try to stop the Christian populace from spreading with none succeeding (demonstrated by the fact that Christianity is still in existence today). It was not until 322 A.D. when Constantine united all of Europe under his throne that Christianity could be spread without threat of persecution. Under Constantine, Christianity, in terms of numerically, thrived. Councils were held, doctrine developed, and great strides were taken in order to have Christianity be one catholic church. However, in the next couple centuries, the church would grow apart and rulers would fall resulting in mass turmoil throughout the Western Empire. The Roman Catholic Church (as it would later be called) used these events to secure its grip over the entire western empire.
In the western half of the once great Roman Empire, Rome, along with the surrounding territories, fell to barbarians. The barbarians, primarily from Germanic tribes, had no system of government by which the people should live. In other words, each village and people-group were left to fend for themselves in terms of both rule as well as protection; however, the church never faltered or fell away while the barbarians took control. In light of this fact, the church began to grow in power and stability. With people flocking to the churches and monasteries for help and protection, the power began being transferred to the bishop rather than to a king/political ruler. This bishop was the Archbishop of Rome.
In the universal church, there were primarily five bishops in each of the primary Christian cities in the empire: Alexandria, Antioch, Constantinople, Jerusalem, and Rome. Four of these cities are found in the eastern realm of the empire, whereas one (Rome) is found on the western side of the empire. Throughout the years, Rome in the west and Constantinople in the east became the more prominent of the two cities and discussion over which city is the true center of the church life. The eastern half of the empire believed that the center of the church should be located in Constantinople with the emperor, but the western half believed that Rome should be the center of church life. Rome believed that the church center should be located there because, according to the bishops of Rome, Peter is claimed to have been the first bishop of Rome. Therefore, since Peter, who was given the keys to the church by Jesus, was the first bishop of Rome, the Roman Bishop was over the other bishops and was the head of the church at large. Under this “truth,” various bishops have risen to power with eventually taking on the title of “Pope.”
The first Roman Bishop to claim direct Apostolic succession from Peter was
Damasus I. Damasus went to great lengths to attempt to convince the other churches and cities of this so-called truth but to no avail. However, his work... | <urn:uuid:c23c8648-9b81-4cd5-8f68-778de6ae83b0> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/paper-69 | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604397.40/warc/CC-MAIN-20200121132900-20200121161900-00017.warc.gz | en | 0.985627 | 603 | 3.4375 | 3 | [
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0.249045759439... | 1 | Throughout the early centuries of the church’s existence, the Roman government suppressed the spread of Christianity. Many emperors did their absolute best to try to stop the Christian populace from spreading with none succeeding (demonstrated by the fact that Christianity is still in existence today). It was not until 322 A.D. when Constantine united all of Europe under his throne that Christianity could be spread without threat of persecution. Under Constantine, Christianity, in terms of numerically, thrived. Councils were held, doctrine developed, and great strides were taken in order to have Christianity be one catholic church. However, in the next couple centuries, the church would grow apart and rulers would fall resulting in mass turmoil throughout the Western Empire. The Roman Catholic Church (as it would later be called) used these events to secure its grip over the entire western empire.
In the western half of the once great Roman Empire, Rome, along with the surrounding territories, fell to barbarians. The barbarians, primarily from Germanic tribes, had no system of government by which the people should live. In other words, each village and people-group were left to fend for themselves in terms of both rule as well as protection; however, the church never faltered or fell away while the barbarians took control. In light of this fact, the church began to grow in power and stability. With people flocking to the churches and monasteries for help and protection, the power began being transferred to the bishop rather than to a king/political ruler. This bishop was the Archbishop of Rome.
In the universal church, there were primarily five bishops in each of the primary Christian cities in the empire: Alexandria, Antioch, Constantinople, Jerusalem, and Rome. Four of these cities are found in the eastern realm of the empire, whereas one (Rome) is found on the western side of the empire. Throughout the years, Rome in the west and Constantinople in the east became the more prominent of the two cities and discussion over which city is the true center of the church life. The eastern half of the empire believed that the center of the church should be located in Constantinople with the emperor, but the western half believed that Rome should be the center of church life. Rome believed that the church center should be located there because, according to the bishops of Rome, Peter is claimed to have been the first bishop of Rome. Therefore, since Peter, who was given the keys to the church by Jesus, was the first bishop of Rome, the Roman Bishop was over the other bishops and was the head of the church at large. Under this “truth,” various bishops have risen to power with eventually taking on the title of “Pope.”
The first Roman Bishop to claim direct Apostolic succession from Peter was
Damasus I. Damasus went to great lengths to attempt to convince the other churches and cities of this so-called truth but to no avail. However, his work... | 603 | ENGLISH | 1 |
Pierre de Frédy was born in Paris on 1 January 1863, into an aristocratic family. He was the fourth child of Baron Charles Louis de Frédy, Baron de Coubertin and Marie–Marcelle Gigault de Crisenoy. Family tradition held that the Frédy name had first arrived in France in the early 15th century, and the first recorded title of nobility granted to the family was given by Louis XI to an ancestor, also named Pierre de Frédy, in 1477. But other branches of his family tree delved even further into French history, and the annals of both sides of his family included nobles of various stations, military leaders and associates of kings and princes of France.
His father Charles was a staunch royalist and accomplished artist whose paintings were displayed and given prizes at the Parisian salon, at least in those years when he was not absent in protest of the rise to power of Louis Napoleon. His paintings often centred on themes related to the Roman Catholic Church, classicism, and nobility, which reflected those things he thought most important. In a later semi-fictional autobiographical piece called Le Roman d'un rallié, Coubertin describes his relationship with both his mother and his father as having been somewhat strained during his childhood and adolescence. His memoirs elaborated further, describing as a pivotal moment his disappointment upon meeting Henri, Count of Chambord, whom the elder Coubertin believed to be the rightful king.
Coubertin grew up in a time of profound change in France: France's defeat in the Franco-Prussian War, the Paris Commune, and the establishment of the French Third Republic, and later the Dreyfus affair. But while these events were the setting of his childhood, his school experiences were just as formative. In October 1874, his parents enrolled him in a new Jesuit school called Externat de la rue de Vienne, which was still under construction for his first five years there. While many of the school's attendees were day students, Coubertin boarded at the school under the supervision of a Jesuit priest, which his parents hoped would instill him with a strong moral and religious education. There, he was among the top three students in his class, and was an officer of the school's elite academy made up of its best and brightest. This suggests that despite his rebelliousness at home, Coubertin adapted well to the strict rigors of a Jesuit education.
As an aristocrat, Coubertin had a number of career paths from which to choose, including potentially prominent roles in the military or politics. But he chose instead to pursue a career as an intellectual, studying and later writing on a broad range of topics, including education, history, literature and sociology. | <urn:uuid:e57ec2e9-5b93-4f1f-8905-3772ff78d4a5> | CC-MAIN-2020-05 | https://www.luna.ovh/planeta/en/Pierre_de_Coubertin | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00244.warc.gz | en | 0.99027 | 570 | 3.3125 | 3 | [
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0.29938164353370667... | 1 | Pierre de Frédy was born in Paris on 1 January 1863, into an aristocratic family. He was the fourth child of Baron Charles Louis de Frédy, Baron de Coubertin and Marie–Marcelle Gigault de Crisenoy. Family tradition held that the Frédy name had first arrived in France in the early 15th century, and the first recorded title of nobility granted to the family was given by Louis XI to an ancestor, also named Pierre de Frédy, in 1477. But other branches of his family tree delved even further into French history, and the annals of both sides of his family included nobles of various stations, military leaders and associates of kings and princes of France.
His father Charles was a staunch royalist and accomplished artist whose paintings were displayed and given prizes at the Parisian salon, at least in those years when he was not absent in protest of the rise to power of Louis Napoleon. His paintings often centred on themes related to the Roman Catholic Church, classicism, and nobility, which reflected those things he thought most important. In a later semi-fictional autobiographical piece called Le Roman d'un rallié, Coubertin describes his relationship with both his mother and his father as having been somewhat strained during his childhood and adolescence. His memoirs elaborated further, describing as a pivotal moment his disappointment upon meeting Henri, Count of Chambord, whom the elder Coubertin believed to be the rightful king.
Coubertin grew up in a time of profound change in France: France's defeat in the Franco-Prussian War, the Paris Commune, and the establishment of the French Third Republic, and later the Dreyfus affair. But while these events were the setting of his childhood, his school experiences were just as formative. In October 1874, his parents enrolled him in a new Jesuit school called Externat de la rue de Vienne, which was still under construction for his first five years there. While many of the school's attendees were day students, Coubertin boarded at the school under the supervision of a Jesuit priest, which his parents hoped would instill him with a strong moral and religious education. There, he was among the top three students in his class, and was an officer of the school's elite academy made up of its best and brightest. This suggests that despite his rebelliousness at home, Coubertin adapted well to the strict rigors of a Jesuit education.
As an aristocrat, Coubertin had a number of career paths from which to choose, including potentially prominent roles in the military or politics. But he chose instead to pursue a career as an intellectual, studying and later writing on a broad range of topics, including education, history, literature and sociology. | 591 | ENGLISH | 1 |
Until a few years ago it was estimated that the construction of the town that lived in what is known as Ciudad Perdida dated from around 1000 AD. However, the most recent archaeological research conducted in the park found that the oldest housing areas are approximately 650 AD, and that they were occupied until at least 1100 or 1200 AD, therefore belong to the period known as Neguanje. Located in the northern sector of the settlement, they correspond to the first group of terraces and rings that is located at the end of the staircase that rises from the Buritaca river. P>
These old structures are buried under the terraces and rings that are in sight, which gives indications about the construction sequence of this sector and the central axis. p>
The terraces of this set of residences were apparently built in an ascending manner, like the sequence of terraces of the central axis, with the large terrace being the last to be built. This suggests that the terraces and walls in stone, cleaned and consolidated between 1976 and 1986 and in view were built between 1200 and 1600 AD, after modifying and burying previous buildings. P>
It was in this period that the design was reached that can be observed today when visiting the Park. Some archaeologists estimate that in the sixteenth century Teyuna could have had between one thousand five hundred and two thousand inhabitants, and that if you take into account the other settlements located in the basin, the population of the area should have been about ten thousand people. These are preliminary estimates since it is difficult to make accurate demographic calculations for pre-Columbian populations. P>
Taken from the guide for visitors to the Archaeological Park Teyuna - Lost City of the Colombian Institute of Anthropology and History (ICANH). i> p>
Do you know that…?
Lost City is called Teyuna by the indigenous communities which means sacred site. | <urn:uuid:aa5d0c5f-98b0-403d-9f8b-01d98cfe5681> | CC-MAIN-2020-05 | https://lostcitycolombia.com/construction-of-the-lost-city-town | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00242.warc.gz | en | 0.983814 | 386 | 3.5625 | 4 | [
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0.645932435989379... | 1 | Until a few years ago it was estimated that the construction of the town that lived in what is known as Ciudad Perdida dated from around 1000 AD. However, the most recent archaeological research conducted in the park found that the oldest housing areas are approximately 650 AD, and that they were occupied until at least 1100 or 1200 AD, therefore belong to the period known as Neguanje. Located in the northern sector of the settlement, they correspond to the first group of terraces and rings that is located at the end of the staircase that rises from the Buritaca river. P>
These old structures are buried under the terraces and rings that are in sight, which gives indications about the construction sequence of this sector and the central axis. p>
The terraces of this set of residences were apparently built in an ascending manner, like the sequence of terraces of the central axis, with the large terrace being the last to be built. This suggests that the terraces and walls in stone, cleaned and consolidated between 1976 and 1986 and in view were built between 1200 and 1600 AD, after modifying and burying previous buildings. P>
It was in this period that the design was reached that can be observed today when visiting the Park. Some archaeologists estimate that in the sixteenth century Teyuna could have had between one thousand five hundred and two thousand inhabitants, and that if you take into account the other settlements located in the basin, the population of the area should have been about ten thousand people. These are preliminary estimates since it is difficult to make accurate demographic calculations for pre-Columbian populations. P>
Taken from the guide for visitors to the Archaeological Park Teyuna - Lost City of the Colombian Institute of Anthropology and History (ICANH). i> p>
Do you know that…?
Lost City is called Teyuna by the indigenous communities which means sacred site. | 411 | ENGLISH | 1 |
No conversation about the technological advancements of the last ten years could be had without including the phenomenon that is the Internet. The Internet, encompassing the World Wide Web, has reshaped the ways of communication and information sharing and plays a major role in most peoples day-to-day lives. Recently though, there have been some undesirable aspects of the Internet coming to the forefront, and these are a common concern for most users. Such issues involve connection speeds and costs, security, online content and the lack of filtering and monitoring and the use of advertising funded Internet sites and may help to explain the changes occurring in the internet environment in the last five years. Before delving into these changes, a brief look at how the Internet has developed might be beneficial. .
The Internet, although not as we know it, was first created in the early 1960's by a US Government funded initiative. The idea was to create a network that was independent and did not require the services of a central computer to control the operations of that network. In addition to this, the network had to be able to still operate, even if parts of it were destroyed. Originally the application of this network would be to transfer information quickly and securely to all parts of the network in the event of nuclear war erupting. It wasn't too long before other uses for this network became apparent, and in the early 1970's, email took its first trembling steps. Before long, companies too began to utilise the technology and within years were building their own internal networks. With such information available online it wasn't long before the emergence of the World Wide Web occurred. Two factors played a key role in this development. Hypertext and Graphic Interfaces were soon in circulation and as such, information was becoming more and more accessible and was beginning to resemble what we today know as the World Wide Web. | <urn:uuid:74f8b4e3-38d6-4d74-a91e-7b4583fcd7ee> | CC-MAIN-2020-05 | https://www.exampleessays.com/viewpaper/13424.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00112.warc.gz | en | 0.980105 | 371 | 3.359375 | 3 | [
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0.0884111076593... | 4 | No conversation about the technological advancements of the last ten years could be had without including the phenomenon that is the Internet. The Internet, encompassing the World Wide Web, has reshaped the ways of communication and information sharing and plays a major role in most peoples day-to-day lives. Recently though, there have been some undesirable aspects of the Internet coming to the forefront, and these are a common concern for most users. Such issues involve connection speeds and costs, security, online content and the lack of filtering and monitoring and the use of advertising funded Internet sites and may help to explain the changes occurring in the internet environment in the last five years. Before delving into these changes, a brief look at how the Internet has developed might be beneficial. .
The Internet, although not as we know it, was first created in the early 1960's by a US Government funded initiative. The idea was to create a network that was independent and did not require the services of a central computer to control the operations of that network. In addition to this, the network had to be able to still operate, even if parts of it were destroyed. Originally the application of this network would be to transfer information quickly and securely to all parts of the network in the event of nuclear war erupting. It wasn't too long before other uses for this network became apparent, and in the early 1970's, email took its first trembling steps. Before long, companies too began to utilise the technology and within years were building their own internal networks. With such information available online it wasn't long before the emergence of the World Wide Web occurred. Two factors played a key role in this development. Hypertext and Graphic Interfaces were soon in circulation and as such, information was becoming more and more accessible and was beginning to resemble what we today know as the World Wide Web. | 374 | ENGLISH | 1 |
If you think about the greatest women scientists throughout history, Marie Sk?odowska-Curie is probably at the top of the list. For good reason – she is still, after all, the only person in history to win two Nobel prizes in two sciences. However, for many people she remains the only historical female scientist they have heard of. Because March 8 is International Women’s Day, here is an introduction to some women who have made incredible contributions to science.
Valentina Tereshkova became the first woman in space in 1963, onboard the Vostok 6 as part of the Cosmonaut Corps. Not only did she go into space, but she actually piloted the vessel. Her mission in space lasted just under 72 hours and included 48 orbits around the Earth.
Following her time in space, she earned a doctorate in engineering and eventually entered politics where she used her position to advocate for space exploration, particularly for women.
Jocelyn Bell Burnell
While working as a postgrad, Jocelyn Bell Burnell observed radio pulsars for the first time. Despite being the first one to actually see them, she was passed over when the discovery was awarded the Nobel Prize in Physics in 1974. Instead, it went to her advisor and another colleague. Though many expressed outrage over Bell’s omission, she never expressed any disappointment on the matter publicly. However, she is still credited as the person who made one of the most important discoveries of the century in physics.
Later, Bell worked as a physics professor at Open University in the UK and at Princeton. She continued to work in academia up until her retirement, receiving a host of other awards and honorary degrees along the way.
Though her father believed her place was in the home, not in a lab, Rita Levi-Montalcini earned a degree in medicine. Though Mussolini’s Manifesto of Race prevented Levi-Montalcini from obtaining a job due to her Jewish heritage, she constructed a laboratory in her bedroom and continued her research anyway. She served as a surgeon in WWII, and returned to dedicate her time to academics. She became a professor at Washington University and set up research labs in St. Louis and Rome.
She received the Nobel Prize in Physiology or Medicine in 1986 for her work with tumor cells and isolating Nerve Growth Factor. She retired in 1977, but she spent the rest of her life advocating for science until her death in 2012.
Though Cecilia Payne-Gaposchkin completed her studies at Cambridge in the 1920s, degrees were not given to women. She later traveled to America where she received her Ph.D. in astronomy from Radcliffe University. Her thesis was hailed as “undoubtedly the most brilliant Ph.D. thesis ever written in astronomy.”
She became the first person to determine that stars are primarily composed of hydrogen and helium, though she was pressured into retraction by a colleague who then arrived at the same conclusion a few years later. Her life was spent in academia at Harvard, where she continued to advocate for science and became a role model for women wanting to enter astrophysics.
Sister of William Herschel, Caroline was also an astronomer. Her father gave her an education himself, though her mother did not approve. Her physical appearance had been marred by smallpox and typhus as a child, so her brother William showed her there was more to life than being a maid just because she probably would never marry.
By her brother’s side, she aided in his observations and performed complex calculations. With Caroline’s help, William discovered Uranus in 1781. She began to make observations herself and became the first woman to discover a comet in 1786. In total, she discovered six comets and three nebulae and earned many awards for her contributions to astronomy.
For three decades, Lise Meitner and Otto Hahn worked together in researching radioactivity and they even discovered the element protactinium together. However, she had to flee Germany and leave Hahn in the 1930s. She offered the first explanation for tremendous amounts of energy that would be produced during nuclear fission. Hahn then wrote a paper based on that idea, but did not credit Meitner. Without that credit, Meitner was excluded when Hahn was awarded the Nobel Prize in Physics in 1944.
However, her contributions were not unnoticed by others in the field, particularly Niels Bohr. Bohr not only helped Meitner escape the Nazis in Berlin until she reached safety in Sweden, but he also promoted her among the physics community and would nominate her for a Nobel Prize on three separate occasions. Albert Einstein hailed Meitner as “our Madame Curie” and a pioneer in physics.
When Emmy Noether earned her doctorate, she graduated with honors. However, she had troubles finding a job in academia who would pay her, though she finally found a position at her alma mater, the University of Göttingen.
Inspired by Einstein’s work, she crafted a theorem that had incredible importance in explaining symmetry in nature as well as universal laws of contributions. The “Noether’s theorem” was also used to help search for the Higgs boson and other significant discoveries in physics. Emmy Noether has been described by many (including Einstein) as the foremost mathematician of her time.
A distant cousin of Benjamin Franklin, Maria Mitchell became the first American woman to become a professional astronomer. She began looking at the stars as a child, and at 12 years old she used a solar eclipse to calculate the location of her home.
She discovered the comet C/1847 T1, which had also had been found by a European astronomer who had received credit at first. Since Mitchell’s discovery was documented two days prior, the record was adjusted and the comet became known as “Miss Mitchell’s Comet.” She later became a professor of astronomy at Vassar College, shortly after it had been founded. | <urn:uuid:97bf8ef1-13dd-4e51-98b3-c3f00458150c> | CC-MAIN-2020-05 | https://danielsternklar.com/women-scientists-you-need-to-know/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00369.warc.gz | en | 0.985047 | 1,244 | 3.640625 | 4 | [
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0.2252656817... | 2 | If you think about the greatest women scientists throughout history, Marie Sk?odowska-Curie is probably at the top of the list. For good reason – she is still, after all, the only person in history to win two Nobel prizes in two sciences. However, for many people she remains the only historical female scientist they have heard of. Because March 8 is International Women’s Day, here is an introduction to some women who have made incredible contributions to science.
Valentina Tereshkova became the first woman in space in 1963, onboard the Vostok 6 as part of the Cosmonaut Corps. Not only did she go into space, but she actually piloted the vessel. Her mission in space lasted just under 72 hours and included 48 orbits around the Earth.
Following her time in space, she earned a doctorate in engineering and eventually entered politics where she used her position to advocate for space exploration, particularly for women.
Jocelyn Bell Burnell
While working as a postgrad, Jocelyn Bell Burnell observed radio pulsars for the first time. Despite being the first one to actually see them, she was passed over when the discovery was awarded the Nobel Prize in Physics in 1974. Instead, it went to her advisor and another colleague. Though many expressed outrage over Bell’s omission, she never expressed any disappointment on the matter publicly. However, she is still credited as the person who made one of the most important discoveries of the century in physics.
Later, Bell worked as a physics professor at Open University in the UK and at Princeton. She continued to work in academia up until her retirement, receiving a host of other awards and honorary degrees along the way.
Though her father believed her place was in the home, not in a lab, Rita Levi-Montalcini earned a degree in medicine. Though Mussolini’s Manifesto of Race prevented Levi-Montalcini from obtaining a job due to her Jewish heritage, she constructed a laboratory in her bedroom and continued her research anyway. She served as a surgeon in WWII, and returned to dedicate her time to academics. She became a professor at Washington University and set up research labs in St. Louis and Rome.
She received the Nobel Prize in Physiology or Medicine in 1986 for her work with tumor cells and isolating Nerve Growth Factor. She retired in 1977, but she spent the rest of her life advocating for science until her death in 2012.
Though Cecilia Payne-Gaposchkin completed her studies at Cambridge in the 1920s, degrees were not given to women. She later traveled to America where she received her Ph.D. in astronomy from Radcliffe University. Her thesis was hailed as “undoubtedly the most brilliant Ph.D. thesis ever written in astronomy.”
She became the first person to determine that stars are primarily composed of hydrogen and helium, though she was pressured into retraction by a colleague who then arrived at the same conclusion a few years later. Her life was spent in academia at Harvard, where she continued to advocate for science and became a role model for women wanting to enter astrophysics.
Sister of William Herschel, Caroline was also an astronomer. Her father gave her an education himself, though her mother did not approve. Her physical appearance had been marred by smallpox and typhus as a child, so her brother William showed her there was more to life than being a maid just because she probably would never marry.
By her brother’s side, she aided in his observations and performed complex calculations. With Caroline’s help, William discovered Uranus in 1781. She began to make observations herself and became the first woman to discover a comet in 1786. In total, she discovered six comets and three nebulae and earned many awards for her contributions to astronomy.
For three decades, Lise Meitner and Otto Hahn worked together in researching radioactivity and they even discovered the element protactinium together. However, she had to flee Germany and leave Hahn in the 1930s. She offered the first explanation for tremendous amounts of energy that would be produced during nuclear fission. Hahn then wrote a paper based on that idea, but did not credit Meitner. Without that credit, Meitner was excluded when Hahn was awarded the Nobel Prize in Physics in 1944.
However, her contributions were not unnoticed by others in the field, particularly Niels Bohr. Bohr not only helped Meitner escape the Nazis in Berlin until she reached safety in Sweden, but he also promoted her among the physics community and would nominate her for a Nobel Prize on three separate occasions. Albert Einstein hailed Meitner as “our Madame Curie” and a pioneer in physics.
When Emmy Noether earned her doctorate, she graduated with honors. However, she had troubles finding a job in academia who would pay her, though she finally found a position at her alma mater, the University of Göttingen.
Inspired by Einstein’s work, she crafted a theorem that had incredible importance in explaining symmetry in nature as well as universal laws of contributions. The “Noether’s theorem” was also used to help search for the Higgs boson and other significant discoveries in physics. Emmy Noether has been described by many (including Einstein) as the foremost mathematician of her time.
A distant cousin of Benjamin Franklin, Maria Mitchell became the first American woman to become a professional astronomer. She began looking at the stars as a child, and at 12 years old she used a solar eclipse to calculate the location of her home.
She discovered the comet C/1847 T1, which had also had been found by a European astronomer who had received credit at first. Since Mitchell’s discovery was documented two days prior, the record was adjusted and the comet became known as “Miss Mitchell’s Comet.” She later became a professor of astronomy at Vassar College, shortly after it had been founded. | 1,246 | ENGLISH | 1 |
The nobility, which had been responsible for defence in medieval times, lost its military standing and was replaced by mercenaries.
The development of the new technique of combat on foot and the deployment of infantry saw the end of the mounted knight. Large armies, armed with pikes, went into battle in compact square formations (Gevierthaufen), replacing one-to-one combat. It was no longer the individual soldier’s courage that was important but his subordination to a tactical concept in which the individual was easy to replace. The traditional view of the nobility as the ‘military profession’ had thus become obsolete. They were now replaced by enormous mercenary armies. Colonial powers such as Spain were able to recruit large armies on the strength of the revenue from their overseas colonies.
The monthly pay of a simple mercenary was about four gulden, which was more than the average craftsman earned, and almost double the wage of a farm hand. Along with members of rural and urban lower classes, it was in particular artisans, merchants and peasants who enlisted as mercenaries, as many had lost their livelihoods during the Thirty Years’ War through economic hardship and devastation. Owing to religious persecution, many of the mercenaries were Protestants, and the army also offered members of the nobility the opportunity to gain military experience and to earn their living, aristocrats not being permitted to engage in commerce.
The hierarchy of the mercenary army was clearly structured: while a foot soldier would earn four gulden a month, the regimental commander or colonel received 500 gulden.
Another incentive for enlisting in a mercenary army was the chance to share in the spoils of war. Ever since the Middle Ages, the right of capture had been part of a soldier’s life. Villages and towns along the routes of war were subjected to pillaging, and travelling merchants and traders were frequently robbed. Colonels, officers and colour bearers were also privileged in their share of the spoils.
Desertion and mutiny were frequent among mercenaries as they often received their pay late or not at all. A well-known instance of such a revolt was the sack of Rome by the mercenaries of Charles V, who had not received any money and therefore marched from Florence to Rome in 1527, without a leader, to obtain compensation for the pay they were owed. The latter incident can be regarded as a symbol of how the deployment of this new type of army, which was often difficult to control, came to predominate in warfare: its areas of operation reached from Latin America to Africa, from the Netherlands to Italy – and to be able to pay mercenaries for their services, rulers were forced to take out increasing numbers of loans. | <urn:uuid:6b6d8230-5b7f-4f17-b249-83a57c513cf0> | CC-MAIN-2020-05 | https://www.habsburger.net/en/chapter/making-war-pay | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606696.26/warc/CC-MAIN-20200122042145-20200122071145-00351.warc.gz | en | 0.991529 | 554 | 3.96875 | 4 | [
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0.13813892006874084,... | 2 | The nobility, which had been responsible for defence in medieval times, lost its military standing and was replaced by mercenaries.
The development of the new technique of combat on foot and the deployment of infantry saw the end of the mounted knight. Large armies, armed with pikes, went into battle in compact square formations (Gevierthaufen), replacing one-to-one combat. It was no longer the individual soldier’s courage that was important but his subordination to a tactical concept in which the individual was easy to replace. The traditional view of the nobility as the ‘military profession’ had thus become obsolete. They were now replaced by enormous mercenary armies. Colonial powers such as Spain were able to recruit large armies on the strength of the revenue from their overseas colonies.
The monthly pay of a simple mercenary was about four gulden, which was more than the average craftsman earned, and almost double the wage of a farm hand. Along with members of rural and urban lower classes, it was in particular artisans, merchants and peasants who enlisted as mercenaries, as many had lost their livelihoods during the Thirty Years’ War through economic hardship and devastation. Owing to religious persecution, many of the mercenaries were Protestants, and the army also offered members of the nobility the opportunity to gain military experience and to earn their living, aristocrats not being permitted to engage in commerce.
The hierarchy of the mercenary army was clearly structured: while a foot soldier would earn four gulden a month, the regimental commander or colonel received 500 gulden.
Another incentive for enlisting in a mercenary army was the chance to share in the spoils of war. Ever since the Middle Ages, the right of capture had been part of a soldier’s life. Villages and towns along the routes of war were subjected to pillaging, and travelling merchants and traders were frequently robbed. Colonels, officers and colour bearers were also privileged in their share of the spoils.
Desertion and mutiny were frequent among mercenaries as they often received their pay late or not at all. A well-known instance of such a revolt was the sack of Rome by the mercenaries of Charles V, who had not received any money and therefore marched from Florence to Rome in 1527, without a leader, to obtain compensation for the pay they were owed. The latter incident can be regarded as a symbol of how the deployment of this new type of army, which was often difficult to control, came to predominate in warfare: its areas of operation reached from Latin America to Africa, from the Netherlands to Italy – and to be able to pay mercenaries for their services, rulers were forced to take out increasing numbers of loans. | 550 | ENGLISH | 1 |
- A strike is an organised act of disobedience by workers others who are subject to discipline.
- Originally illegal but in most countries.
- Strikes are bad if wrongly managed; Paralyse trade.
- Out of place in educational institutions.
During the nineteenth century, labour had few rights in Europe. The industry was in private hands, and the governments of the day represented the interests of employers’ never of the workers. In Britain, workers were underpaid and overworked and had no rights. A man could be given an excessive amount of work to do or could be dismissed without notice. There was no appeal. But even then, strikes did take place, when abuses grew so bad that workers rose in a body and refused to work. Since they had no organization or trade union funds then, their strikes were illegal; and without trade funds to give “strike pay”, they were often starved into submission. But often the employers found the courage of the men carry them through weeks of starvation for the sake of principle, and they had to grant some of the worker’s demands in order to get them back into the industry.
Gradually the right to strike, in certain circumstances, came to be admitted. The governments of the day in Britain, especially the Labour governments or those containing a large Labour party, were forced to grant torthe workers the right to have their own associations or trade unions. The unions represented the workers, colleced funds from them by weekly subscriptions, and organised their complaints and requests and placed them before government. Now if there are complaints about pay or hours, or other working conditions, the men have the power to have those submitted to the government through their trade union leaders. The government usually order an inquiry, and go fully into the points raised. If the dispute is one between private employers and their workers, then the government appoint arbitrators, who try to arrive at a compromise and effect a settlement. After this if there is still no concession that is acceptable, the men can, through their leaders, give three week’s notice that they will go on strike in support of their claims. Such a strike is perfectly legal.
At the present day, there are many strikes which are quite illegal in British industry. Men launch strikes against the advice of their trade union leaders; they do it without three weeks’ notice, and often on grounds which are political and have no connection with their working conditions. Dockers’ strike in London was organised by Communist agents for political purposes. Such strikes are illegal. Trade unions and their rights, as we know them in England, do not exist in Russia. There the so-called trade unions are branches of the party which rules the country, and are rather designed to keep the men disciplined and under control than to help them to assert their rights. In this, sub-continent the trade union movement has grown considerably, and the workers are represented. They will not be able to have the same powers as the British trade unions until there is a great increase in literacy. The poor and struggling workers cannot be exposed to agitators and political agents yet; their feelings are too easily aroused by unscrupulous persons. It is the government which must accept the task of seeing that they are properly paid and that their house and working conditions are correct. Gradually growth of trade union power will come, along with social and political enlightenment.
Strikes in colleges are difficult to understand. The idea of strike in the universities of the west would create amusement, as being something too ridiculous to discuss. It would be like striking against one’s own parents. Bad mismanagement on the part of a principal or teacher is rare; if it does happen, there is always a legal and dignified remedy. But a strike in a college never achieved anything, but has always harmed the honour and reputation of both college and students. When a tiger is shot, it sometimes bites savagely at the injured part of its own body. That is a strange thing to do; but it is quite as sensible as it is for students to strike against themselves. | <urn:uuid:9a793e53-5294-4437-8912-8f9753b1afaf> | CC-MAIN-2020-05 | https://www.thecollegestudy.net/2016/05/paragraph-on-strikes-and-trade-unionism.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00237.warc.gz | en | 0.984528 | 831 | 3.46875 | 3 | [
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0.136670038104... | 8 | - A strike is an organised act of disobedience by workers others who are subject to discipline.
- Originally illegal but in most countries.
- Strikes are bad if wrongly managed; Paralyse trade.
- Out of place in educational institutions.
During the nineteenth century, labour had few rights in Europe. The industry was in private hands, and the governments of the day represented the interests of employers’ never of the workers. In Britain, workers were underpaid and overworked and had no rights. A man could be given an excessive amount of work to do or could be dismissed without notice. There was no appeal. But even then, strikes did take place, when abuses grew so bad that workers rose in a body and refused to work. Since they had no organization or trade union funds then, their strikes were illegal; and without trade funds to give “strike pay”, they were often starved into submission. But often the employers found the courage of the men carry them through weeks of starvation for the sake of principle, and they had to grant some of the worker’s demands in order to get them back into the industry.
Gradually the right to strike, in certain circumstances, came to be admitted. The governments of the day in Britain, especially the Labour governments or those containing a large Labour party, were forced to grant torthe workers the right to have their own associations or trade unions. The unions represented the workers, colleced funds from them by weekly subscriptions, and organised their complaints and requests and placed them before government. Now if there are complaints about pay or hours, or other working conditions, the men have the power to have those submitted to the government through their trade union leaders. The government usually order an inquiry, and go fully into the points raised. If the dispute is one between private employers and their workers, then the government appoint arbitrators, who try to arrive at a compromise and effect a settlement. After this if there is still no concession that is acceptable, the men can, through their leaders, give three week’s notice that they will go on strike in support of their claims. Such a strike is perfectly legal.
At the present day, there are many strikes which are quite illegal in British industry. Men launch strikes against the advice of their trade union leaders; they do it without three weeks’ notice, and often on grounds which are political and have no connection with their working conditions. Dockers’ strike in London was organised by Communist agents for political purposes. Such strikes are illegal. Trade unions and their rights, as we know them in England, do not exist in Russia. There the so-called trade unions are branches of the party which rules the country, and are rather designed to keep the men disciplined and under control than to help them to assert their rights. In this, sub-continent the trade union movement has grown considerably, and the workers are represented. They will not be able to have the same powers as the British trade unions until there is a great increase in literacy. The poor and struggling workers cannot be exposed to agitators and political agents yet; their feelings are too easily aroused by unscrupulous persons. It is the government which must accept the task of seeing that they are properly paid and that their house and working conditions are correct. Gradually growth of trade union power will come, along with social and political enlightenment.
Strikes in colleges are difficult to understand. The idea of strike in the universities of the west would create amusement, as being something too ridiculous to discuss. It would be like striking against one’s own parents. Bad mismanagement on the part of a principal or teacher is rare; if it does happen, there is always a legal and dignified remedy. But a strike in a college never achieved anything, but has always harmed the honour and reputation of both college and students. When a tiger is shot, it sometimes bites savagely at the injured part of its own body. That is a strange thing to do; but it is quite as sensible as it is for students to strike against themselves. | 816 | ENGLISH | 1 |
Suffrage, also known as the right to vote, is something that we Australians have not always had. Australia became the first country in the world to give women the right to vote in federal elections as well as the right to be elected to go to parliament. This was in 1902. 'Suffragettes' was the term used to describe all women who campaigned for the right to vote in elections. From the 1880s, each Australian colony had at least one suffragette society. These societies published leaflets, organised debates, public meetings and letter-writing campaigns. They also arranged deputations to members of their colonial parliament. In 1891, suffragettes gathered 30,000 women's signatures and presented them as a petition to the Victorian Parliament. Even though nowadays men and women are treated equally, that was not the case in those days.
In the 19th century, a woman's place was still very firmly in the home. Although small numbers of women were attending university and seeking a career for themselves, most women's lives were restricted to the home and the exhausting physical work of maintaining a house and raising a family. Even so, whether single, married or widowed, women were courageous in the face of hardship and poverty, and committed to making a better life for themselves and the community. They gave up careers to care for large, extended families. Despite heavy responsibilities, they enjoyed a healthy social life even if it meant more hard work to make it happen.
Nineteenth century civilisation has accorded to women the same political status as to the idiot and the criminal. Such is the basis of our reverence for the person of women and of our estimate of her work. It was men, not women who were involved in political debate. One of the objections raised to the prospect of women voting in elections would be that it would provide married men with double the vote as it was assumed their wives would simply vote for whomever their husbands told them to.
At one of the polling booths ... a novel sight was witnessed. A coach filled with ladies drove up, and the fair occupants alighted and recorded their votes... This was the kind of reaction that the men had in the 1864 state elections some women dared to exercise that right under the new Act. Participation in politics in any form was seen as a solely male responsibility; women were bound by laws but not able to influence them. It was in this context that the women's suffrage movement first evolved in different parts of Australia in the 1880s and 1890s.
Australian women were vocal and forceful in delivering their message. The Women's Christian Temperance Union (WCTU) of South Australia printed a leaflet in… | <urn:uuid:aa5cd72c-304e-4783-8934-828072b62aa3> | CC-MAIN-2020-05 | https://www.majortests.com/essay/Humanities-Essay-546000.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593994.14/warc/CC-MAIN-20200118221909-20200119005909-00353.warc.gz | en | 0.990604 | 543 | 4.15625 | 4 | [
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0.0282907821238... | 1 | Suffrage, also known as the right to vote, is something that we Australians have not always had. Australia became the first country in the world to give women the right to vote in federal elections as well as the right to be elected to go to parliament. This was in 1902. 'Suffragettes' was the term used to describe all women who campaigned for the right to vote in elections. From the 1880s, each Australian colony had at least one suffragette society. These societies published leaflets, organised debates, public meetings and letter-writing campaigns. They also arranged deputations to members of their colonial parliament. In 1891, suffragettes gathered 30,000 women's signatures and presented them as a petition to the Victorian Parliament. Even though nowadays men and women are treated equally, that was not the case in those days.
In the 19th century, a woman's place was still very firmly in the home. Although small numbers of women were attending university and seeking a career for themselves, most women's lives were restricted to the home and the exhausting physical work of maintaining a house and raising a family. Even so, whether single, married or widowed, women were courageous in the face of hardship and poverty, and committed to making a better life for themselves and the community. They gave up careers to care for large, extended families. Despite heavy responsibilities, they enjoyed a healthy social life even if it meant more hard work to make it happen.
Nineteenth century civilisation has accorded to women the same political status as to the idiot and the criminal. Such is the basis of our reverence for the person of women and of our estimate of her work. It was men, not women who were involved in political debate. One of the objections raised to the prospect of women voting in elections would be that it would provide married men with double the vote as it was assumed their wives would simply vote for whomever their husbands told them to.
At one of the polling booths ... a novel sight was witnessed. A coach filled with ladies drove up, and the fair occupants alighted and recorded their votes... This was the kind of reaction that the men had in the 1864 state elections some women dared to exercise that right under the new Act. Participation in politics in any form was seen as a solely male responsibility; women were bound by laws but not able to influence them. It was in this context that the women's suffrage movement first evolved in different parts of Australia in the 1880s and 1890s.
Australian women were vocal and forceful in delivering their message. The Women's Christian Temperance Union (WCTU) of South Australia printed a leaflet in… | 572 | ENGLISH | 1 |
Heroes In the Iliad certain heroic characters play major roles in the battles even though the reader knows that many more common soldiers must be involved. The heroes, however, are presented literally as greater human beings than the ordinary warriors.
The honor of every person in Homeric culture was important, but to the hero, his honor was paramount. He could not endure insults, and he felt that he had to protect his reputation — even unto death.
The hero's duty was to fight, and the only way he had of gaining glory and immortality was through heroic action on the battlefield; thus, he continually prepared his life for the life-and-death risks of battle. The Homeric hero believed that men had to stand together in battle; men had to respect each other; and they had to refrain from excessive cruelty.
This last condition was critically important for the Homeric hero. He loathed deliberate acts of cruelty and injustice. If he were ready to kill a victim, he believed that he should do it quickly; he was not to mutilate him, as Achilles does with Hektor's body.
By following this code, a hero gained a sense of dignity and a reputation for honor that would ensure his place in the social memory of his community. The Homeric hero lived by strict social and cultural norms that would guide his life at home and on the battlefield. His position as a hero depended upon understanding his place in society and performing in accordance with society's expectations.
He accepted the pattern of a hero, which included a hero's suffering and a hero's death. When the hero expressed himself in words, he believed that his thoughts were derived from either society or a god. Nothing came from within. In his soliloquies, the hero speaks to "his own great-hearted spirit" as though it were another person helping him make the right decisions.
Communal honor was vital to the Homeric hero's status; his whole world revolved around his relationship with his family and city. If he lost the personal honor or glory that was accorded him by his community, he felt that life had lost its meaning. Achilles, for example, feels that he has lost his honor when Agamemnon takes Briseis from him.
He feels a sense of rejection, and even Agamemnon's later offer of gifts in order to bring Achilles back to the fighting is futile because Achilles realizes that he will lose even more honor if he accepts Agamemnon's gifts. The hero's social responsibility was essential to maintain his status, but the only way to establish his status was through his performance as a hero in combat on the battlefield.
Furthermore, he had to show respect for and respond to social situations and mores; he had to respect his superiors and show loyalty to his friends, and he could in no way disgrace himself, his family, or his community.
However, it was no disgrace to withdraw from an impossible situation because it was all a warrior could do at times. Patroklos, however, forgets this principle, as well as Achilles' warning not to drive the Trojans back to their city.
Patroklos fails because he becomes irrational and allows pride to overcome his reason. The Homeric community depended upon their heroes to defend its social and religious rites and all other facets of community life.
Being a hero was a social responsibility that entitled a man to social status, and a warrior defined and justified his social status only on the battlefield. The hero in Homeric culture recognized the rightness of his community's anger.
For example, when Agamemnon strips Achilles of his war prize, Agamemnon places the responsibility for his actions on Zeus and Destiny.
He says, "It is the god who accomplishes all things" and he claims that "Delusion" entangled him. Similarly, when Achilles ponders whether or not to draw his sword against Agamemnon, Athena grabs him by the hair and warns him against fighting with Agamemnon.
Clearly, Achilles does not assume responsibility either for his anger or for his not killing Agamemnon. In fact, neither Achilles nor Agamemnon recognizes a personal responsibility for their emotional and physical responses, even though both men are on the edge of violence.
To the Homeric hero, an outside force initiates action and thought — hence, personal responsibility is not an issue for a hero's decision to follow the dictates of an outside force.
A hero always had two choices: He could follow an external force, or he could make his own personal decisions. This idea derives from the concept that a man became a hero because he possessed certain qualities.
Among those qualities is heroic balance, which requires a hero to insist upon his greatness and maintain a proper modesty before the gods. He had to know himself and be able to evaluate and act upon a situation.
He also had to recognize the time when the gods withdrew their help, and at that time the hero had to withdraw from battle.
If he failed to recognize how much his action was ruled by the gods, he lost his heroic balance and made a tragic error. If he failed to follow the gods and made his own decisions, he had to live with the shame of his mistake, and when he erred, he lost approval and honor.
The hero's fear of disgrace aidos governed his response to all social situations and to the judgements of others.The Characteristics of Homeric Hero in the Iliad by Homer The Iliad outlines and explains the features of a Homeric Hero.
The Homeric hero strives to be the very best among his peers. Arête is achieved by one’s actions, generally in battle and is a combination of qualities such as courage, honour (‘time’) and sacrifice.([good] Homeric heroes possessed these qualities and they were recognised by the audience of the epics.
In the Iliad certain heroic characters play major roles in the battles even though the reader knows that many more common soldiers must be involved.
The heroes, however, are presented literally as greater human beings than the ordinary warriors. Some may have a divine or semi-divine parent, though. Jun 29, · The Homeric Hero Thetis Bringing Armor to Achilles by Benjamin West Additionally, what are the chief characteristics of Homer's Heroes?
Remember that we are looking at the concept of heroism in its objective form.
Homeric Iliad is a kind of complement to Bible. The main characteristics of the Iliad such as Achilles, Hector. The notion of personal honor is prevalent throughout the timberdesignmag.com honor of every person in Homeric culture was important, but to the hero, his honor was paramount.
The allegorist Theagenes of Rhegium is said to have defended Homer by arguing that the Homeric poems are allegories. The Iliad and the Odyssey were widely used as school texts in ancient Greek and Hellenistic cultures. They were the first literary works taught to all students. | <urn:uuid:7da25a8b-edd7-49f5-a90d-95404012f5cb> | CC-MAIN-2020-05 | https://daralogozixupo.timberdesignmag.com/the-qualities-of-homeric-hero-in-the-iliad-by-homer-6057pa.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00273.warc.gz | en | 0.986765 | 1,448 | 4.15625 | 4 | [
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0.54279649257659... | 2 | Heroes In the Iliad certain heroic characters play major roles in the battles even though the reader knows that many more common soldiers must be involved. The heroes, however, are presented literally as greater human beings than the ordinary warriors.
The honor of every person in Homeric culture was important, but to the hero, his honor was paramount. He could not endure insults, and he felt that he had to protect his reputation — even unto death.
The hero's duty was to fight, and the only way he had of gaining glory and immortality was through heroic action on the battlefield; thus, he continually prepared his life for the life-and-death risks of battle. The Homeric hero believed that men had to stand together in battle; men had to respect each other; and they had to refrain from excessive cruelty.
This last condition was critically important for the Homeric hero. He loathed deliberate acts of cruelty and injustice. If he were ready to kill a victim, he believed that he should do it quickly; he was not to mutilate him, as Achilles does with Hektor's body.
By following this code, a hero gained a sense of dignity and a reputation for honor that would ensure his place in the social memory of his community. The Homeric hero lived by strict social and cultural norms that would guide his life at home and on the battlefield. His position as a hero depended upon understanding his place in society and performing in accordance with society's expectations.
He accepted the pattern of a hero, which included a hero's suffering and a hero's death. When the hero expressed himself in words, he believed that his thoughts were derived from either society or a god. Nothing came from within. In his soliloquies, the hero speaks to "his own great-hearted spirit" as though it were another person helping him make the right decisions.
Communal honor was vital to the Homeric hero's status; his whole world revolved around his relationship with his family and city. If he lost the personal honor or glory that was accorded him by his community, he felt that life had lost its meaning. Achilles, for example, feels that he has lost his honor when Agamemnon takes Briseis from him.
He feels a sense of rejection, and even Agamemnon's later offer of gifts in order to bring Achilles back to the fighting is futile because Achilles realizes that he will lose even more honor if he accepts Agamemnon's gifts. The hero's social responsibility was essential to maintain his status, but the only way to establish his status was through his performance as a hero in combat on the battlefield.
Furthermore, he had to show respect for and respond to social situations and mores; he had to respect his superiors and show loyalty to his friends, and he could in no way disgrace himself, his family, or his community.
However, it was no disgrace to withdraw from an impossible situation because it was all a warrior could do at times. Patroklos, however, forgets this principle, as well as Achilles' warning not to drive the Trojans back to their city.
Patroklos fails because he becomes irrational and allows pride to overcome his reason. The Homeric community depended upon their heroes to defend its social and religious rites and all other facets of community life.
Being a hero was a social responsibility that entitled a man to social status, and a warrior defined and justified his social status only on the battlefield. The hero in Homeric culture recognized the rightness of his community's anger.
For example, when Agamemnon strips Achilles of his war prize, Agamemnon places the responsibility for his actions on Zeus and Destiny.
He says, "It is the god who accomplishes all things" and he claims that "Delusion" entangled him. Similarly, when Achilles ponders whether or not to draw his sword against Agamemnon, Athena grabs him by the hair and warns him against fighting with Agamemnon.
Clearly, Achilles does not assume responsibility either for his anger or for his not killing Agamemnon. In fact, neither Achilles nor Agamemnon recognizes a personal responsibility for their emotional and physical responses, even though both men are on the edge of violence.
To the Homeric hero, an outside force initiates action and thought — hence, personal responsibility is not an issue for a hero's decision to follow the dictates of an outside force.
A hero always had two choices: He could follow an external force, or he could make his own personal decisions. This idea derives from the concept that a man became a hero because he possessed certain qualities.
Among those qualities is heroic balance, which requires a hero to insist upon his greatness and maintain a proper modesty before the gods. He had to know himself and be able to evaluate and act upon a situation.
He also had to recognize the time when the gods withdrew their help, and at that time the hero had to withdraw from battle.
If he failed to recognize how much his action was ruled by the gods, he lost his heroic balance and made a tragic error. If he failed to follow the gods and made his own decisions, he had to live with the shame of his mistake, and when he erred, he lost approval and honor.
The hero's fear of disgrace aidos governed his response to all social situations and to the judgements of others.The Characteristics of Homeric Hero in the Iliad by Homer The Iliad outlines and explains the features of a Homeric Hero.
The Homeric hero strives to be the very best among his peers. Arête is achieved by one’s actions, generally in battle and is a combination of qualities such as courage, honour (‘time’) and sacrifice.([good] Homeric heroes possessed these qualities and they were recognised by the audience of the epics.
In the Iliad certain heroic characters play major roles in the battles even though the reader knows that many more common soldiers must be involved.
The heroes, however, are presented literally as greater human beings than the ordinary warriors. Some may have a divine or semi-divine parent, though. Jun 29, · The Homeric Hero Thetis Bringing Armor to Achilles by Benjamin West Additionally, what are the chief characteristics of Homer's Heroes?
Remember that we are looking at the concept of heroism in its objective form.
Homeric Iliad is a kind of complement to Bible. The main characteristics of the Iliad such as Achilles, Hector. The notion of personal honor is prevalent throughout the timberdesignmag.com honor of every person in Homeric culture was important, but to the hero, his honor was paramount.
The allegorist Theagenes of Rhegium is said to have defended Homer by arguing that the Homeric poems are allegories. The Iliad and the Odyssey were widely used as school texts in ancient Greek and Hellenistic cultures. They were the first literary works taught to all students. | 1,410 | ENGLISH | 1 |
As a historic peace church, how do we understand the meaning of “true” peace? As we reflect on Martin Luther King Jr. Day, we can see how our understanding of peace amidst race relations has changed over the years.
If we look back to the time of slavery, we can see that Brethren were ahead of their time. Before the civil war, Brethren had already decided that slavery was against their beliefs and went counter to Scripture. Even in the 1700s, Brethren were holding yearly meetings, now known as Annual Conference. Statements against slavery can be found in minutes from these yearly meetings as early as 1782 when the Brethren unanimously decided that members of the denomination could not purchase or keep slaves. As a denomination, the Brethren “outlawed” slavery 80 years before the end of the Civil War, well before the Civil War was even a thought. As the years progressed, they also decided that those joining the denomination had to release their slaves, and members of the denomination could not accept labor from other people’s slaves. The statements were expanded on and reaffirmed throughout the 1800s.
There is no true peace without justice.
However, were the Brethren advocating for justice? Were the Brethren abolitionists advocating for the end of all slavery? In short, the answer is no. While the Brethren were against having slaves of their own or using slave labor, very few Brethren participated in actions to free others’ slaves. They did not pursue the freedom of all slaves. They simply restricted their own use of slaves, seeing slavery as sinful, which was still revolutionary in their time. But should they have done more? Should the Brethren have participated in anti-slavery efforts for the whole country, in addition to their own personal choice of not holding slaves? The Brethren’s stance worked toward the absence of tension between the Brethren and people of color, but was it true peace if it wasn’t advocating for justice of all?
As we move forward in history to the Civil Rights Movement, the Brethren’s story shifts. Many Brethren participated in various anti-racist efforts, working toward justice for all Black Americans, including 200 Brethren who participated in the March on Washington. Below are several stories of Brethren during the Civil Rights Movement:
Lunch Counter Sit-ins
While a student at Fisk University, Paul Laprad participated in nonviolent, peaceful sit-ins at the lunch counter. However, those sit-ins were often marred by violence and beatings in response to their protests. As a young white man, Paul received some of the most severe beatings because he was standing—well sitting—in solidarity with his fellow Black Americans.
MLK in Chicago
Tom Wilson was a pastor in Chicago, Illinois. During his pastorate, he worked alongside Martin Luther King Jr. for two years. Jim Poling, the assistant pastor of First Church in Chicago gives the account of walking into the church, and there was Martin Luther King Jr. standing in the office at his desk. Tom Wilson and Dr. King worked toward open housing and eliminating the slums of Chicago.
A group of Brethren including Ralph Smetzler and Juniata College faculty and students went down to Selma, Alabama following Bloody Sunday, a march where civil rights activists were attacked during a march. The Brethren went to Selma trying to promote peace between the white and black communities. During one of the following marches, there was so much violence in a counter protest that two of the faculty from Juniata were injured.
Each of these stories is about peaceful action promoting justice for Black Americans. Instead of simply trying to work toward an absence of tension between Brethren and Black Americans, many Brethren worked alongside Black Americans and Dr. Martin Luther King Jr. for equality —for justice.
“True peace is not merely the absence of tension; it is the presence of justice.”
The irony is that justice is found through the tension. If we only seek the absence of tension as peace, we avoid tension and see the lack of tension in our own lives as peace. True peace is not the absence of tension. True peace is found working through the tension as we advocate for justice.
So as we reflect on Martin Luther King Jr. Day, a few questions to ponder in our current day and work toward anti-racism:
(1) Which efforts from the Brethren were more in line with seeking true peace for Black Americans?
(2) Which efforts align more with how we are currently seeking peace as individuals and as a denomination?
(3) And regardless of our answer above, is there more we could do?
This post was written by Alexandra Toms | <urn:uuid:531bce42-5dae-4f4e-ad6d-4ed4de74dc3f> | CC-MAIN-2020-05 | https://blog.brethren.org/tag/office-of-peacebuilding-and-policy/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00295.warc.gz | en | 0.980101 | 976 | 3.9375 | 4 | [
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0.0167902298... | 20 | As a historic peace church, how do we understand the meaning of “true” peace? As we reflect on Martin Luther King Jr. Day, we can see how our understanding of peace amidst race relations has changed over the years.
If we look back to the time of slavery, we can see that Brethren were ahead of their time. Before the civil war, Brethren had already decided that slavery was against their beliefs and went counter to Scripture. Even in the 1700s, Brethren were holding yearly meetings, now known as Annual Conference. Statements against slavery can be found in minutes from these yearly meetings as early as 1782 when the Brethren unanimously decided that members of the denomination could not purchase or keep slaves. As a denomination, the Brethren “outlawed” slavery 80 years before the end of the Civil War, well before the Civil War was even a thought. As the years progressed, they also decided that those joining the denomination had to release their slaves, and members of the denomination could not accept labor from other people’s slaves. The statements were expanded on and reaffirmed throughout the 1800s.
There is no true peace without justice.
However, were the Brethren advocating for justice? Were the Brethren abolitionists advocating for the end of all slavery? In short, the answer is no. While the Brethren were against having slaves of their own or using slave labor, very few Brethren participated in actions to free others’ slaves. They did not pursue the freedom of all slaves. They simply restricted their own use of slaves, seeing slavery as sinful, which was still revolutionary in their time. But should they have done more? Should the Brethren have participated in anti-slavery efforts for the whole country, in addition to their own personal choice of not holding slaves? The Brethren’s stance worked toward the absence of tension between the Brethren and people of color, but was it true peace if it wasn’t advocating for justice of all?
As we move forward in history to the Civil Rights Movement, the Brethren’s story shifts. Many Brethren participated in various anti-racist efforts, working toward justice for all Black Americans, including 200 Brethren who participated in the March on Washington. Below are several stories of Brethren during the Civil Rights Movement:
Lunch Counter Sit-ins
While a student at Fisk University, Paul Laprad participated in nonviolent, peaceful sit-ins at the lunch counter. However, those sit-ins were often marred by violence and beatings in response to their protests. As a young white man, Paul received some of the most severe beatings because he was standing—well sitting—in solidarity with his fellow Black Americans.
MLK in Chicago
Tom Wilson was a pastor in Chicago, Illinois. During his pastorate, he worked alongside Martin Luther King Jr. for two years. Jim Poling, the assistant pastor of First Church in Chicago gives the account of walking into the church, and there was Martin Luther King Jr. standing in the office at his desk. Tom Wilson and Dr. King worked toward open housing and eliminating the slums of Chicago.
A group of Brethren including Ralph Smetzler and Juniata College faculty and students went down to Selma, Alabama following Bloody Sunday, a march where civil rights activists were attacked during a march. The Brethren went to Selma trying to promote peace between the white and black communities. During one of the following marches, there was so much violence in a counter protest that two of the faculty from Juniata were injured.
Each of these stories is about peaceful action promoting justice for Black Americans. Instead of simply trying to work toward an absence of tension between Brethren and Black Americans, many Brethren worked alongside Black Americans and Dr. Martin Luther King Jr. for equality —for justice.
“True peace is not merely the absence of tension; it is the presence of justice.”
The irony is that justice is found through the tension. If we only seek the absence of tension as peace, we avoid tension and see the lack of tension in our own lives as peace. True peace is not the absence of tension. True peace is found working through the tension as we advocate for justice.
So as we reflect on Martin Luther King Jr. Day, a few questions to ponder in our current day and work toward anti-racism:
(1) Which efforts from the Brethren were more in line with seeking true peace for Black Americans?
(2) Which efforts align more with how we are currently seeking peace as individuals and as a denomination?
(3) And regardless of our answer above, is there more we could do?
This post was written by Alexandra Toms | 955 | ENGLISH | 1 |
Photo by Library of Congress on Wikimedia Commons
Of all the records we have of what people were like in the past, death masks & funerary masks are perhaps the most macabre. This guide to death masks explains why they were made and who they were made for.
What is a death mask?
A death mask is an impression taken of the face of a person who has died, to preserve their likeness. They were used by the Ancient Egyptians and Romans and were still common in the 19th century.
What is a funerary mask?
Funerary masks, sometimes called burial masks, were normally made from wood or stucco. Higher-ranking people received ones made from gold or silver. The Ancient Egyptian funerary mask evolved into full-body inner-coffins that were placed inside sarcophagi.
What is the diffence between a death mask and a funerary mask?
The difference between a death mask and a funerary mask is that the latter was not a stylized version of a human face, but actually an impression of a specific individual.
Death masks were used to preserve likeness of many different people, from the great and good, to criminals. The invention of photography has now made them unnecessary, although they were still being made until the 1930s.
Roman death masks were not impressions of a person’s face, but were sculpted to resemble them. These masks were sometimes worn by an actor during a Roman funeral procession. This type of death mask was also popular from the Middle Ages until the 18th century.
Photo by Metropolitan Museum of Modern Art, New York City, on Wikimedia Commons (public domain)
In the 17th century, artists started making death masks by covering the person’s face in wax or clay and leaving it to set to produce a cast. The cast was removed from the person’s face and filled with plaster or bronze.
Who made deaths masks?
Many ancient cultures, including the Incas, Ancient Egyptians and Romans used death or funerary masks.
Some Ancient Egyptian death masks, such as that of Tutankamun, were portraits painted during their lifetimes that were attached to their coffins after they died.
Photo by Carsten Frenzl on Flickr
An alternative practice inspired by death masks, were life masks, made while the subject was still alive. Life masks were also made as a memorial to someone and generally involved a similar process. The only difference was ensuring that the subject was able to breathe!
The life mask of George Washington, made when he was 53 years old, has been used to recreate life-size models of him. Abraham Lincoln also had two life masks made for him; the first one was made shortly after he won the Republican nomination for the Presidency and the second one only a few months before he was assassinated.
The life mask of the famous Sauk warrior, Black Hawk ((Ma-ka-tai-me-she-kia-kiak) is on display in the Black Hawk State Historical Site in Illinois.
Photo by Bill Whittaker on Wikimedia Commons
Why were death masks made?
Ancient cultures, such as the Egyptians, made funerary masks to protect the person who had died in the afterlife.
Since the later Middle Ages, Europeans made death masks to preserve the likeness of the person. In the 16th century they were sometimes used as models for carving a relief of the person on their tomb.
Until the 20th century it remained common practice in the United States and Europe, especially France, to produce death masks for nobility and politicians. The death mask of Aaron Burr is kept by the New York Historical Society.
Photo by New York Historical Society on Wikimedia Commons
Since the 18th century death masks have been sought by practitioners of the pseudoscience ‘phrenology,’ which was based on the incorrect assumptions that the shape of a person’s skull determined their personality and intellect.
Death masks of notable figures, such as scientists and writers, were often made, however, phrenologists like Robert Noel were interested in trying to predict criminal behavior and studied the features of death masks taken from people hanged for crimes.
Famous criminals whose likenesses were preserved in death masks include Ned Kelly and John Dillinger. The mask of Dillinger's face was alledgedly made secretly, without permission from the FBI, in the mortuary after the gangster was killed in a police ambush.
Death masks were also made for more benign reasons, particularly as models for posthumous portraits or busts.
One of the most famous death masks in history is the Inconnue de la Seine (Unknown Woman of the Seine), sometimes called La Belle Italienne.
The body of a dead woman was rescued from the river Seine in Paris and displayed in the mortuary so that she could be claimed by someone who knew her. A pathologist in the mortuary was so enchanted by her beauty that he commissioned a death mask of her. It was displayed in the artist’s workshop and reproductions of it became popular pieces of art in the late 19th century.
Some people, including the Parisienne Police responsible for retrieving drowned people from the Seine, believe that the serene features and expression of the Inconnue de la Seine death mask are not compatible with drowning, which usually causes swelling accelerates decomposition.
Even if we will never know how it was made, the Inconnue de la Seine is perhaps one of the most important death masks in the world; it was the model for Rescusci-Anne, the standard CPR-doll used in first aid training.
Photos by gourami watcher (public domain) and Phil Parker on Wikimedia Commons
Who makes death masks now?
The popularity of death masks started to decline in the late 19th century and early 20th century. When Queen Victoria died her grandson, Kaiser Wilhelm II, Emperor of Germany, tried to have a death mask made for her, but was stopped by members of her British family who knew how much she disliked them.
The death mask of James Joyce, who died in 1946, is on display in the James Joyce Tower and Museum in Dublin.
Photo by Phil Parker on Wikimedia Commons
The invention of photography and the discreditation of phrenology have made death masks unnecessary for their primary purposes in western cultures.
Some artists do make masks of people who are still alive, which can be kept as a memorial after the model has died, but these are called life casts, and are often made of other body parts, such as hands.
Where can you find death masks now?
You can find collections of death masks on display in several museums. The Lawrence Hutton Collection of Life and Death Masks at Princeton University Library is the largest collection of death masks in the United States.
Death masks of criminals created for phrenological studies were often kept in the museums of medical schools, who also used the criminals bodies for their anatomical studies. The Phrenological Society of Edinburgh in Scotland amassed a collection of 2,000 death masks.
The British National Portrait Gallery in London keeps a collection of death masks, which includes impressions of Sir Isaac Newton, William Makepeace Thackeray and John Keats.
Many famous death masks are kept in private collections. In 2013 a death mask of Napoleon Bonaparte was sold at auction by Bonhams of London for £169,250 ($209329.25). The original copy of Napoleon's death mask was made of plaster.
Photo by Rama on Wikimedia Commons
If you enjoyed reading this explanation of death masks, there are lots of other interesting posts on the tradition and cultures of funerals on Funeral Guide’s blog post. | <urn:uuid:f8984ed9-03d7-4694-a815-0b910362e886> | CC-MAIN-2020-05 | https://www.funeralguide.com/blog/death-masks | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251789055.93/warc/CC-MAIN-20200129071944-20200129101944-00113.warc.gz | en | 0.981227 | 1,588 | 3.46875 | 3 | [
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Of all the records we have of what people were like in the past, death masks & funerary masks are perhaps the most macabre. This guide to death masks explains why they were made and who they were made for.
What is a death mask?
A death mask is an impression taken of the face of a person who has died, to preserve their likeness. They were used by the Ancient Egyptians and Romans and were still common in the 19th century.
What is a funerary mask?
Funerary masks, sometimes called burial masks, were normally made from wood or stucco. Higher-ranking people received ones made from gold or silver. The Ancient Egyptian funerary mask evolved into full-body inner-coffins that were placed inside sarcophagi.
What is the diffence between a death mask and a funerary mask?
The difference between a death mask and a funerary mask is that the latter was not a stylized version of a human face, but actually an impression of a specific individual.
Death masks were used to preserve likeness of many different people, from the great and good, to criminals. The invention of photography has now made them unnecessary, although they were still being made until the 1930s.
Roman death masks were not impressions of a person’s face, but were sculpted to resemble them. These masks were sometimes worn by an actor during a Roman funeral procession. This type of death mask was also popular from the Middle Ages until the 18th century.
Photo by Metropolitan Museum of Modern Art, New York City, on Wikimedia Commons (public domain)
In the 17th century, artists started making death masks by covering the person’s face in wax or clay and leaving it to set to produce a cast. The cast was removed from the person’s face and filled with plaster or bronze.
Who made deaths masks?
Many ancient cultures, including the Incas, Ancient Egyptians and Romans used death or funerary masks.
Some Ancient Egyptian death masks, such as that of Tutankamun, were portraits painted during their lifetimes that were attached to their coffins after they died.
Photo by Carsten Frenzl on Flickr
An alternative practice inspired by death masks, were life masks, made while the subject was still alive. Life masks were also made as a memorial to someone and generally involved a similar process. The only difference was ensuring that the subject was able to breathe!
The life mask of George Washington, made when he was 53 years old, has been used to recreate life-size models of him. Abraham Lincoln also had two life masks made for him; the first one was made shortly after he won the Republican nomination for the Presidency and the second one only a few months before he was assassinated.
The life mask of the famous Sauk warrior, Black Hawk ((Ma-ka-tai-me-she-kia-kiak) is on display in the Black Hawk State Historical Site in Illinois.
Photo by Bill Whittaker on Wikimedia Commons
Why were death masks made?
Ancient cultures, such as the Egyptians, made funerary masks to protect the person who had died in the afterlife.
Since the later Middle Ages, Europeans made death masks to preserve the likeness of the person. In the 16th century they were sometimes used as models for carving a relief of the person on their tomb.
Until the 20th century it remained common practice in the United States and Europe, especially France, to produce death masks for nobility and politicians. The death mask of Aaron Burr is kept by the New York Historical Society.
Photo by New York Historical Society on Wikimedia Commons
Since the 18th century death masks have been sought by practitioners of the pseudoscience ‘phrenology,’ which was based on the incorrect assumptions that the shape of a person’s skull determined their personality and intellect.
Death masks of notable figures, such as scientists and writers, were often made, however, phrenologists like Robert Noel were interested in trying to predict criminal behavior and studied the features of death masks taken from people hanged for crimes.
Famous criminals whose likenesses were preserved in death masks include Ned Kelly and John Dillinger. The mask of Dillinger's face was alledgedly made secretly, without permission from the FBI, in the mortuary after the gangster was killed in a police ambush.
Death masks were also made for more benign reasons, particularly as models for posthumous portraits or busts.
One of the most famous death masks in history is the Inconnue de la Seine (Unknown Woman of the Seine), sometimes called La Belle Italienne.
The body of a dead woman was rescued from the river Seine in Paris and displayed in the mortuary so that she could be claimed by someone who knew her. A pathologist in the mortuary was so enchanted by her beauty that he commissioned a death mask of her. It was displayed in the artist’s workshop and reproductions of it became popular pieces of art in the late 19th century.
Some people, including the Parisienne Police responsible for retrieving drowned people from the Seine, believe that the serene features and expression of the Inconnue de la Seine death mask are not compatible with drowning, which usually causes swelling accelerates decomposition.
Even if we will never know how it was made, the Inconnue de la Seine is perhaps one of the most important death masks in the world; it was the model for Rescusci-Anne, the standard CPR-doll used in first aid training.
Photos by gourami watcher (public domain) and Phil Parker on Wikimedia Commons
Who makes death masks now?
The popularity of death masks started to decline in the late 19th century and early 20th century. When Queen Victoria died her grandson, Kaiser Wilhelm II, Emperor of Germany, tried to have a death mask made for her, but was stopped by members of her British family who knew how much she disliked them.
The death mask of James Joyce, who died in 1946, is on display in the James Joyce Tower and Museum in Dublin.
Photo by Phil Parker on Wikimedia Commons
The invention of photography and the discreditation of phrenology have made death masks unnecessary for their primary purposes in western cultures.
Some artists do make masks of people who are still alive, which can be kept as a memorial after the model has died, but these are called life casts, and are often made of other body parts, such as hands.
Where can you find death masks now?
You can find collections of death masks on display in several museums. The Lawrence Hutton Collection of Life and Death Masks at Princeton University Library is the largest collection of death masks in the United States.
Death masks of criminals created for phrenological studies were often kept in the museums of medical schools, who also used the criminals bodies for their anatomical studies. The Phrenological Society of Edinburgh in Scotland amassed a collection of 2,000 death masks.
The British National Portrait Gallery in London keeps a collection of death masks, which includes impressions of Sir Isaac Newton, William Makepeace Thackeray and John Keats.
Many famous death masks are kept in private collections. In 2013 a death mask of Napoleon Bonaparte was sold at auction by Bonhams of London for £169,250 ($209329.25). The original copy of Napoleon's death mask was made of plaster.
Photo by Rama on Wikimedia Commons
If you enjoyed reading this explanation of death masks, there are lots of other interesting posts on the tradition and cultures of funerals on Funeral Guide’s blog post. | 1,581 | ENGLISH | 1 |
The Shishunaga Dynasty (also Sishunaga/Shaishunaga Dynasty) ruled the Magadha Kingdom in ancient India from c. 413 BCE to c. 345 BCE (in some sources from 421 BCE). It is said to be the third imperial dynasty of Magadha after the Brihadratha and the Haryanka, though the Brihadratha Dynasty is considered as mythical now. The first ruler of the dynasty was Shishunaga himself after whom it has been named, who came to power when the people revolted against the earlier Haryanka Dynasty in the 5th century BCE. The Shishunaga Dynasty had a very short reign before it was succeeded by the Nandas and then the Mauryas, but it too contributed to the solid foundation of the Magadhan Empire which was to dominate the Indian subcontinent for the upcoming centuries.
India Before the Shishunagas
After the Vedic civilization took its roots in the Indian subcontinent from around 1500 BCE, various political units rose in northern and northwestern India. This changed from the 6th century BCE onwards when some kingdoms rose to the east in the fertile Indo-Gangetic plains. During this time, the Indian subcontinent formed mainly into two political units – the Janapadas (which roughly means foothold of the common people) and the Mahajanapadas (the greater foothold of the people). There were 16 Mahajanapadas, and in the 6th century BCE, four out of them became very powerful – Kosala, Avanti, Vatsa, and finally Magadha. The ancient kingdom of Kosala falls roughly to some parts of the present-day Uttar Pradesh state in India. Avanti was Central India and now the states of Madhya Pradesh and Chhattisgarh, and Vatsa was also another part of modern Uttar Pradesh state.
The most powerful of them was Magadha, which would go on to dominate the entire subcontinent during the time of the Mauryas. All the polities close to Magadha except Avanti were defeated in battle and gradually annexed by the warrior king of Ajatashatru (r. c. 493/492 BCE - c. 462/460 BCE) of the Haryanka Dynasty. He also defeated the powerful confederation of the Vrijjis to the immediate north with their capital at Vaishali after 16 years of ancient Indian warfare from c. 484 BCE to c. 468 BCE. By the time Shishunaga ascended to the throne, Magadha, roughly corresponding to the present-day provinces of Bihar, Jharkhand, Uttar Pradesh, Odisha, West Bengal, and the countries of Bangladesh and Nepal, had a very effective system of administration and government, a powerful army and a flourishing trade network.
Not much is known about Shishunaga’s life and childhood. The Buddhist accounts only say that he was a very efficient official of Magadha who surely would have impressed the citizens through hard work and honesty and hence rose to the pinnacle. The literature of those times gives a vivid background story of his rise to power. Before the Shishunagas, the erstwhile Haryanka Dynasty rulers were succeeded to the throne one by one through patricides from the time of the King Ajatashatru. This continuous internal family bloodshed angered the common people who deposed the last ruler of that dynasty, probably by the name of Nagadasaka, and chose the most qualified official of the kingdom.
Shishunaga inherited the vast territory and the resources of Magadha. The region of Magadha, which is Bihar today is traditionally rich in mineral resources, iron ores to manufacture weapons, and jungles with its woods and elephants to help the army. Its fields too yielded enough crops to feed huge armies, and the Haryanka kings starting from the rule of Bimbisara, capitalized on this. Shishunaga further strengthened the Magadhan army during his time, and his greatest military achievement, which even surpassed his predecessors, was to successfully fight the Avanti Kingdom and vanquish them in the process. From Shishunaga’s time, Avanti became a part of Magadha and the Pradyota Dynasty of Avanti ceased to exist.
Shishunaga was succeeded by his son Kalashoka, but not much is known about his military achievements. He must have basked in the glory of his father’s conquests mostly. Kalashoka had ten sons who followed him but the records are very obscure. They were said to have divided the kingdom amongst themselves, instead of selecting one able brother to the throne. This considerably weakened the empire in the later years, and a quick downfall followed.
Ever since the advent of the Vedas after 1500 BCE, ancient Indian society had been divided into four main castes of Brahmins, Kshatriya, Vaishyas, and Shudras and turned into a sphere of influence of the Brahmins. However, since the concentration of civilization was mainly focused on the northwest at that time, the east of India remained outside the ambit of the Vedic corpus. This was probably the reason why other philosophies and thoughts developed mainly in this part of India. It is quite important to note that during the time of the politically and militarily aggressive Haryanka Dynasty, both Buddhism and Jainism took its deep roots in the east of the Indian subcontinent.
Both these religions preached peace and asceticism and ironically both were massively supported by the Haryanka rulers. The Magadha Empire continued their support for Buddhism, Jainism, Ajivikaism, and other faiths under the Shishunagas. The Second Buddhist Council took place in Vaishali during their rule (the first probably being held under the aegis of the Haryanka). Future Magadhan emperors continued to support Buddhism and Jainism, much to the consternation of the Brahmins. Though the Magadhan rulers did not oppose Hinduism, it could not take deeper roots there at that time.
Not much is known now about the rule of Kalashoka. He initially served as the viceroy of the important city of Varanasi (Kashi) during his father Shishunaga’s rule. However, other than the Second Buddhist Council which took place under his rule c. 383 BCE, his reign will also be remembered for the important incident of the final transfer of the Magadhan capital to Pataliputra (modern Patna), a fortified town developed once by Ajatashatru and his son Udaya. It was a time of fast Magadhan expansion, and Kalashoka must have continued the existing system of administration and military, with traditionally the four units of cavalry, chariots, infantry, and elephants.
The facts are more obscure towards the end of the Shishunaga Dynasty rule than in the beginning. The last Shishunaga king as per the Puranas of Hinduism was Mahanandin. Mahanandin was probably a grandson of Kalashoka; he may have been a son of Nandivardhan, who was one of the sons of Kalashoka, but whether he was one of Kalashoka's sons or a grandson cannot be ascertained without further archaeological evidence.
Tradition says that Kalashoka was brutally murdered by having a knife thrust in his throat by a Shudra, a low caste man who usurped the throne and formed the Nanda Dynasty. If this had indeed been true, it would not have been possible for his sons and his grandson Mahanandin to rule. Some of the Puranas also say that it was actually Mahanandin who was brutally murdered by a Shudra lover of his wife (who was probably assisted by the woman too). That Shudra lover formed the dynasty of the Nandas and became its first ruler by the name of Mahapadma Nanda. This is more likely to be true with Mahanandin as the last Shishunaga ruler. The Buddhist text ‘Mahabodhivamsa’ also gives the names of the ten sons of Kalashoka; Nandivardhan's name is also mentioned, who was probably Mahanandin’s father.
Tradition also says that Mahapadma Nanda, also mentioned as Ugrasena Nanda, was an illegitimate son of the last Shishunaga ruler Mahanandin. Whatever the truth, it is now quite certain that around 345 BCE, the Shishunaga line came to an end. The Nanda Dynasty started with Mahapadma Nanda’s rule and was later succeeded by the Mauryas who took the Magadhan Empire to its pinnacle.
Though the Shishunaga Dynasty was a short one and not much is known about them beyond Shishunaga himself, who rose through hard work and intelligence from the position of an officer in the empire, they helped in the process of making Magadha the most powerful kingdom in the Indian subcontinent which saw its greatest extent under Ashoka Maurya. Under the Shishunagas, as under other Magadhan dynasties, various philosophies and religions also flourished, especially Buddhism and Jainism. The rulers were also culturally inclined and supported various vocations. However, the dynasties also saw bloodshed, intrigues, politics, and treacheries. It was a time of change and upheavals, and the various rulers also gave an impetus to their following rulers to expand. | <urn:uuid:32c0f667-ea1a-418a-9713-102da2705c13> | CC-MAIN-2020-05 | https://www.ancient.eu/Shishunaga_Dynasty/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00227.warc.gz | en | 0.981072 | 2,009 | 4.0625 | 4 | [
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0.155674785375... | 5 | The Shishunaga Dynasty (also Sishunaga/Shaishunaga Dynasty) ruled the Magadha Kingdom in ancient India from c. 413 BCE to c. 345 BCE (in some sources from 421 BCE). It is said to be the third imperial dynasty of Magadha after the Brihadratha and the Haryanka, though the Brihadratha Dynasty is considered as mythical now. The first ruler of the dynasty was Shishunaga himself after whom it has been named, who came to power when the people revolted against the earlier Haryanka Dynasty in the 5th century BCE. The Shishunaga Dynasty had a very short reign before it was succeeded by the Nandas and then the Mauryas, but it too contributed to the solid foundation of the Magadhan Empire which was to dominate the Indian subcontinent for the upcoming centuries.
India Before the Shishunagas
After the Vedic civilization took its roots in the Indian subcontinent from around 1500 BCE, various political units rose in northern and northwestern India. This changed from the 6th century BCE onwards when some kingdoms rose to the east in the fertile Indo-Gangetic plains. During this time, the Indian subcontinent formed mainly into two political units – the Janapadas (which roughly means foothold of the common people) and the Mahajanapadas (the greater foothold of the people). There were 16 Mahajanapadas, and in the 6th century BCE, four out of them became very powerful – Kosala, Avanti, Vatsa, and finally Magadha. The ancient kingdom of Kosala falls roughly to some parts of the present-day Uttar Pradesh state in India. Avanti was Central India and now the states of Madhya Pradesh and Chhattisgarh, and Vatsa was also another part of modern Uttar Pradesh state.
The most powerful of them was Magadha, which would go on to dominate the entire subcontinent during the time of the Mauryas. All the polities close to Magadha except Avanti were defeated in battle and gradually annexed by the warrior king of Ajatashatru (r. c. 493/492 BCE - c. 462/460 BCE) of the Haryanka Dynasty. He also defeated the powerful confederation of the Vrijjis to the immediate north with their capital at Vaishali after 16 years of ancient Indian warfare from c. 484 BCE to c. 468 BCE. By the time Shishunaga ascended to the throne, Magadha, roughly corresponding to the present-day provinces of Bihar, Jharkhand, Uttar Pradesh, Odisha, West Bengal, and the countries of Bangladesh and Nepal, had a very effective system of administration and government, a powerful army and a flourishing trade network.
Not much is known about Shishunaga’s life and childhood. The Buddhist accounts only say that he was a very efficient official of Magadha who surely would have impressed the citizens through hard work and honesty and hence rose to the pinnacle. The literature of those times gives a vivid background story of his rise to power. Before the Shishunagas, the erstwhile Haryanka Dynasty rulers were succeeded to the throne one by one through patricides from the time of the King Ajatashatru. This continuous internal family bloodshed angered the common people who deposed the last ruler of that dynasty, probably by the name of Nagadasaka, and chose the most qualified official of the kingdom.
Shishunaga inherited the vast territory and the resources of Magadha. The region of Magadha, which is Bihar today is traditionally rich in mineral resources, iron ores to manufacture weapons, and jungles with its woods and elephants to help the army. Its fields too yielded enough crops to feed huge armies, and the Haryanka kings starting from the rule of Bimbisara, capitalized on this. Shishunaga further strengthened the Magadhan army during his time, and his greatest military achievement, which even surpassed his predecessors, was to successfully fight the Avanti Kingdom and vanquish them in the process. From Shishunaga’s time, Avanti became a part of Magadha and the Pradyota Dynasty of Avanti ceased to exist.
Shishunaga was succeeded by his son Kalashoka, but not much is known about his military achievements. He must have basked in the glory of his father’s conquests mostly. Kalashoka had ten sons who followed him but the records are very obscure. They were said to have divided the kingdom amongst themselves, instead of selecting one able brother to the throne. This considerably weakened the empire in the later years, and a quick downfall followed.
Ever since the advent of the Vedas after 1500 BCE, ancient Indian society had been divided into four main castes of Brahmins, Kshatriya, Vaishyas, and Shudras and turned into a sphere of influence of the Brahmins. However, since the concentration of civilization was mainly focused on the northwest at that time, the east of India remained outside the ambit of the Vedic corpus. This was probably the reason why other philosophies and thoughts developed mainly in this part of India. It is quite important to note that during the time of the politically and militarily aggressive Haryanka Dynasty, both Buddhism and Jainism took its deep roots in the east of the Indian subcontinent.
Both these religions preached peace and asceticism and ironically both were massively supported by the Haryanka rulers. The Magadha Empire continued their support for Buddhism, Jainism, Ajivikaism, and other faiths under the Shishunagas. The Second Buddhist Council took place in Vaishali during their rule (the first probably being held under the aegis of the Haryanka). Future Magadhan emperors continued to support Buddhism and Jainism, much to the consternation of the Brahmins. Though the Magadhan rulers did not oppose Hinduism, it could not take deeper roots there at that time.
Not much is known now about the rule of Kalashoka. He initially served as the viceroy of the important city of Varanasi (Kashi) during his father Shishunaga’s rule. However, other than the Second Buddhist Council which took place under his rule c. 383 BCE, his reign will also be remembered for the important incident of the final transfer of the Magadhan capital to Pataliputra (modern Patna), a fortified town developed once by Ajatashatru and his son Udaya. It was a time of fast Magadhan expansion, and Kalashoka must have continued the existing system of administration and military, with traditionally the four units of cavalry, chariots, infantry, and elephants.
The facts are more obscure towards the end of the Shishunaga Dynasty rule than in the beginning. The last Shishunaga king as per the Puranas of Hinduism was Mahanandin. Mahanandin was probably a grandson of Kalashoka; he may have been a son of Nandivardhan, who was one of the sons of Kalashoka, but whether he was one of Kalashoka's sons or a grandson cannot be ascertained without further archaeological evidence.
Tradition says that Kalashoka was brutally murdered by having a knife thrust in his throat by a Shudra, a low caste man who usurped the throne and formed the Nanda Dynasty. If this had indeed been true, it would not have been possible for his sons and his grandson Mahanandin to rule. Some of the Puranas also say that it was actually Mahanandin who was brutally murdered by a Shudra lover of his wife (who was probably assisted by the woman too). That Shudra lover formed the dynasty of the Nandas and became its first ruler by the name of Mahapadma Nanda. This is more likely to be true with Mahanandin as the last Shishunaga ruler. The Buddhist text ‘Mahabodhivamsa’ also gives the names of the ten sons of Kalashoka; Nandivardhan's name is also mentioned, who was probably Mahanandin’s father.
Tradition also says that Mahapadma Nanda, also mentioned as Ugrasena Nanda, was an illegitimate son of the last Shishunaga ruler Mahanandin. Whatever the truth, it is now quite certain that around 345 BCE, the Shishunaga line came to an end. The Nanda Dynasty started with Mahapadma Nanda’s rule and was later succeeded by the Mauryas who took the Magadhan Empire to its pinnacle.
Though the Shishunaga Dynasty was a short one and not much is known about them beyond Shishunaga himself, who rose through hard work and intelligence from the position of an officer in the empire, they helped in the process of making Magadha the most powerful kingdom in the Indian subcontinent which saw its greatest extent under Ashoka Maurya. Under the Shishunagas, as under other Magadhan dynasties, various philosophies and religions also flourished, especially Buddhism and Jainism. The rulers were also culturally inclined and supported various vocations. However, the dynasties also saw bloodshed, intrigues, politics, and treacheries. It was a time of change and upheavals, and the various rulers also gave an impetus to their following rulers to expand. | 1,996 | ENGLISH | 1 |
From “The Human Condition: A User’s Manual,” by Arnold Kunst
Blood transfusions began in the 1600’s. The first known case was of a 15-year-old boy receiving about 12 ounces of sheep’s blood.
As you can imagine, in those early days the thing was hit and miss. For example, people thought that volatile, hot-tempered people could be calmed by giving them the blood of a docile sheep or a cow. Even so, there were concerns about long-term changes and mutations. Would the patient with sheep’s blood in his veins end up with a sheep's head? Samuel Pepys mused in his diary about the possibilities: "This did give occasion to many pretty wishes, as of the blood of a Quaker to be let into an Archbishop, and such like."
What was cutting-edge back then has, of course, become commonplace. We should be careful about the condescension thing, though. Like us, they were reacting to something completely new as best they could – we must honor the courage of our forebearers in much the same way that our descendents should honor our courage dealing with what, to them, may seem equally goofy. | <urn:uuid:e2f043e0-a517-4588-a1e2-18b39defb162> | CC-MAIN-2020-05 | http://lucidspeaker.blogspot.com/2017/11/maybe-ozymandias-wasnt-as-consequential.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00409.warc.gz | en | 0.984633 | 256 | 3.40625 | 3 | [
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0.35016837716... | 1 | From “The Human Condition: A User’s Manual,” by Arnold Kunst
Blood transfusions began in the 1600’s. The first known case was of a 15-year-old boy receiving about 12 ounces of sheep’s blood.
As you can imagine, in those early days the thing was hit and miss. For example, people thought that volatile, hot-tempered people could be calmed by giving them the blood of a docile sheep or a cow. Even so, there were concerns about long-term changes and mutations. Would the patient with sheep’s blood in his veins end up with a sheep's head? Samuel Pepys mused in his diary about the possibilities: "This did give occasion to many pretty wishes, as of the blood of a Quaker to be let into an Archbishop, and such like."
What was cutting-edge back then has, of course, become commonplace. We should be careful about the condescension thing, though. Like us, they were reacting to something completely new as best they could – we must honor the courage of our forebearers in much the same way that our descendents should honor our courage dealing with what, to them, may seem equally goofy. | 248 | ENGLISH | 1 |
Mafdet's head on the bed where the mummy is placed
|Name in hieroglyphs|
In early Egyptian mythology, Mafdet (also spelled Maftet) was a goddess who protected against snakes and scorpions and was often represented as either some sort of felid or mongoose. She is present in the Egyptian pantheon as early as the First Dynasty. Mafdet was the deification of legal justice, or possibly of capital punishment. She was also associated with the protection of the king's chambers and other sacred places, and with protection against venomous animals, which were seen as transgressors against Maat.
Since venomous animals such as scorpions and snakes are killed by felines, Mafdet was seen as a feline goddess, although it is uncertain whether alternately, she also was meant to be a cat, African civet, or a mongoose. In reflection of the manner in which these animals kill snakes, she was given titles such as "slayer of serpents".
Mafdet was prominent during the reign of the First Dynasty pharaoh Den, whose image appears on stone vessel fragments from his tomb and is mentioned in a dedicatory entry in the Palermo Stone. She is also mentioned in the Pyramid Texts of the Old Kingdom as protecting the sun god Ra from poisonous snakes.
In art, Mafdet was shown as a feline, a woman with a feline head, or a feline with the head of a woman.
She also was depicted as a feline running up the side of an executioner's staff of office. It was said that Mafdet ripped out the hearts of wrong-doers, delivering them to the pharaoh's feet like cats that present humans with rodents or birds they have killed or maimed. | <urn:uuid:00edd1c5-3f78-45c2-8a20-eb85b4ca4fc5> | CC-MAIN-2020-05 | http://wiki-offline.jakearchibald.com/wiki/Mafdet | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592636.25/warc/CC-MAIN-20200118135205-20200118163205-00118.warc.gz | en | 0.987858 | 376 | 3.3125 | 3 | [
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0.234351769089698... | 1 | Mafdet's head on the bed where the mummy is placed
|Name in hieroglyphs|
In early Egyptian mythology, Mafdet (also spelled Maftet) was a goddess who protected against snakes and scorpions and was often represented as either some sort of felid or mongoose. She is present in the Egyptian pantheon as early as the First Dynasty. Mafdet was the deification of legal justice, or possibly of capital punishment. She was also associated with the protection of the king's chambers and other sacred places, and with protection against venomous animals, which were seen as transgressors against Maat.
Since venomous animals such as scorpions and snakes are killed by felines, Mafdet was seen as a feline goddess, although it is uncertain whether alternately, she also was meant to be a cat, African civet, or a mongoose. In reflection of the manner in which these animals kill snakes, she was given titles such as "slayer of serpents".
Mafdet was prominent during the reign of the First Dynasty pharaoh Den, whose image appears on stone vessel fragments from his tomb and is mentioned in a dedicatory entry in the Palermo Stone. She is also mentioned in the Pyramid Texts of the Old Kingdom as protecting the sun god Ra from poisonous snakes.
In art, Mafdet was shown as a feline, a woman with a feline head, or a feline with the head of a woman.
She also was depicted as a feline running up the side of an executioner's staff of office. It was said that Mafdet ripped out the hearts of wrong-doers, delivering them to the pharaoh's feet like cats that present humans with rodents or birds they have killed or maimed. | 367 | ENGLISH | 1 |
As December draws to a close, the month contains an important milestone in the history of Louisiana politics. On Dec. 9th 1872 Pinckney Benton Stewart “P.B.S” Pinchback became the first African-American Governor of Louisiana.
Born free to a white father and mulatto mother, Pinchback would become a prominent figure during the Civil War being one of the few commissioned African-American officers to serve in the Union Army.
He would lead severalcompanies for the 1st Louisiana Native Guard, a regiment made up entirely of African-American soldiers.
Although he rose up to the rank of Captain, Pinchback was passed over for several promotions in favor of white officers. Growing tired of the prejudice he endured during his time in the military, Pinchback would eventually move to New Orleans where his political career began.
He became a rising star in the political scene during the Reconstruction Era. Pinchback became a Louisiana State Senator in 1868 during a unique time in history when half of the State House of Representatives, and seven of 36 seats in the State Senate were held by people of African-American descent.
After becoming Senate President pro tempore, Pinchback succeeded Oscar Dunn as Lieutenant Governor after Dunn passed away. However, his term as Governor would be born of partisan scandal and political controversy.
In 1872, Governor Henry Clay Warmoth had impeachment charges brought against him due to disputes over certifying returns of the disputed gubernatorial election, in which both Democrat John McEnery and Republican William Kellogg claimed victory.
While the impeachment hearing was taking place, Warmoth had to step down as Governor. Pinchback would swear the oath of office and become the Governor of Louisiana in the interim. He served for six weeks from December of 1872 until January 13 1873.
When impeachment charges were dropped against Warmoth, Democrat John McEnery was sworn in as Governor of Louisiana.
Pinchback would remain active in politics and public service throughout his life. Notably he joined the Comité des Citoyens (Citizens' Committee) that led to the historic civil rights case Plessey vs. Ferguson in 1896.
Pinchback would spend the remainder of his life living in Washington D.C. where he lived in a large mansion. When he died in 1923 his body was laid to rest in Metairie Cemetery in New Orleans. | <urn:uuid:e89433d2-7279-488b-9324-1df1934ce106> | CC-MAIN-2020-05 | https://www.leesvilledailyleader.com/news/20191226/remembering-pbs-pinchback-louisianas-first-black-governor | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00284.warc.gz | en | 0.98879 | 491 | 3.765625 | 4 | [
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0.24147099256515... | 5 | As December draws to a close, the month contains an important milestone in the history of Louisiana politics. On Dec. 9th 1872 Pinckney Benton Stewart “P.B.S” Pinchback became the first African-American Governor of Louisiana.
Born free to a white father and mulatto mother, Pinchback would become a prominent figure during the Civil War being one of the few commissioned African-American officers to serve in the Union Army.
He would lead severalcompanies for the 1st Louisiana Native Guard, a regiment made up entirely of African-American soldiers.
Although he rose up to the rank of Captain, Pinchback was passed over for several promotions in favor of white officers. Growing tired of the prejudice he endured during his time in the military, Pinchback would eventually move to New Orleans where his political career began.
He became a rising star in the political scene during the Reconstruction Era. Pinchback became a Louisiana State Senator in 1868 during a unique time in history when half of the State House of Representatives, and seven of 36 seats in the State Senate were held by people of African-American descent.
After becoming Senate President pro tempore, Pinchback succeeded Oscar Dunn as Lieutenant Governor after Dunn passed away. However, his term as Governor would be born of partisan scandal and political controversy.
In 1872, Governor Henry Clay Warmoth had impeachment charges brought against him due to disputes over certifying returns of the disputed gubernatorial election, in which both Democrat John McEnery and Republican William Kellogg claimed victory.
While the impeachment hearing was taking place, Warmoth had to step down as Governor. Pinchback would swear the oath of office and become the Governor of Louisiana in the interim. He served for six weeks from December of 1872 until January 13 1873.
When impeachment charges were dropped against Warmoth, Democrat John McEnery was sworn in as Governor of Louisiana.
Pinchback would remain active in politics and public service throughout his life. Notably he joined the Comité des Citoyens (Citizens' Committee) that led to the historic civil rights case Plessey vs. Ferguson in 1896.
Pinchback would spend the remainder of his life living in Washington D.C. where he lived in a large mansion. When he died in 1923 his body was laid to rest in Metairie Cemetery in New Orleans. | 501 | ENGLISH | 1 |
When the U.S federal income tax was enacted in 1913, the top rate was just 7%. By the end of World War I, rates had been greatly increased at all income levels, with the top rate jacked up to 77% for income over US$1‑million. After five years of very high tax rates, rates were cut sharply under the Revenue Acts of 1921, 1924 and 1926. The combined top marginal normal and surtax rate fell from 73% to 58% in 1922, and then to 50% in 1923 (income over US$200,000). In 1924, the top tax rate fell to 46% (income over US$500,000). The top rate was just 25% (income over US$100,000) from 1925 to 1928, and then fell to 24% in 1929.
Treasury secretary Andrew Mellon knew that high tax rates caused the tax base to contract and that lower rates would boost economic growth. In 1924, Mellon noted: “The history of taxation shows that taxes which are inherently excessive are not paid. The high rates inevitably put pressure upon the taxpayer to withdraw his capital from productive business.” He received strong support from president Calvin Coolidge, who argued that “the wise and correct course to follow in taxation and all other economic legislation is not to destroy those who have already secured success but to create conditions under which every one will have a better chance to be successful.”
It is often assumed that broad cuts in income tax rates only benefit the rich and thrust a larger share of the tax burden on the poor. But detailed Internal Revenue Service data show that the across‐the‐board rate cuts of the early 1920s — including large cuts at the top end — resulted in greater tax payments and a larger tax share paid by those with high incomes. As the marginal tax rate on those high‐income earners was cut sharply from 60% or more (to a maximum of 73%) to just 25%, taxes paid by that group soared from roughly US$300-billion to US$700-billion per year. The share of overall income taxes paid by the group rose from about one‐third in the early 1920s to almost two‐thirds by the late 1920s. (Note that inflation was virtually zero between 1922 and 1930, thus the tax amounts shown for that period are essentially real changes).
The tax cuts allowed the U.S. economy to grow rapidly during the mid‐ and late 1920s. Between 1922 and 1929, real gross national product grew at an annual average rate of 4.7% and the unemployment rate fell from 6.7% to 3.2%. The Mellon tax cuts restored incentives to work, save and invest, and discouraged the use of tax shelters.
The rising tide of strong economic growth lifted all boats. At the top end, total income grew as a result of many more people becoming prosperous, rather than a fixed number of high earners getting greatly richer. For example, between 1922 and 1928, the average income reported on tax returns of those earning more than US$100,000 increased 15%, but the number of taxpayers in that group almost quadrupled. During the same period, the number of taxpayers earning between US$10,000 and US$100,000 increased 84%, while the number reporting income of less than US$10,000 fell.
The decade of the 1920s had started with very high tax rates and an economic recession. Tax rates were massively increased in 1917 at all income levels. Rates were increased again in 1918. Real GNP fell in 1919, 1920 and 1921 with a total three‐year fall of 16%. (Deflation between 1920 and 1922 may also help explain the drop in tax revenues in those years).
As tax rates were cut in the mid‐1920s, total tax revenues initially fell. But as the economy responded and began growing quickly, revenues soared as incomes rose. By 1928, revenues had surpassed the 1920 level even though tax rates had been dramatically cut.
The tax cuts of the 1920s were the first federal experiment with supply‐side income tax rate cuts. Data for the period show an initial decline in federal revenues as tax rates were cut, but revenues grew strongly during the subsequent economic expansion. After the cuts, total tax payments and the share of total taxes paid by the top income earners soared. | <urn:uuid:8c2fa090-a2e2-4db2-a668-d586248d7b94> | CC-MAIN-2020-05 | https://www.cato.org/publications/commentary/lower-taxes-greater-growth | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00241.warc.gz | en | 0.98209 | 879 | 4.09375 | 4 | [
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0.63442432880401... | 1 | When the U.S federal income tax was enacted in 1913, the top rate was just 7%. By the end of World War I, rates had been greatly increased at all income levels, with the top rate jacked up to 77% for income over US$1‑million. After five years of very high tax rates, rates were cut sharply under the Revenue Acts of 1921, 1924 and 1926. The combined top marginal normal and surtax rate fell from 73% to 58% in 1922, and then to 50% in 1923 (income over US$200,000). In 1924, the top tax rate fell to 46% (income over US$500,000). The top rate was just 25% (income over US$100,000) from 1925 to 1928, and then fell to 24% in 1929.
Treasury secretary Andrew Mellon knew that high tax rates caused the tax base to contract and that lower rates would boost economic growth. In 1924, Mellon noted: “The history of taxation shows that taxes which are inherently excessive are not paid. The high rates inevitably put pressure upon the taxpayer to withdraw his capital from productive business.” He received strong support from president Calvin Coolidge, who argued that “the wise and correct course to follow in taxation and all other economic legislation is not to destroy those who have already secured success but to create conditions under which every one will have a better chance to be successful.”
It is often assumed that broad cuts in income tax rates only benefit the rich and thrust a larger share of the tax burden on the poor. But detailed Internal Revenue Service data show that the across‐the‐board rate cuts of the early 1920s — including large cuts at the top end — resulted in greater tax payments and a larger tax share paid by those with high incomes. As the marginal tax rate on those high‐income earners was cut sharply from 60% or more (to a maximum of 73%) to just 25%, taxes paid by that group soared from roughly US$300-billion to US$700-billion per year. The share of overall income taxes paid by the group rose from about one‐third in the early 1920s to almost two‐thirds by the late 1920s. (Note that inflation was virtually zero between 1922 and 1930, thus the tax amounts shown for that period are essentially real changes).
The tax cuts allowed the U.S. economy to grow rapidly during the mid‐ and late 1920s. Between 1922 and 1929, real gross national product grew at an annual average rate of 4.7% and the unemployment rate fell from 6.7% to 3.2%. The Mellon tax cuts restored incentives to work, save and invest, and discouraged the use of tax shelters.
The rising tide of strong economic growth lifted all boats. At the top end, total income grew as a result of many more people becoming prosperous, rather than a fixed number of high earners getting greatly richer. For example, between 1922 and 1928, the average income reported on tax returns of those earning more than US$100,000 increased 15%, but the number of taxpayers in that group almost quadrupled. During the same period, the number of taxpayers earning between US$10,000 and US$100,000 increased 84%, while the number reporting income of less than US$10,000 fell.
The decade of the 1920s had started with very high tax rates and an economic recession. Tax rates were massively increased in 1917 at all income levels. Rates were increased again in 1918. Real GNP fell in 1919, 1920 and 1921 with a total three‐year fall of 16%. (Deflation between 1920 and 1922 may also help explain the drop in tax revenues in those years).
As tax rates were cut in the mid‐1920s, total tax revenues initially fell. But as the economy responded and began growing quickly, revenues soared as incomes rose. By 1928, revenues had surpassed the 1920 level even though tax rates had been dramatically cut.
The tax cuts of the 1920s were the first federal experiment with supply‐side income tax rate cuts. Data for the period show an initial decline in federal revenues as tax rates were cut, but revenues grew strongly during the subsequent economic expansion. After the cuts, total tax payments and the share of total taxes paid by the top income earners soared. | 1,055 | ENGLISH | 1 |
Remembering D-Day: How the country learned what happened June 6, 1944 | John Appleyard
For many who have come upon senior years, there may be an ongoing habit of remembering where one was, what one was doing when some significant event took place. Most of the few who remain have one such date: June 6, 1944.
In 1944, the onset of the date's event was no surprise. For weeks the press — working with severe restrictions — had told readers or listeners that the day was coming when Allied forces would act to raise the final curtain on the drama that had been World War II in Europe. Americans already had been supplied with stories that had told of the war in North Africa and Italy. Now they knew that the European continent itself would be assaulted, to remove the concrete and human grip that Hitler's legions had imposed.
Into June, stories suggested that "The Day" was coming! Where the strike would fall, and what should those at home hope for and expect, all of these were the subject of conversations in most every village and city. When? Where? How would this ultimately affect those at home? Everyone wondered.
Perhaps a personal account will be justified in recalling that day. Our hospital was in the mid-stages of final training, working in Camp Shelby, Mississippi. As with other organizations, our rumor mill had been working overtime because the event, and its timing, might mean a more rapid summons to activity for our 400-bed facility.
The morning of June 6 proceeded like many others. We had completed two hours of classroom academics on care and wounds and injuries. Then there had been an hour of physical drill, under the very warm Mississippi sun. At noon, the drill broke and the more than 200 men drifted toward the mess hall. As we entered, eyes quickly fell upon a cluster of a dozen men, gathered around Sgt. Henry Leader, who was proud owner of a portable radio. One or two of the newcomers began to talk, but those bent over the sergeant and the radio urged them to silence.
"LISTEN!" Leader hissed. And we did.
There, coming over the scratchy international band of the local radio station was a voice methodically, carefully presenting details. Immediately all listeners could understand; this was what we'd been waiting for, expecting. D-Day had begun!
Those initial news briefs were just that — briefs, basic words that said that in the day's dawn hours, the Allied forces, with the airborne's work already done, now were attempting to bring literally hundreds of vessels of all types to the shoreline, to allow the invading infantry and support vehicles to move onshore, and already some had succeed. The broadcast details were brief, small. But now the day was here!
More Appleyard columns:
► Behind the music: Reynalds Music House on Garden Street is small slice of Pensacola past
► The city's history: Julee Cottage offers special glimpse into Pensacola history
► Visit from a historic ship: Elcano Spanish tall ship first visited Pensacola in 1959
There wasn't a whole lot of eating done that noon hour. Men scooped what they might hold, then tried to get an ear close to the radio's sounds. Through that hour that was the drill! In that hour, the facts available were few, but the basic understanding was clear. The war's focus was about to change.
In days that followed, the media presented what facts were made available, though to this day some of those who listened that noontime may remember: Background events had begun in prior months as the southern tier of England became a giant military warehouse. The ports had been filled with readied shipping, and in the country-side, several score open spaces had been made ready for use by fighters and bombers.
Those following the details later learned that over 3 million allied soldiers, sailors and airmen had been in readiness on June 6. When the attack was launched, over 175,000 became involved, someway. Included on the supply ships were over 20,000 vehicles of many types, and that included 1,500 tanks that were to come ashore (some with considerable difficulty). Earlier, President Roosevelt had predicted that the war effort would require construction of 50,000 aircraft. He proved to be some 30,000 short in is estimate, and on that D-Day morning, there were 12,000 craft airborne, some carrying troops, others bringing a second wave of supplies.
The June 6 details have been recorded in countless books, many fine documentary films and countless motion pictures. The stories have been told and retold, as they deserved to be. The actions on June 6 represented the largest amphibious assault ever attempted. There were many causalities, some disappointments. But when the final chapter of the war in Europe was written, when hostilities ended May 8, 1945, those who had listened in advance, and who had gathered such details as were available on D-Day, would give thanks. The event was a supreme effort; it represented the first scene in the final chapter of Hitler's conquest of Europe.
Yes, the very mention of an oncoming June 6 does trigger memories. That June date is worthy of remembering.
John Appleyard is a Pensacola historian and writes a weekly historical column in the Pensacola News Journal. His 15-minute films about Pensacola are viewable, without-charge, Tuesday through Saturday, 10 a.m. to 4:30 p.m. in The Cottage, 213 E. Zaragoza St. | <urn:uuid:5c1638f0-5a60-469a-81ae-ebb4ecd431a1> | CC-MAIN-2020-05 | https://www.pnj.com/story/news/2019/06/06/remembering-d-day-how-country-learned-what-happened-june-6-1944/1355570001/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00180.warc.gz | en | 0.987045 | 1,146 | 3.265625 | 3 | [
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0.46956768631935... | 1 | Remembering D-Day: How the country learned what happened June 6, 1944 | John Appleyard
For many who have come upon senior years, there may be an ongoing habit of remembering where one was, what one was doing when some significant event took place. Most of the few who remain have one such date: June 6, 1944.
In 1944, the onset of the date's event was no surprise. For weeks the press — working with severe restrictions — had told readers or listeners that the day was coming when Allied forces would act to raise the final curtain on the drama that had been World War II in Europe. Americans already had been supplied with stories that had told of the war in North Africa and Italy. Now they knew that the European continent itself would be assaulted, to remove the concrete and human grip that Hitler's legions had imposed.
Into June, stories suggested that "The Day" was coming! Where the strike would fall, and what should those at home hope for and expect, all of these were the subject of conversations in most every village and city. When? Where? How would this ultimately affect those at home? Everyone wondered.
Perhaps a personal account will be justified in recalling that day. Our hospital was in the mid-stages of final training, working in Camp Shelby, Mississippi. As with other organizations, our rumor mill had been working overtime because the event, and its timing, might mean a more rapid summons to activity for our 400-bed facility.
The morning of June 6 proceeded like many others. We had completed two hours of classroom academics on care and wounds and injuries. Then there had been an hour of physical drill, under the very warm Mississippi sun. At noon, the drill broke and the more than 200 men drifted toward the mess hall. As we entered, eyes quickly fell upon a cluster of a dozen men, gathered around Sgt. Henry Leader, who was proud owner of a portable radio. One or two of the newcomers began to talk, but those bent over the sergeant and the radio urged them to silence.
"LISTEN!" Leader hissed. And we did.
There, coming over the scratchy international band of the local radio station was a voice methodically, carefully presenting details. Immediately all listeners could understand; this was what we'd been waiting for, expecting. D-Day had begun!
Those initial news briefs were just that — briefs, basic words that said that in the day's dawn hours, the Allied forces, with the airborne's work already done, now were attempting to bring literally hundreds of vessels of all types to the shoreline, to allow the invading infantry and support vehicles to move onshore, and already some had succeed. The broadcast details were brief, small. But now the day was here!
More Appleyard columns:
► Behind the music: Reynalds Music House on Garden Street is small slice of Pensacola past
► The city's history: Julee Cottage offers special glimpse into Pensacola history
► Visit from a historic ship: Elcano Spanish tall ship first visited Pensacola in 1959
There wasn't a whole lot of eating done that noon hour. Men scooped what they might hold, then tried to get an ear close to the radio's sounds. Through that hour that was the drill! In that hour, the facts available were few, but the basic understanding was clear. The war's focus was about to change.
In days that followed, the media presented what facts were made available, though to this day some of those who listened that noontime may remember: Background events had begun in prior months as the southern tier of England became a giant military warehouse. The ports had been filled with readied shipping, and in the country-side, several score open spaces had been made ready for use by fighters and bombers.
Those following the details later learned that over 3 million allied soldiers, sailors and airmen had been in readiness on June 6. When the attack was launched, over 175,000 became involved, someway. Included on the supply ships were over 20,000 vehicles of many types, and that included 1,500 tanks that were to come ashore (some with considerable difficulty). Earlier, President Roosevelt had predicted that the war effort would require construction of 50,000 aircraft. He proved to be some 30,000 short in is estimate, and on that D-Day morning, there were 12,000 craft airborne, some carrying troops, others bringing a second wave of supplies.
The June 6 details have been recorded in countless books, many fine documentary films and countless motion pictures. The stories have been told and retold, as they deserved to be. The actions on June 6 represented the largest amphibious assault ever attempted. There were many causalities, some disappointments. But when the final chapter of the war in Europe was written, when hostilities ended May 8, 1945, those who had listened in advance, and who had gathered such details as were available on D-Day, would give thanks. The event was a supreme effort; it represented the first scene in the final chapter of Hitler's conquest of Europe.
Yes, the very mention of an oncoming June 6 does trigger memories. That June date is worthy of remembering.
John Appleyard is a Pensacola historian and writes a weekly historical column in the Pensacola News Journal. His 15-minute films about Pensacola are viewable, without-charge, Tuesday through Saturday, 10 a.m. to 4:30 p.m. in The Cottage, 213 E. Zaragoza St. | 1,192 | ENGLISH | 1 |
Religious Changes under Mary I (How Popular were the Changes? (But…
Religious Changes under Mary I
What were Mary's religious Aims?
Mary was a devout Catholic, she believed that Edward's early death was a miracle and a sign that God was on her side
Undo religious changes made since 1529
restore papal authority
Restore trad. Catholic beliefs including transubstantiation
Re-establish dissolved religious houses
end clerical marriage and restore status of priests
Secure a long-term future for Catholicism by marrying and having children
persecute those who didn't agree with her views
There were concerns that Mary would progress too quickly- even Charles V and Pope Julius III were concerned Mary could provoke unrest
How Popular were the Changes?
Large numbers turned out for Mary's coronation suggesting her rule was welcome and most were willing to conform to her religious views.
Mary failed to see that many stanch Catholics had remained loyal to the Tudor state under Henry and Edward and had profited form the dissolution of the monestaries
Parliament met in 1533 and refused to repeal the Act of supremacy, suggesting some anti-papal feeling.
However parliament did pass an Act of Repeal in 1533 which undid the changes made by Edward and restored the religious situation to that of 1547 under the Act of Six Articles
No serious opposition when Mary used the Royal Prerogative to suspend the Second Act of Uniformity and restore mass
However there was some opposition- Wyatt's Rebellion 1554 shows displeasure with religious situation- could be a reaction towards a Spanish marriage which would make it easier to implement catholic changes
But Wyatt's Rebellion took place before Mary carried out many religious changes and before the persecution of protestants began- it appears to be more a reaction of fear at having a foreign prince married to Mary than religious changes.
1554 many protestants began to leave England. approx. 800 left.
Royal Injunction 1554 restoring trad. Catholic practices and deprivation (sacking) of married clergy had little opposition
1554 Parliament opposed restoration of heresy laws and didn't agree until Mary promised not to restore former monastic land to the church
However as many MPs had bought monastic land therefore the fact they used the issue of heresy laws to secure their land means they weren't necessarily opposed to the heresy laws
Second Act of Repeal 1554 undid all religious changes since 1529- but Mary had to compromise with land owners preventing a full scale restoration of Catholicism as monasteries couldn't be restored
Reactions to the Persecution
1555 Bishops Ridley and Latimer burnt, followed by Cranmer in 1556. The burning of Cranmer may have seemed necessary to Mary as he had been instrumental in the divorce, however it has been seen as a large error, as his courage and refusal to denounce his protestant beliefs didn't help the Catholic cause
The death of Gardiner in 1555 removed a restraining influence on Mary- he had initially encouraged the persecution of protestants believing it would intimidate them into submission. However he soon became aware that this was not working and might be hardening opposition. His death was followed by an increase in persecutions with 274 executions in the last 3 years if Mary's reign
Large crowds watched the burnings but little evidence of any conversions as a result. The prosecutions only occurred because victims had been reported and local authorities enforced the law, without support of local authorities burnings wouldn't have happened.
Most burnings in south east- more protestants here but also closer to London and therefore gov't. Gov't sent letters to JPs in south encouraging them to act against heretics- need for letters suggests that there was little enthusiasm for burnings and local authorities enforced law because of pressure from central gov't. However JPs had to be reminded of other duties eg. vagrancy laws so general reluctance to enforce law rather than specific reluctance to enforce persecutions.
How far did England become Catholic under Mary?
Mary had a good base of Catholicism to build on because Henry VIII left many Catholic practices in tact.
Many Catholic advances made by Cardinal Pole- driving force behind London Synod which tried to end pluralism and nepotism. Also planned for long-term revival of Catholic Church although not enough time for this to have an effect
In influencing laity gov't used a 2 pronged approach- tried to control protestant literature and attempted to be proactive themselves. However they were not very successful as protestant literature was smuggled into England and many prayer books from Edward's reign still existed meaning a protestant underground could be sustained
Evidence suggests that Catholic worship returned speedily in parishes, suggesting that changes were welcomed by many. Parishers gave large amounts on money to their church to restore traditional religion. Suggests that at a parish level the changes were popular
Many Catholic churches were in poor condition- doesn't mean there was dissatisfaction with Marian church because they had been neglected under Edward as no money was donated for their upkeep.
The most significant obstacle to the long-term revival of Catholicism was Mary's inability to produce an heir, and Elizabeth did not allow Catholicism to continue. However it took Elizabeth a long time to restore Protestantism suggesting Mary's religious policy was a success
Impact of the Burnings
Nearly 300 went to the stake, with most burnings in the south east, London, Canterbury and Colchester
John Foxe's work in his
Acts and Monuments
Book of Martyrs
) has contributed greatly to our understanding of Marian burnings
Burnings began Feb 1555 until just before Mary's death
Foxe suggests that there was considerable opposition to the regime, some have suggested that those who witnessed the burnings were so impressed by the religious dedication of those being burnt that they themselves converted.
Foxe's work must be treated with caution because he was in exile during Mary's reign so didn't actually witness burnings. Also his
Book of Martyrs
was written in Elizabeth's reign therefore opposition to Mary's Catholicism may have been over exaggerated to please the protestant Elizabeth | <urn:uuid:114cbffb-1cef-4a9a-8922-880e89cf94fe> | CC-MAIN-2020-05 | https://coggle.it/diagram/WLAQ3ZExaQABc2DY/t/religious-changes-under-mary-i | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251801423.98/warc/CC-MAIN-20200129164403-20200129193403-00167.warc.gz | en | 0.98388 | 1,253 | 3.515625 | 4 | [
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-0.13021412... | 1 | Religious Changes under Mary I (How Popular were the Changes? (But…
Religious Changes under Mary I
What were Mary's religious Aims?
Mary was a devout Catholic, she believed that Edward's early death was a miracle and a sign that God was on her side
Undo religious changes made since 1529
restore papal authority
Restore trad. Catholic beliefs including transubstantiation
Re-establish dissolved religious houses
end clerical marriage and restore status of priests
Secure a long-term future for Catholicism by marrying and having children
persecute those who didn't agree with her views
There were concerns that Mary would progress too quickly- even Charles V and Pope Julius III were concerned Mary could provoke unrest
How Popular were the Changes?
Large numbers turned out for Mary's coronation suggesting her rule was welcome and most were willing to conform to her religious views.
Mary failed to see that many stanch Catholics had remained loyal to the Tudor state under Henry and Edward and had profited form the dissolution of the monestaries
Parliament met in 1533 and refused to repeal the Act of supremacy, suggesting some anti-papal feeling.
However parliament did pass an Act of Repeal in 1533 which undid the changes made by Edward and restored the religious situation to that of 1547 under the Act of Six Articles
No serious opposition when Mary used the Royal Prerogative to suspend the Second Act of Uniformity and restore mass
However there was some opposition- Wyatt's Rebellion 1554 shows displeasure with religious situation- could be a reaction towards a Spanish marriage which would make it easier to implement catholic changes
But Wyatt's Rebellion took place before Mary carried out many religious changes and before the persecution of protestants began- it appears to be more a reaction of fear at having a foreign prince married to Mary than religious changes.
1554 many protestants began to leave England. approx. 800 left.
Royal Injunction 1554 restoring trad. Catholic practices and deprivation (sacking) of married clergy had little opposition
1554 Parliament opposed restoration of heresy laws and didn't agree until Mary promised not to restore former monastic land to the church
However as many MPs had bought monastic land therefore the fact they used the issue of heresy laws to secure their land means they weren't necessarily opposed to the heresy laws
Second Act of Repeal 1554 undid all religious changes since 1529- but Mary had to compromise with land owners preventing a full scale restoration of Catholicism as monasteries couldn't be restored
Reactions to the Persecution
1555 Bishops Ridley and Latimer burnt, followed by Cranmer in 1556. The burning of Cranmer may have seemed necessary to Mary as he had been instrumental in the divorce, however it has been seen as a large error, as his courage and refusal to denounce his protestant beliefs didn't help the Catholic cause
The death of Gardiner in 1555 removed a restraining influence on Mary- he had initially encouraged the persecution of protestants believing it would intimidate them into submission. However he soon became aware that this was not working and might be hardening opposition. His death was followed by an increase in persecutions with 274 executions in the last 3 years if Mary's reign
Large crowds watched the burnings but little evidence of any conversions as a result. The prosecutions only occurred because victims had been reported and local authorities enforced the law, without support of local authorities burnings wouldn't have happened.
Most burnings in south east- more protestants here but also closer to London and therefore gov't. Gov't sent letters to JPs in south encouraging them to act against heretics- need for letters suggests that there was little enthusiasm for burnings and local authorities enforced law because of pressure from central gov't. However JPs had to be reminded of other duties eg. vagrancy laws so general reluctance to enforce law rather than specific reluctance to enforce persecutions.
How far did England become Catholic under Mary?
Mary had a good base of Catholicism to build on because Henry VIII left many Catholic practices in tact.
Many Catholic advances made by Cardinal Pole- driving force behind London Synod which tried to end pluralism and nepotism. Also planned for long-term revival of Catholic Church although not enough time for this to have an effect
In influencing laity gov't used a 2 pronged approach- tried to control protestant literature and attempted to be proactive themselves. However they were not very successful as protestant literature was smuggled into England and many prayer books from Edward's reign still existed meaning a protestant underground could be sustained
Evidence suggests that Catholic worship returned speedily in parishes, suggesting that changes were welcomed by many. Parishers gave large amounts on money to their church to restore traditional religion. Suggests that at a parish level the changes were popular
Many Catholic churches were in poor condition- doesn't mean there was dissatisfaction with Marian church because they had been neglected under Edward as no money was donated for their upkeep.
The most significant obstacle to the long-term revival of Catholicism was Mary's inability to produce an heir, and Elizabeth did not allow Catholicism to continue. However it took Elizabeth a long time to restore Protestantism suggesting Mary's religious policy was a success
Impact of the Burnings
Nearly 300 went to the stake, with most burnings in the south east, London, Canterbury and Colchester
John Foxe's work in his
Acts and Monuments
Book of Martyrs
) has contributed greatly to our understanding of Marian burnings
Burnings began Feb 1555 until just before Mary's death
Foxe suggests that there was considerable opposition to the regime, some have suggested that those who witnessed the burnings were so impressed by the religious dedication of those being burnt that they themselves converted.
Foxe's work must be treated with caution because he was in exile during Mary's reign so didn't actually witness burnings. Also his
Book of Martyrs
was written in Elizabeth's reign therefore opposition to Mary's Catholicism may have been over exaggerated to please the protestant Elizabeth | 1,290 | ENGLISH | 1 |
Daphne burst into tears when she saw the weird-looking box.
‘Come on, Daphne, it won’t hurt you,’ Dr G Emrys Harries, the medical superintendent comforted her as he took her hand. The large wooden object, an Iron lung, was used to treat polio, a deadly virus that could paralyse chest muscles making it impossible to breathe unaided.
Patients were placed inside these coffin-like boxes so that a vacuum could be formed around their chests, causing their lungs to expand. Air would then be pumped back into the box allowing the users’ lungs to deflate, basically keeping the patient breathing.
These devices still appear alarming to us today; no wonder ten-year-old Daphne was scared at being told she actually had to lie inside it, trapped with only her head poking out of the box.
The ‘iron lung’, or negative pressure ventilator that little Daphne was placed in at Cardiff Isolation Hospital in 1938 had only just arrived at the hospital. Before it was installed, Dr Harries had been very worried about what would happen should a child come to the hospital with chest paralysis. Without a negative pressure ventilator, there was very little that he could do to help these patients. With this in mind, a few months before Daphne became ill, Dr Harries decided to build his own ‘iron lung’ out of wood and other odds and ends.
At a cost of only half a guinea, Harries built a wooden box five and a half feet long, about eighteen inches in depth and two feet wide. He placed the box on a metal bedstead, the joints were sealed and made airtight and a sliding door at the head end (the foot end of the bedstead) was inserted with a circular space for the patients’ head and neck to fit through. A small glass window was inserted near one end for observations and on the top of the box, a large set of leather blacksmiths bellows were fastened, the main expenditure of the project. The bellows had a long handle for hand operation so that the pressure in the box could be increased and decreased as the air was pumped in and out of the wooden chamber. Harries had built a very simple negative pressure ventilator.
When a professionally made metal iron lung was delivered to Cardiff Hospital, the homemade Harries lung was not simply put in a basement to rot. In fact, Harries’ lung was reported to have kept a patient alive for twelve hours a few months after it was built, and it was anecdotally said that the hospital used it up to the 1950s.
As a Science Museum researcher, I came across the articles describing Harries’ efforts with his hand-operated wooden ‘iron lung’ while undertaking my own research.
As I read these articles, I had a light bulb moment. I had seen this object before!
There are many peculiar objects in the Science Museum Group Collection, perhaps to be expected considering its acres of storage.
One of these odd objects is a wooden negative pressure ventilator that sits in the basement of the Blythe House object store between the more conventional ‘Iron lungs’.
The museum database held very little information about it, but it was known that it was given to the Museum by Cardiff Hospital and that it may have been built in the 1940s and used until the 1950s.
I suddenly realised that I had found not only when this object had been built, but by whom and when and where it had been used.
Historical research is long-winded and can be disheartening, but every so often you can find something quite surprising that suddenly uncovers a trove of information about a previously obscure or bizarre object. This was one of those moments and I am very thankful that my time at the Science Museum has allowed me to experience this. | <urn:uuid:cb13009b-7ad1-43d6-8fd6-cc9f7068386a> | CC-MAIN-2020-05 | https://blog.sciencemuseum.org.uk/a-wooden-iron-lung/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00296.warc.gz | en | 0.984789 | 814 | 3.3125 | 3 | [
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0.1985873... | 11 | Daphne burst into tears when she saw the weird-looking box.
‘Come on, Daphne, it won’t hurt you,’ Dr G Emrys Harries, the medical superintendent comforted her as he took her hand. The large wooden object, an Iron lung, was used to treat polio, a deadly virus that could paralyse chest muscles making it impossible to breathe unaided.
Patients were placed inside these coffin-like boxes so that a vacuum could be formed around their chests, causing their lungs to expand. Air would then be pumped back into the box allowing the users’ lungs to deflate, basically keeping the patient breathing.
These devices still appear alarming to us today; no wonder ten-year-old Daphne was scared at being told she actually had to lie inside it, trapped with only her head poking out of the box.
The ‘iron lung’, or negative pressure ventilator that little Daphne was placed in at Cardiff Isolation Hospital in 1938 had only just arrived at the hospital. Before it was installed, Dr Harries had been very worried about what would happen should a child come to the hospital with chest paralysis. Without a negative pressure ventilator, there was very little that he could do to help these patients. With this in mind, a few months before Daphne became ill, Dr Harries decided to build his own ‘iron lung’ out of wood and other odds and ends.
At a cost of only half a guinea, Harries built a wooden box five and a half feet long, about eighteen inches in depth and two feet wide. He placed the box on a metal bedstead, the joints were sealed and made airtight and a sliding door at the head end (the foot end of the bedstead) was inserted with a circular space for the patients’ head and neck to fit through. A small glass window was inserted near one end for observations and on the top of the box, a large set of leather blacksmiths bellows were fastened, the main expenditure of the project. The bellows had a long handle for hand operation so that the pressure in the box could be increased and decreased as the air was pumped in and out of the wooden chamber. Harries had built a very simple negative pressure ventilator.
When a professionally made metal iron lung was delivered to Cardiff Hospital, the homemade Harries lung was not simply put in a basement to rot. In fact, Harries’ lung was reported to have kept a patient alive for twelve hours a few months after it was built, and it was anecdotally said that the hospital used it up to the 1950s.
As a Science Museum researcher, I came across the articles describing Harries’ efforts with his hand-operated wooden ‘iron lung’ while undertaking my own research.
As I read these articles, I had a light bulb moment. I had seen this object before!
There are many peculiar objects in the Science Museum Group Collection, perhaps to be expected considering its acres of storage.
One of these odd objects is a wooden negative pressure ventilator that sits in the basement of the Blythe House object store between the more conventional ‘Iron lungs’.
The museum database held very little information about it, but it was known that it was given to the Museum by Cardiff Hospital and that it may have been built in the 1940s and used until the 1950s.
I suddenly realised that I had found not only when this object had been built, but by whom and when and where it had been used.
Historical research is long-winded and can be disheartening, but every so often you can find something quite surprising that suddenly uncovers a trove of information about a previously obscure or bizarre object. This was one of those moments and I am very thankful that my time at the Science Museum has allowed me to experience this. | 793 | ENGLISH | 1 |
Get help with any kind of project - from a high school essay to a PhD dissertation
Hawthorne's novel, The Scarlett Letter is an American Classic and has been shown to be a fantastic contribution to American Literature. Hawthorne has enabled his viewers insight into a Puritan past that held strict principles and unyielding consequences that he had been too familiar with and haunted by those horror stories of his own heritage headed by his own ancestors. In writing this narrative Hawthorne introduces a realistic picture of the 16th Century and threads the importance of his knowledge of the Transcendentalist movement that brought focus to the nature of the right of people to pursue their normal desire a wonderful comparison to the Puritanic existence he was so habit to. Even though the writer Nathaniel Hawthorne had doubts about the seriousness of his job, his book The Scarlet Letter, published in 1850, gained huge fame and notoriety due to its penetration into a changing American culture and the issues that would shift its' leadership. Hawthorne was born in 1804 on July fourth in Salem Massachusetts. Hawthorne's heritage went back six generations in Salem where he was raised and reared for penis. His own ancestors were there to judge in the Salem Witch Trial of the seventeenth century. This undoubtedly was one of numerous things that shaped and influenced this American author's personality in this and a lot of his other works. The Scarlet Letter is a literary work that can be examined at a feminist perspective. The writer released the character Hester Prynne from prison, "Those who had before known her, and expected to behold her dimmed and obscured by a disastrous cloud, were astonished, and even startled, to perceive how her beauty shone out and made a halo of the misfortune and ignominy in which she had been en... | <urn:uuid:eb71b086-963e-4ace-bc5f-b2f7e94bce90> | CC-MAIN-2020-05 | https://studybay.com/example-works/essay/other/1013417/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00418.warc.gz | en | 0.983017 | 360 | 3.765625 | 4 | [
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0.2272994667291... | 1 | Get help with any kind of project - from a high school essay to a PhD dissertation
Hawthorne's novel, The Scarlett Letter is an American Classic and has been shown to be a fantastic contribution to American Literature. Hawthorne has enabled his viewers insight into a Puritan past that held strict principles and unyielding consequences that he had been too familiar with and haunted by those horror stories of his own heritage headed by his own ancestors. In writing this narrative Hawthorne introduces a realistic picture of the 16th Century and threads the importance of his knowledge of the Transcendentalist movement that brought focus to the nature of the right of people to pursue their normal desire a wonderful comparison to the Puritanic existence he was so habit to. Even though the writer Nathaniel Hawthorne had doubts about the seriousness of his job, his book The Scarlet Letter, published in 1850, gained huge fame and notoriety due to its penetration into a changing American culture and the issues that would shift its' leadership. Hawthorne was born in 1804 on July fourth in Salem Massachusetts. Hawthorne's heritage went back six generations in Salem where he was raised and reared for penis. His own ancestors were there to judge in the Salem Witch Trial of the seventeenth century. This undoubtedly was one of numerous things that shaped and influenced this American author's personality in this and a lot of his other works. The Scarlet Letter is a literary work that can be examined at a feminist perspective. The writer released the character Hester Prynne from prison, "Those who had before known her, and expected to behold her dimmed and obscured by a disastrous cloud, were astonished, and even startled, to perceive how her beauty shone out and made a halo of the misfortune and ignominy in which she had been en... | 375 | ENGLISH | 1 |
May fourth movement of 1919 - 五四运动 Wǔ sì yùn dòng
The May fourth movement of 1919 (one hundred years ago) marked the start of the transformation of China into a modern nation and deserves to be more widely known.
President Xu Shichang delivers a speech to celebrate ending of World War I. 28th November 1918. Image by Unknown ➚ available under a Creative Commons License ➚ The President of the Republic looking like a Western businessman standing in the Forbidden City
China in the early 20th century
Although the Republic of China had been founded on January 1st 1912 the promised reforms went nowhere. The elected consultative assemblies that had been created soon fell apart and Yuan Shikai died soon after attempting to found his own Imperial dynasty. China entered a ‘warlord’ era where provinces were ruled as fiefdoms of militarist leaders, but this emergence of warlords was mainly in the north, in the south enthusiasm for the Republic remained strong. China was at its lowest ebb, bowing to any demand from foreign powers. Sun Yatsen had returned to southern China in 1917 and was calling for a re-unification of the country from his Guangzhou power base.
Even though the ‘Republic’ was the official government, the long hand of dynastic history was still in play. Emperor Puyi still lived in pampered luxury locked behind the walls of the Forbidden City with the title of ‘Emperor’ but no power beyond its walls. Between 1911 and 1924 China had both a President and an Emperor - an absurd state of affairs that could not last. To the vast majority of poor rural people the Imperial system lived on, many expected a new dynasty to be established as had always happened in the past when a dynasty had fallen into decay.
Heads of government wore frock coats at the formal signing of the Treaty of Versailles in 1919. Available under a Creative Commons License ➚ Georges Clemenceau (France); Woodrow Wilson (U.S.); Vittorio Orlando (Italy) with back to camera and David Lloyd George (U.K.) raising his hat to him
The World Situation
In 1895 Germany had taken control of Qingdao, Shandong as a treaty port. [See our extensive section on the development of treaty ports in China]. The port had prospered (including the development of Qingdao [Tsingtao] beer), and so in 1898 Germany expanded its control to a large part of Shandong province 193 sq miles [500 sq kms] on a 99 year lease. Many foreign nations including Europeans, Japan and America were busy building up their interests in China. Indeed Britain and Germany worked together on a joint railway from Tianjin to Pukou which was completed in1912 just before they came to blows in conflict.
Versailles Treay Negotiations. The five great powers occupied the outer seats at the head of the table. Outward from it, back of the seats, were the secretaries. Image by Woodrow Wilson Presidential Library Archives ➚ available under a Creative Commons License ➚ The British Empire has twelve seats; Japan five and China only two. Wellington Koo ➚ was one of the Chinese representatives
The outbreak of the First World War (1914-18) caused investment into China to evaporate. It became evident to all in China that the apparent peacefulness and mutual friendliness of the foreigners was not a permanent state of affairs - they were just as fallible as other nations.
The delegations signing the Treaty of Versailles in the Hall of Mirrors. Image by Helen Johns Kirtland (1890-1979) and Lucian Swift Kirtland (died 1965) available under a Creative Commons License ➚
Mass demonstration in front of the Reichstag against the Treaty of Versailles ("the brutal peace"). 15th May 1919. Available under a Creative Commons License ➚ The German people were as appalled as the Chinese by the terms of the treaty
At the outbreak of war Japan chose to actively support the Allies against Germany/Austro-Hungary. As a long term British ally this was to be expected. Japan seized the opportunity by taking control of German territories. Japan declared war on Germany on 23rd August 1914. China joined the allies three years later on 23rd August 1914. When the war was won in 1918 the victorious allies met together to negotiate the terms of the peace at the Palace of Versailles ➚ - including both China and Japan. The vexed question was what to do about the German overseas territories. China thought it had an agreement that the German occupied lands would be returned to Chinese control on allied victory. The Chinese delegation had demanded the end of the treaty port system, the restoration of Shandong to China and the abolition of the 21 Demands ➚ foisted on China by Japan. The Japanese diktats had been issued in 1915 and included such things as Japanese occupation of Fujian province. What was revealed at the Versailles talks was that the Chinese leader Duan Qirai had made secret deals with the Japanese. These provided Duan with the funds for military campaigns in return for accepting Japanese rights over Shandong. It was the Versailles Treaty that focused growing resentment of the Chinese government's acceptance of the Japanese demands.
The Chinese delegation was primarily led by Wellington Koo ➚ who, although a skilled negotiator, over-estimated his influence on U.S. President Woodrow Wilson. The foreign powers were concerned that restoring Shandong to China would create a dangerous precedent jeopardizing their areas of control within China. Instead the Versailles treaty agreed the transfer of Germany's land leases to Japan. Not only did it stir up trouble in China but the vindictive treatment of Germany led pretty directly to World War 2.
Protest in China
When news reached China that Shandong had been lost at the Versailles negotiations, the response was of shock and horror, it was bad enough to lease land to European powers but to an Asian country, considered once a vassal state, was beyond imagining. The pro-Japanese stance of the Chinese government was brought into question and the May fourth movement was born.
29th November 1919. More than 30,000 male and female students from 34 schools in Beijing gathered in front of Tiananmen Square to denounce the Japanese imperialists for killing the people of Fuzhou and protesting against Japanese ships invading Fuzhou. After the meeting, demonstrations were held, and slogans such as "Strive for Fujian" and "Resist Japan" were sloganed along the way, and more than 100 kinds of flyers were distributed, totaling 78,000. When the brigade went through the General Chamber of Commerce, it also sent representatives to the inside to ask the Beijing Business Bank to boycott Japanese goods and to break the Japanese economy. Image by Sidney D. Gamble available under a Creative Commons License ➚
Group picture probably taken when Kang Youwei (center) was in the United States in 1907. His second daughter, Kang Tongbi, then a student at Barnard College, is seated on Kang's right. Behind her is Luo Chang, then studying at Oxford University, UK. Image by Unknown ➚ available under a Creative Commons License ➚
So on May 4th 1919 over 3,000 students mainly from Beijing (Peking) University gathered in Tiananmen Square at 1:30pm to protest. They marched to the neighboring foreign legation quarter with slogans such as ‘Return Qingdao to Us’ and ‘Boycott Japanese Goods’. Police blocked their way to the legations so the crowd turned their fury on ‘Japanese collaborators’ in the government. The houses of the Pro-Japanese faction including Cao Rulin 曹汝霖 ➚, Zhang Zongxiang 张宗祥 ➚ and Lu Zongyu 陆宗舆 ➚ were attacked. The Chinese minister Cao Rulin's house was ransacked and some of his family and friends were beaten up. These protests were all over by 5:45pm but discontent rumbled on, a strike was called and the Beijing university students refused to attend lectures. On May 7th the students formed an association and sent out messages all over China for others to join the protest. Their call was answered and large rallies at Tianjin, Nanjing, Shanghai, Wuhan, Guangzhou (Canton) and Changsha took place. Mao Zedong, then in Changsha initially took little part; probably because his mother was terminally ill. Chinese rallies in Japan were blocked by armed police. It was the first mass urban protest in Chinese history. The protests continued and 700 students were arrested on June 4th. However these arrests only brought in wider scale support. On June 5th workers began a general strike in Shanghai which grew by June 10th to about 70,000 people.
Deng Yingchao and Zhou Enlai with adopted daughter Sun Weishi. 1949. Image by Unknown ➚ available under a Creative Commons License ➚
Deng Yingchao 邓颖超 ➚ described the events in Tianjin. She became the head of the Tianjin Women's Patriotic Society that held large rallies, printed propaganda and gave speeches in support of the May fourth movement. These protests were aimed principally ‘to save the country’ and not to install democracy or communism. Deng went door to door to spread the message. Zhou Enlai (Premier 1949-76) broke off his studies in Japan to work with a student organization in Tianjin. He became editor of the Tianjin Students Union newspaper which was published every day with 20,000 copies printed. Rallies were obstructed by armed police who often beat up the protestors. A large rally was held on October 10th 1918. Protests were made to Yang Yide (the Chief of Tianjin Police) but by November the protesting organizations were declared illegal and had to carry on in secret. A peaceful rally to deliver a letter of protest to Governor Cao Rui in December was met by further violence. Only after continued protests dragging on into 1920 were all the arrested students released from jail. Deng Yingchao records that female equality was achieved; the two protest groups were initially divided by gender but when they merged they worked together harmoniously with equal status - for the first time in China. Deng Yingchao and Zhou Enlai went on to be married in 1925. There was widespread support among Republican leaders, Sun Yatsen called for the students to be exempted from punishment because of their patriotic motives and at the other end of the reformist spectrum Kang Youwei thought the protests were a valid expression of 'people's rights'.
However the then President of the Republic Xu Shichang 徐世昌 ➚, who like Cai Yuanpei had become one of the last to be prestigious Hanlin Academy scholars, took the conservative view and tried to shutdown debate and protests. At its peak over 1,100 students were arrested and part of Beijing University was converted into prison cells to house them all.
The International Situation
Photo from Peking, a social survey conducted under the auspices of the Princeton university center in China and the Peking Young men's Christian association. c. 1918. Image by Sidney David Gamble available under a Creative Commons License ➚ Student protestors speaking to the public
The background to China's treatment at Versailles needs to be understood to help explain these events. At this time Britain remained a key player, it remained the number one world power and had invested heavily in China. The UK still saw Shanghai and the whole Yangzi valley as an area ripe for development. Shanghai was at the time ‘international’ but dominated by the British who regarded it as Britain’s ‘Open Door into China’. The ‘Great Game’ with Russia had come to an end when Russia joined the alliance against Germany and deposed the Tsarist regime. To avoid deploying British or Indian troops in the region, Britain had turned to Japan as its main ally in the north to frustrate Russian expansion. The Anglo-Japanese Alliance ➚ was signed in 1902. It is not surprising that Britain encouraged Japan's move into Shandong. Indeed British forces helped the Japanese take control in 1914. Britain had already its own foothold in Shandong at Weihaiwei where the port was leased in 1898 for as long as the Russians occupied the Liaoning peninsula.
The Japanese situation is quite hard to understand because of the events that were to follow in World War 2. At the time many Chinese reformers (including Sun Yatsen) had visited Japan to understand its rapid modernization and see how this approach might be applied to China. It was the shining example of how an Asian country could rapidly reform. Japan had a form of constitutional monarchy similar to Britain with the hereditary head of state having little official power. Many saw the Japanese as the natural successors to the Manchus (Qing dynasty) as a race that would conquer China and bring about much needed change. Indeed when the Japanese invaded China in 1937 it took note of the Manchu tactics of 300 years ago. This may seem unrealistic in retrospect but at the time the success of Japanese modernization of Taiwan seemed a reasonable model to apply to China as a whole. Taiwan had become a Japanese possession after the Sino-Japanese War (1894-5) and had remained relatively peaceful and was prospering. As part of the 21 Demands Japan sought to occupy neighboring Fujian province as well. Japan had seized the German Shandong possessions in 1914 and as a war-time ally must surely have expected to cling on to them as a reward for its support.
Meanwhile in south-west China (especially Yunnan), France was extended her influence from French Indo-China and had leased the region of Guangzhouwan in 1898 for 99 years. France must have been keen to avoid the precedent of returning leased land back to China that might damage her colonial system in the area.
It is however the revolution in neighboring Russia that was more significant. Without it the protests would probably have been much more muted and fizzled out. Russia had had its revolution in 1917 and installed a government based on Marxist/Communist ideology. The novelty of a classless society had great appeal to young Chinese.
Cai Yuanpei photograph from his memorial in Shanghai. Image by Mountain available under a Creative Commons License ➚
Central government, such as it existed, eventually caved in to the demands of the May Fourth movement. The leaders of the Pro-Japanese faction were dismissed from government and the students were released without charge. Most importantly the Chinese delegation at Versailles refused to sign the treaty. The main contention - giving Shandong to Japan - had to wait until the Washington Conference ➚ (1921-22) to be finally resolved; there U.S. President Harding concluded an agreement on February 4th 1922 that ordered Japan to revert Shandong to Chinese control. However many Japanese continued to remain there in a privileged position. The success of the May the Fourth movement had wide ranging repercussions. The seeds of a genuine nationalistic mass movement had begun which would ultimately lead to the formation of the Peoples Republic in 1949. China had ‘stood up’ to foreign exploitation for the first time since Lin Zexu burned the opium at Guangzhou in 1840. The reformist vigor had at last spread from the south to all of China.
However it was only urban centers that became politically active, the great majority of Chinese people in rural areas continued life unaffected and barely aware of the protests. China did not follow the same path as Russia had just 18 months before in its October Revolution. Although Marxism was seen as the most appealing philosophy behind the movement, it was nationalistic than communist. The priority was to save the nation and not to change the system. However women's rights was an important part of the message and many young women took an important part in political activities for the first time in Chinese history on an equal footing to men.
The president of Beijing University, Cai Yuanpei 蔡元培 ➚ (1868-1940), was seen as an inspiring figure of the May 4th movement. Hu Shi 胡适 ➚ and Chen Duxiu 陈独秀 ➚ were also active in the early days at the faculty. Chen Duxiu was the editor of the influential ‘New Youth’ periodical which was avidly read by both Jiang Jieshi (Chiang Kaishek) and Mao Zedong; another very famous contributor was Lu Xun. Chen Duxiu went on to co-found the Chinese Communist Party in 1921. In this and other publications the vernacular form of written Chinese became generally accepted and this widely expanded its readership beyond the privileged class of scholars and officials. Some believe this was the most significant achievement of the movement.
Womens' representatives attending the first plenary meeting of the Chinese People's Political Consultative Conference. 1949. Image by Unknown ➚ available under a Creative Commons License ➚
The students were seen as the trailblazers for a new form of society and by writing short periodicals and organizing rallies, the fervor for change was maintained. They had eventually achieved victory over the government by determined action. It made it clear that a national Republican government did have mass appeal.
A Madman's Diary, published in the La Jeunesse (New Youth) magazine Volume 4, Issue 5, now in the collection of the Beijing Lu Xun Museum. Image by Shizhao ➚ available under a Creative Commons License ➚
All this may seem a fairly standard protest movement as has happened all over the world in many countries. But in China the May Fourth Movement was much more than that, it was a pivotal moment when entrenched attitudes were challenged and defeated. The May Fourth event was as significant as the Age of Enlightenment ➚ in Europe. Ideas were no longer the property of just the educated elite but of all of the people. Everyone in China became engaged in working out for themselves the new place for China in the modern world.
Copyright © Chinasage 2012 to 2020
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0.272122740745... | 2 | May fourth movement of 1919 - 五四运动 Wǔ sì yùn dòng
The May fourth movement of 1919 (one hundred years ago) marked the start of the transformation of China into a modern nation and deserves to be more widely known.
President Xu Shichang delivers a speech to celebrate ending of World War I. 28th November 1918. Image by Unknown ➚ available under a Creative Commons License ➚ The President of the Republic looking like a Western businessman standing in the Forbidden City
China in the early 20th century
Although the Republic of China had been founded on January 1st 1912 the promised reforms went nowhere. The elected consultative assemblies that had been created soon fell apart and Yuan Shikai died soon after attempting to found his own Imperial dynasty. China entered a ‘warlord’ era where provinces were ruled as fiefdoms of militarist leaders, but this emergence of warlords was mainly in the north, in the south enthusiasm for the Republic remained strong. China was at its lowest ebb, bowing to any demand from foreign powers. Sun Yatsen had returned to southern China in 1917 and was calling for a re-unification of the country from his Guangzhou power base.
Even though the ‘Republic’ was the official government, the long hand of dynastic history was still in play. Emperor Puyi still lived in pampered luxury locked behind the walls of the Forbidden City with the title of ‘Emperor’ but no power beyond its walls. Between 1911 and 1924 China had both a President and an Emperor - an absurd state of affairs that could not last. To the vast majority of poor rural people the Imperial system lived on, many expected a new dynasty to be established as had always happened in the past when a dynasty had fallen into decay.
Heads of government wore frock coats at the formal signing of the Treaty of Versailles in 1919. Available under a Creative Commons License ➚ Georges Clemenceau (France); Woodrow Wilson (U.S.); Vittorio Orlando (Italy) with back to camera and David Lloyd George (U.K.) raising his hat to him
The World Situation
In 1895 Germany had taken control of Qingdao, Shandong as a treaty port. [See our extensive section on the development of treaty ports in China]. The port had prospered (including the development of Qingdao [Tsingtao] beer), and so in 1898 Germany expanded its control to a large part of Shandong province 193 sq miles [500 sq kms] on a 99 year lease. Many foreign nations including Europeans, Japan and America were busy building up their interests in China. Indeed Britain and Germany worked together on a joint railway from Tianjin to Pukou which was completed in1912 just before they came to blows in conflict.
Versailles Treay Negotiations. The five great powers occupied the outer seats at the head of the table. Outward from it, back of the seats, were the secretaries. Image by Woodrow Wilson Presidential Library Archives ➚ available under a Creative Commons License ➚ The British Empire has twelve seats; Japan five and China only two. Wellington Koo ➚ was one of the Chinese representatives
The outbreak of the First World War (1914-18) caused investment into China to evaporate. It became evident to all in China that the apparent peacefulness and mutual friendliness of the foreigners was not a permanent state of affairs - they were just as fallible as other nations.
The delegations signing the Treaty of Versailles in the Hall of Mirrors. Image by Helen Johns Kirtland (1890-1979) and Lucian Swift Kirtland (died 1965) available under a Creative Commons License ➚
Mass demonstration in front of the Reichstag against the Treaty of Versailles ("the brutal peace"). 15th May 1919. Available under a Creative Commons License ➚ The German people were as appalled as the Chinese by the terms of the treaty
At the outbreak of war Japan chose to actively support the Allies against Germany/Austro-Hungary. As a long term British ally this was to be expected. Japan seized the opportunity by taking control of German territories. Japan declared war on Germany on 23rd August 1914. China joined the allies three years later on 23rd August 1914. When the war was won in 1918 the victorious allies met together to negotiate the terms of the peace at the Palace of Versailles ➚ - including both China and Japan. The vexed question was what to do about the German overseas territories. China thought it had an agreement that the German occupied lands would be returned to Chinese control on allied victory. The Chinese delegation had demanded the end of the treaty port system, the restoration of Shandong to China and the abolition of the 21 Demands ➚ foisted on China by Japan. The Japanese diktats had been issued in 1915 and included such things as Japanese occupation of Fujian province. What was revealed at the Versailles talks was that the Chinese leader Duan Qirai had made secret deals with the Japanese. These provided Duan with the funds for military campaigns in return for accepting Japanese rights over Shandong. It was the Versailles Treaty that focused growing resentment of the Chinese government's acceptance of the Japanese demands.
The Chinese delegation was primarily led by Wellington Koo ➚ who, although a skilled negotiator, over-estimated his influence on U.S. President Woodrow Wilson. The foreign powers were concerned that restoring Shandong to China would create a dangerous precedent jeopardizing their areas of control within China. Instead the Versailles treaty agreed the transfer of Germany's land leases to Japan. Not only did it stir up trouble in China but the vindictive treatment of Germany led pretty directly to World War 2.
Protest in China
When news reached China that Shandong had been lost at the Versailles negotiations, the response was of shock and horror, it was bad enough to lease land to European powers but to an Asian country, considered once a vassal state, was beyond imagining. The pro-Japanese stance of the Chinese government was brought into question and the May fourth movement was born.
29th November 1919. More than 30,000 male and female students from 34 schools in Beijing gathered in front of Tiananmen Square to denounce the Japanese imperialists for killing the people of Fuzhou and protesting against Japanese ships invading Fuzhou. After the meeting, demonstrations were held, and slogans such as "Strive for Fujian" and "Resist Japan" were sloganed along the way, and more than 100 kinds of flyers were distributed, totaling 78,000. When the brigade went through the General Chamber of Commerce, it also sent representatives to the inside to ask the Beijing Business Bank to boycott Japanese goods and to break the Japanese economy. Image by Sidney D. Gamble available under a Creative Commons License ➚
Group picture probably taken when Kang Youwei (center) was in the United States in 1907. His second daughter, Kang Tongbi, then a student at Barnard College, is seated on Kang's right. Behind her is Luo Chang, then studying at Oxford University, UK. Image by Unknown ➚ available under a Creative Commons License ➚
So on May 4th 1919 over 3,000 students mainly from Beijing (Peking) University gathered in Tiananmen Square at 1:30pm to protest. They marched to the neighboring foreign legation quarter with slogans such as ‘Return Qingdao to Us’ and ‘Boycott Japanese Goods’. Police blocked their way to the legations so the crowd turned their fury on ‘Japanese collaborators’ in the government. The houses of the Pro-Japanese faction including Cao Rulin 曹汝霖 ➚, Zhang Zongxiang 张宗祥 ➚ and Lu Zongyu 陆宗舆 ➚ were attacked. The Chinese minister Cao Rulin's house was ransacked and some of his family and friends were beaten up. These protests were all over by 5:45pm but discontent rumbled on, a strike was called and the Beijing university students refused to attend lectures. On May 7th the students formed an association and sent out messages all over China for others to join the protest. Their call was answered and large rallies at Tianjin, Nanjing, Shanghai, Wuhan, Guangzhou (Canton) and Changsha took place. Mao Zedong, then in Changsha initially took little part; probably because his mother was terminally ill. Chinese rallies in Japan were blocked by armed police. It was the first mass urban protest in Chinese history. The protests continued and 700 students were arrested on June 4th. However these arrests only brought in wider scale support. On June 5th workers began a general strike in Shanghai which grew by June 10th to about 70,000 people.
Deng Yingchao and Zhou Enlai with adopted daughter Sun Weishi. 1949. Image by Unknown ➚ available under a Creative Commons License ➚
Deng Yingchao 邓颖超 ➚ described the events in Tianjin. She became the head of the Tianjin Women's Patriotic Society that held large rallies, printed propaganda and gave speeches in support of the May fourth movement. These protests were aimed principally ‘to save the country’ and not to install democracy or communism. Deng went door to door to spread the message. Zhou Enlai (Premier 1949-76) broke off his studies in Japan to work with a student organization in Tianjin. He became editor of the Tianjin Students Union newspaper which was published every day with 20,000 copies printed. Rallies were obstructed by armed police who often beat up the protestors. A large rally was held on October 10th 1918. Protests were made to Yang Yide (the Chief of Tianjin Police) but by November the protesting organizations were declared illegal and had to carry on in secret. A peaceful rally to deliver a letter of protest to Governor Cao Rui in December was met by further violence. Only after continued protests dragging on into 1920 were all the arrested students released from jail. Deng Yingchao records that female equality was achieved; the two protest groups were initially divided by gender but when they merged they worked together harmoniously with equal status - for the first time in China. Deng Yingchao and Zhou Enlai went on to be married in 1925. There was widespread support among Republican leaders, Sun Yatsen called for the students to be exempted from punishment because of their patriotic motives and at the other end of the reformist spectrum Kang Youwei thought the protests were a valid expression of 'people's rights'.
However the then President of the Republic Xu Shichang 徐世昌 ➚, who like Cai Yuanpei had become one of the last to be prestigious Hanlin Academy scholars, took the conservative view and tried to shutdown debate and protests. At its peak over 1,100 students were arrested and part of Beijing University was converted into prison cells to house them all.
The International Situation
Photo from Peking, a social survey conducted under the auspices of the Princeton university center in China and the Peking Young men's Christian association. c. 1918. Image by Sidney David Gamble available under a Creative Commons License ➚ Student protestors speaking to the public
The background to China's treatment at Versailles needs to be understood to help explain these events. At this time Britain remained a key player, it remained the number one world power and had invested heavily in China. The UK still saw Shanghai and the whole Yangzi valley as an area ripe for development. Shanghai was at the time ‘international’ but dominated by the British who regarded it as Britain’s ‘Open Door into China’. The ‘Great Game’ with Russia had come to an end when Russia joined the alliance against Germany and deposed the Tsarist regime. To avoid deploying British or Indian troops in the region, Britain had turned to Japan as its main ally in the north to frustrate Russian expansion. The Anglo-Japanese Alliance ➚ was signed in 1902. It is not surprising that Britain encouraged Japan's move into Shandong. Indeed British forces helped the Japanese take control in 1914. Britain had already its own foothold in Shandong at Weihaiwei where the port was leased in 1898 for as long as the Russians occupied the Liaoning peninsula.
The Japanese situation is quite hard to understand because of the events that were to follow in World War 2. At the time many Chinese reformers (including Sun Yatsen) had visited Japan to understand its rapid modernization and see how this approach might be applied to China. It was the shining example of how an Asian country could rapidly reform. Japan had a form of constitutional monarchy similar to Britain with the hereditary head of state having little official power. Many saw the Japanese as the natural successors to the Manchus (Qing dynasty) as a race that would conquer China and bring about much needed change. Indeed when the Japanese invaded China in 1937 it took note of the Manchu tactics of 300 years ago. This may seem unrealistic in retrospect but at the time the success of Japanese modernization of Taiwan seemed a reasonable model to apply to China as a whole. Taiwan had become a Japanese possession after the Sino-Japanese War (1894-5) and had remained relatively peaceful and was prospering. As part of the 21 Demands Japan sought to occupy neighboring Fujian province as well. Japan had seized the German Shandong possessions in 1914 and as a war-time ally must surely have expected to cling on to them as a reward for its support.
Meanwhile in south-west China (especially Yunnan), France was extended her influence from French Indo-China and had leased the region of Guangzhouwan in 1898 for 99 years. France must have been keen to avoid the precedent of returning leased land back to China that might damage her colonial system in the area.
It is however the revolution in neighboring Russia that was more significant. Without it the protests would probably have been much more muted and fizzled out. Russia had had its revolution in 1917 and installed a government based on Marxist/Communist ideology. The novelty of a classless society had great appeal to young Chinese.
Cai Yuanpei photograph from his memorial in Shanghai. Image by Mountain available under a Creative Commons License ➚
Central government, such as it existed, eventually caved in to the demands of the May Fourth movement. The leaders of the Pro-Japanese faction were dismissed from government and the students were released without charge. Most importantly the Chinese delegation at Versailles refused to sign the treaty. The main contention - giving Shandong to Japan - had to wait until the Washington Conference ➚ (1921-22) to be finally resolved; there U.S. President Harding concluded an agreement on February 4th 1922 that ordered Japan to revert Shandong to Chinese control. However many Japanese continued to remain there in a privileged position. The success of the May the Fourth movement had wide ranging repercussions. The seeds of a genuine nationalistic mass movement had begun which would ultimately lead to the formation of the Peoples Republic in 1949. China had ‘stood up’ to foreign exploitation for the first time since Lin Zexu burned the opium at Guangzhou in 1840. The reformist vigor had at last spread from the south to all of China.
However it was only urban centers that became politically active, the great majority of Chinese people in rural areas continued life unaffected and barely aware of the protests. China did not follow the same path as Russia had just 18 months before in its October Revolution. Although Marxism was seen as the most appealing philosophy behind the movement, it was nationalistic than communist. The priority was to save the nation and not to change the system. However women's rights was an important part of the message and many young women took an important part in political activities for the first time in Chinese history on an equal footing to men.
The president of Beijing University, Cai Yuanpei 蔡元培 ➚ (1868-1940), was seen as an inspiring figure of the May 4th movement. Hu Shi 胡适 ➚ and Chen Duxiu 陈独秀 ➚ were also active in the early days at the faculty. Chen Duxiu was the editor of the influential ‘New Youth’ periodical which was avidly read by both Jiang Jieshi (Chiang Kaishek) and Mao Zedong; another very famous contributor was Lu Xun. Chen Duxiu went on to co-found the Chinese Communist Party in 1921. In this and other publications the vernacular form of written Chinese became generally accepted and this widely expanded its readership beyond the privileged class of scholars and officials. Some believe this was the most significant achievement of the movement.
Womens' representatives attending the first plenary meeting of the Chinese People's Political Consultative Conference. 1949. Image by Unknown ➚ available under a Creative Commons License ➚
The students were seen as the trailblazers for a new form of society and by writing short periodicals and organizing rallies, the fervor for change was maintained. They had eventually achieved victory over the government by determined action. It made it clear that a national Republican government did have mass appeal.
A Madman's Diary, published in the La Jeunesse (New Youth) magazine Volume 4, Issue 5, now in the collection of the Beijing Lu Xun Museum. Image by Shizhao ➚ available under a Creative Commons License ➚
All this may seem a fairly standard protest movement as has happened all over the world in many countries. But in China the May Fourth Movement was much more than that, it was a pivotal moment when entrenched attitudes were challenged and defeated. The May Fourth event was as significant as the Age of Enlightenment ➚ in Europe. Ideas were no longer the property of just the educated elite but of all of the people. Everyone in China became engaged in working out for themselves the new place for China in the modern world.
Copyright © Chinasage 2012 to 2020
Downloading information about character | 3,934 | ENGLISH | 1 |
Mary Slessor was born on 2 December 1848 to a poor working-class family, in the slums of Dundee. Mary’s father and two brothers died of pneumonia, leaving behind only Mary, her mother, and two sisters. By age fourteen, Mary had become a skilled jute worker, working from 6am to 6pm with just an hour for breakfast and lunch.
Mary was 27 when she heard that David Livingstone the famous missionary and explorer, had died and decided she wanted to follow in his footsteps.
Arriving in Duke Town a district in Calabar, a port city in Nigeria, in 1876, Mary set to work quickly teaching the children and working in the dispensary. She learnt the local language, Efik, so that she could communicate with the local people. With red hair, blue eyes and a strong Dundonian accent, she would have stood out among the other missionary workers.
She soon began to adapt to the new environment, abandoning some of the Victorian dress unsuited to active work in a hot climate and cutting her hair short. She also ate the local food.
Mary wanted to move inland to places where life was simpler but was told this was not safe for a woman on her own. However she eventually got her own way and spent the rest of her life there. She eventually won the trust of local people as she lived with them, learning about their lives and helping them. She was gradually asked to mediate in disputes and resolve issues.
Working tirelessly she tried to improve the lives of women and children, sometimes putting her own life at risk in dealing with highly charged confrontations with chiefs, other local leaders and witch doctors.One of the most harrowing customs that Mary encountered was in relation to the birth of twins. When twins were born, it was believed that one of them was the child of the devil and since it wasn’t known which twin this was, they both had to be killed. The mothers were then banished from their community with no means of support. The rescuing, protection and raising of surviving and abandoned twins and their mothers became one of Mary’s key roles in her work, as well as working to change the culture and beliefs in relation to twins.
Mary adopted some of the abandoned twins as her own. Missionaries were not encouraged by the mission societies who employed them to adopt them into their own family. Mary ignored this rule and is known to have adopted nine rescued children.
Mary Slessor died on the 13th of January 1915 and was given the Colonial equivalent of a State Funeral in Duke Town. | <urn:uuid:da911866-c9da-4a4a-a5e9-bc0b96666c73> | CC-MAIN-2020-05 | https://tottingtonstannes.org.uk/saint-of-the-month/mary-slessor-missionary/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607596.34/warc/CC-MAIN-20200122221541-20200123010541-00229.warc.gz | en | 0.993544 | 531 | 3.359375 | 3 | [
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0.183881700... | 7 | Mary Slessor was born on 2 December 1848 to a poor working-class family, in the slums of Dundee. Mary’s father and two brothers died of pneumonia, leaving behind only Mary, her mother, and two sisters. By age fourteen, Mary had become a skilled jute worker, working from 6am to 6pm with just an hour for breakfast and lunch.
Mary was 27 when she heard that David Livingstone the famous missionary and explorer, had died and decided she wanted to follow in his footsteps.
Arriving in Duke Town a district in Calabar, a port city in Nigeria, in 1876, Mary set to work quickly teaching the children and working in the dispensary. She learnt the local language, Efik, so that she could communicate with the local people. With red hair, blue eyes and a strong Dundonian accent, she would have stood out among the other missionary workers.
She soon began to adapt to the new environment, abandoning some of the Victorian dress unsuited to active work in a hot climate and cutting her hair short. She also ate the local food.
Mary wanted to move inland to places where life was simpler but was told this was not safe for a woman on her own. However she eventually got her own way and spent the rest of her life there. She eventually won the trust of local people as she lived with them, learning about their lives and helping them. She was gradually asked to mediate in disputes and resolve issues.
Working tirelessly she tried to improve the lives of women and children, sometimes putting her own life at risk in dealing with highly charged confrontations with chiefs, other local leaders and witch doctors.One of the most harrowing customs that Mary encountered was in relation to the birth of twins. When twins were born, it was believed that one of them was the child of the devil and since it wasn’t known which twin this was, they both had to be killed. The mothers were then banished from their community with no means of support. The rescuing, protection and raising of surviving and abandoned twins and their mothers became one of Mary’s key roles in her work, as well as working to change the culture and beliefs in relation to twins.
Mary adopted some of the abandoned twins as her own. Missionaries were not encouraged by the mission societies who employed them to adopt them into their own family. Mary ignored this rule and is known to have adopted nine rescued children.
Mary Slessor died on the 13th of January 1915 and was given the Colonial equivalent of a State Funeral in Duke Town. | 534 | ENGLISH | 1 |
Chisholm v. Georgia
Perhaps the earliest Supreme Court case that most Americans are familiar with is Marbury v. Madison. However, that case wasn't decided until the 19th century, and many Supreme Court decisions had already been made by that point. Chisholm v. Georgia was the most important Supreme Court decision of the 18th century. Ruled on in 1793, this case would lead to the passage of the Eleventh Amendment, the first amendment to the United States Constitution ratified by the states after the original Bill of Rights.
During the American Revolution, Chisholm had lived abroad, and some of his property included bonds held by two men living in America. After Chisholm died, the executors of his estate discovered that the bonds had been held by people who were important in the revolution. Because of this, the state of Georgia (which had remained loyal to the British Crown for some time) had confiscated their property and refused to give it back to the estate.
Chisholm's executors were citizens of the state of South Carolina, and they petitioned the courts for redress of their grievances. They sued the state of Georgia itself, demanding the money that had previously been confiscated. However, the state of Georgia refused to appear at any proceedings regarding the case. They reasoned that states had the right of sovereignty, and that as sovereign entities were immune to being sued by citizens of another state.
The Case Goes Before the Court
Whether states were sovereign, and thus whether they had sovereign immunity from lawsuits, was already a hotly contested political topic in the late 18th century. The United States had only recently moved from a looser conglomeration of states under the Articles of Confederation to its recent Constitution.
What made the case even more difficult to decide was the fact that there was not really any existing precedent for—well, just about any case at all in the United States under the Constitution. Since the common law system is based on previous judicial decisions, the court's ruling in Chisholm v. Georgia would be likely to set precedent. In the end, the court ruled that states could in fact be sued by citizens, and that the Constitution limited the sovereign immunity to the states.
The 11th Amendment
Someone canny about Constitutional issues might ask at this point, “but don't states have sovereign immunity today?” They do. After the decision in Chisholm v. Georgia, legislators all over the nation realized the flood of lawsuits states could be subject to if citizens were allowed to simply sue them whenever they liked. Because of this, the Congress drafted the 11th Amendment, which explicitly granted sovereign immunity to the states.
This amendment would eventually gain the ratification needed to become law. Today, it is only possible to sue a state under very specific circumstances, and those circumstances are those under which the state or nation actually has made an exception allowing itself to be sued. | <urn:uuid:c50bb55c-a860-4f2c-85da-cc81186e5e6c> | CC-MAIN-2020-05 | https://cases.laws.com/chisholm-v-georgia | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250626449.79/warc/CC-MAIN-20200124221147-20200125010147-00529.warc.gz | en | 0.987357 | 598 | 4.03125 | 4 | [
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0.24514584243... | 5 | Chisholm v. Georgia
Perhaps the earliest Supreme Court case that most Americans are familiar with is Marbury v. Madison. However, that case wasn't decided until the 19th century, and many Supreme Court decisions had already been made by that point. Chisholm v. Georgia was the most important Supreme Court decision of the 18th century. Ruled on in 1793, this case would lead to the passage of the Eleventh Amendment, the first amendment to the United States Constitution ratified by the states after the original Bill of Rights.
During the American Revolution, Chisholm had lived abroad, and some of his property included bonds held by two men living in America. After Chisholm died, the executors of his estate discovered that the bonds had been held by people who were important in the revolution. Because of this, the state of Georgia (which had remained loyal to the British Crown for some time) had confiscated their property and refused to give it back to the estate.
Chisholm's executors were citizens of the state of South Carolina, and they petitioned the courts for redress of their grievances. They sued the state of Georgia itself, demanding the money that had previously been confiscated. However, the state of Georgia refused to appear at any proceedings regarding the case. They reasoned that states had the right of sovereignty, and that as sovereign entities were immune to being sued by citizens of another state.
The Case Goes Before the Court
Whether states were sovereign, and thus whether they had sovereign immunity from lawsuits, was already a hotly contested political topic in the late 18th century. The United States had only recently moved from a looser conglomeration of states under the Articles of Confederation to its recent Constitution.
What made the case even more difficult to decide was the fact that there was not really any existing precedent for—well, just about any case at all in the United States under the Constitution. Since the common law system is based on previous judicial decisions, the court's ruling in Chisholm v. Georgia would be likely to set precedent. In the end, the court ruled that states could in fact be sued by citizens, and that the Constitution limited the sovereign immunity to the states.
The 11th Amendment
Someone canny about Constitutional issues might ask at this point, “but don't states have sovereign immunity today?” They do. After the decision in Chisholm v. Georgia, legislators all over the nation realized the flood of lawsuits states could be subject to if citizens were allowed to simply sue them whenever they liked. Because of this, the Congress drafted the 11th Amendment, which explicitly granted sovereign immunity to the states.
This amendment would eventually gain the ratification needed to become law. Today, it is only possible to sue a state under very specific circumstances, and those circumstances are those under which the state or nation actually has made an exception allowing itself to be sued. | 608 | ENGLISH | 1 |
Participants in a scientific conference held at Seaside, Oregon, in June 2000 were asked their opinions on M 9 vs. M 8 for the 1700 earthquake. The vote was overwhelming for an earthquake of M 9, indicating that another paradigm change had taken place. The evidence from the Japanese tsunami of A.D. 1700 and the constant number of post-Mazama turbidites from submarine channels from southern Oregon to Washington confirmed the tectonic model of Hyndman and Wang and carried the day.
However, this does not mean that all the earlier earthquakes recorded in the estuaries were M 9 as well. Atwater and his colleague, Eileen Hemphill-Haley, found that some of the paleoseismic sites at Willapa Bay recorded the drowning of a coastal forest, whereas others recorded the drowning of marsh grasses, evidence of less subsidence (Figure 4-21). If marsh grasses rather than forests were drowned, would this indicate a smaller earthquake, closer to M 8? So, even though scientists agree that the 1700 earthquake was M 9, earlier ones, and by inference, the next one, which is the main reason we are concerned about this, could be smaller. This is particularly true for that part of the subduction zone off the coast of northern California. | <urn:uuid:af03658d-65f0-4b18-88b0-9f68d21aac13> | CC-MAIN-2020-05 | https://geo.libretexts.org/Bookshelves/Seismology/Book%3A_Living_With_Earthquakes_In_The_Pacific_Northwest_(Yeats)/05%3A_Tectonic_Plates%2C_Geologic_Time%2C_and_Earthquakes/5.04%3A_Cascadia_Subduction_Zone/5.4.07%3A_M_8_or_M_9%3F_Where_Do_We_Stand%3F | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00051.warc.gz | en | 0.981086 | 265 | 3.78125 | 4 | [
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0.3756412863731384... | 9 | Participants in a scientific conference held at Seaside, Oregon, in June 2000 were asked their opinions on M 9 vs. M 8 for the 1700 earthquake. The vote was overwhelming for an earthquake of M 9, indicating that another paradigm change had taken place. The evidence from the Japanese tsunami of A.D. 1700 and the constant number of post-Mazama turbidites from submarine channels from southern Oregon to Washington confirmed the tectonic model of Hyndman and Wang and carried the day.
However, this does not mean that all the earlier earthquakes recorded in the estuaries were M 9 as well. Atwater and his colleague, Eileen Hemphill-Haley, found that some of the paleoseismic sites at Willapa Bay recorded the drowning of a coastal forest, whereas others recorded the drowning of marsh grasses, evidence of less subsidence (Figure 4-21). If marsh grasses rather than forests were drowned, would this indicate a smaller earthquake, closer to M 8? So, even though scientists agree that the 1700 earthquake was M 9, earlier ones, and by inference, the next one, which is the main reason we are concerned about this, could be smaller. This is particularly true for that part of the subduction zone off the coast of northern California. | 283 | ENGLISH | 1 |
The pilum (plural pila) was a throwing spear commonly used by the Roman army in ancient times. It was generally two meters long, consisting of a one meter iron shank with pyramidal head socketed into a wooden shaft of similar length. A pilum usually weighed between two and four kilograms, with the versions produced during the Empire being a bit lighter. It had a diameter of about 7.5mm. Some versions of the weapon were weighted by an iron ball to increase penetrative power. Recent experiments have shown pila to have a range of 30 meters, although effective range of about half.
Legionaries of the Late Republic and Early Empire often carried two pila, with one sometimes being lighter than the other. Standard tactics called for a Roman soldier to throw his pilum (both if there was time) at the enemy just before charging to engage with his gladius. Some pila had small hand-guards, to protect the wielder if he intended to use it as a melee weapon, but it does not appear that this was a common tactic.
Most pila were constructed such that the iron shank would bend after it had penetrated a shield. In this way, it could not be easily removed and the enemy, if not killed by the pilum, would have to discard his now-unwieldy shield before going into combat. Early pila do not seem to have had this characteristic, and Gaius Marius is sometimes given credit for this modification. | <urn:uuid:9d58a5ce-67ee-4bf8-869a-d39cb3d0bf92> | CC-MAIN-2020-05 | http://www.infomutt.com/p/pi/pilum.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599789.45/warc/CC-MAIN-20200120195035-20200120224035-00535.warc.gz | en | 0.987679 | 306 | 3.671875 | 4 | [
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0.1974736005067... | 4 | The pilum (plural pila) was a throwing spear commonly used by the Roman army in ancient times. It was generally two meters long, consisting of a one meter iron shank with pyramidal head socketed into a wooden shaft of similar length. A pilum usually weighed between two and four kilograms, with the versions produced during the Empire being a bit lighter. It had a diameter of about 7.5mm. Some versions of the weapon were weighted by an iron ball to increase penetrative power. Recent experiments have shown pila to have a range of 30 meters, although effective range of about half.
Legionaries of the Late Republic and Early Empire often carried two pila, with one sometimes being lighter than the other. Standard tactics called for a Roman soldier to throw his pilum (both if there was time) at the enemy just before charging to engage with his gladius. Some pila had small hand-guards, to protect the wielder if he intended to use it as a melee weapon, but it does not appear that this was a common tactic.
Most pila were constructed such that the iron shank would bend after it had penetrated a shield. In this way, it could not be easily removed and the enemy, if not killed by the pilum, would have to discard his now-unwieldy shield before going into combat. Early pila do not seem to have had this characteristic, and Gaius Marius is sometimes given credit for this modification. | 305 | ENGLISH | 1 |
On 1 April 1949, Prime Minister Louis St-Laurent cut the first ceremonial chisel strokes onto the blank stone. At 11:59 the previous night, Newfoundland had become a Canadian province. With St-Laurent was Newfoundlander F. Gordon Bradley. He had just been sworn in as a member of the federal Cabinet. “We are all Canadians now,” Bradley proclaimed.
Yet Newfoundlanders’ decision to join Confederation contradicted their history. Many decades earlier, they had chosen a destiny alongside Canada, rather than as a part of it. The two countries adopted self-government under the British crown. Newfoundland watched Canada warily, even as ties between the two increased. Newfoundlanders lived dangerously and alone, in the memorable phrase of historian Peter Neary. They had a small and scattered population and a highly vulnerable resource economy.
The Great Depression of the 1930s hit Newfoundland hard. The colony was forced to go to Britain cap in hand. In return for economic security, Newfoundland gave up its independence to the British-controlled Commission of Government.
This state of affairs was hardly tolerable for long, particularly when Newfoundland prospered and spirits picked up after the Second World War. Newfoundlanders would have to decide their future. Was it to be on their own, with Britain, or in Confederation with Canada? From June 1946 to January 1948, an elected National Convention debated the options.
Britain and Canada worked closely behind the scenes to bring Newfoundland into Canada. The British were in no mood for more empire, and Canada had decided that it wanted Newfoundland in Confederation.
But Canadian-British aims were not necessarily the aims of Newfoundlanders. Two political camps emerged. The pro-Canada Confederates were led by F. Gordon Bradley and Joey Smallwood. A coalition favouring the return of self-government included Peter Cashin and Chesley Crosbie. Cashin denounced union with Canada as a “Judas act,” while Crosbie supported an economic union with the United States.
A referendum was held on 3 June 1948. There were three choices on the ballot: Confederation, self-government, and Commission rule. The self-government option received 44.6 per cent of the vote. Confederation received 41.1 per cent and the Commission option received 14.3 per cent. Since none of the camps had the required majority support, a run-off referendum was held on 22 July. The choice was between Confederation and self-government. The Confederates won over most of those who had backed the Commission on the first ballot. In the final tally, Confederation received 78,323 votes (52.34 per cent) and self-government got 71,344 (47.66 per cent).
The close relationship that Newfoundland had built with Canada during the war was one of the Confederates’ great assets. “It is surprising,” wrote journalist Ewart Young, “just how ‘Canadianized’ this island community already is.” Confederation’s salesman-in-chief, Joey Smallwood, still had to overcome a deep-seated prejudice against political union. It aroused violent reactions, Young reported, to “break out like leprous sores.”
An experienced radio broadcaster and a mesmerizing speaker, Smallwood ran a people’s campaign. He promised that Canadian social security benefits would put an end to Newfoundlanders’ economic uncertainty. “If you are not a millionaire,” he declared, “vote for Confederation.”
Smallwood’s biggest achievement, according to his biographer Richard Gwyn, was that he persuaded a country to surrender its nationhood, voluntarily and democratically. Newfoundlanders became Canadians in April 1949 with calm acceptance. There were small celebrations in the outports, which were pro-Canada strongholds. The capital of St. John’s, however, had voted 2–1 for self-government. Black ties and a few black flags at half-mast quietly signalled the end of hopes for an independent Newfoundland.
With the addition of Newfoundland and massive Labrador, Canada now covered more territory than all of Europe. The province’s name was officially changed to Newfoundland and Labrador in 2001. | <urn:uuid:4c50b30f-8299-449f-983b-5a41b6ff79e8> | CC-MAIN-2020-05 | https://thecanadianencyclopedia.ca/en/article/newfoundland-joins-canada-feature | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251705142.94/warc/CC-MAIN-20200127174507-20200127204507-00419.warc.gz | en | 0.980908 | 869 | 3.375 | 3 | [
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0.1760928... | 4 | On 1 April 1949, Prime Minister Louis St-Laurent cut the first ceremonial chisel strokes onto the blank stone. At 11:59 the previous night, Newfoundland had become a Canadian province. With St-Laurent was Newfoundlander F. Gordon Bradley. He had just been sworn in as a member of the federal Cabinet. “We are all Canadians now,” Bradley proclaimed.
Yet Newfoundlanders’ decision to join Confederation contradicted their history. Many decades earlier, they had chosen a destiny alongside Canada, rather than as a part of it. The two countries adopted self-government under the British crown. Newfoundland watched Canada warily, even as ties between the two increased. Newfoundlanders lived dangerously and alone, in the memorable phrase of historian Peter Neary. They had a small and scattered population and a highly vulnerable resource economy.
The Great Depression of the 1930s hit Newfoundland hard. The colony was forced to go to Britain cap in hand. In return for economic security, Newfoundland gave up its independence to the British-controlled Commission of Government.
This state of affairs was hardly tolerable for long, particularly when Newfoundland prospered and spirits picked up after the Second World War. Newfoundlanders would have to decide their future. Was it to be on their own, with Britain, or in Confederation with Canada? From June 1946 to January 1948, an elected National Convention debated the options.
Britain and Canada worked closely behind the scenes to bring Newfoundland into Canada. The British were in no mood for more empire, and Canada had decided that it wanted Newfoundland in Confederation.
But Canadian-British aims were not necessarily the aims of Newfoundlanders. Two political camps emerged. The pro-Canada Confederates were led by F. Gordon Bradley and Joey Smallwood. A coalition favouring the return of self-government included Peter Cashin and Chesley Crosbie. Cashin denounced union with Canada as a “Judas act,” while Crosbie supported an economic union with the United States.
A referendum was held on 3 June 1948. There were three choices on the ballot: Confederation, self-government, and Commission rule. The self-government option received 44.6 per cent of the vote. Confederation received 41.1 per cent and the Commission option received 14.3 per cent. Since none of the camps had the required majority support, a run-off referendum was held on 22 July. The choice was between Confederation and self-government. The Confederates won over most of those who had backed the Commission on the first ballot. In the final tally, Confederation received 78,323 votes (52.34 per cent) and self-government got 71,344 (47.66 per cent).
The close relationship that Newfoundland had built with Canada during the war was one of the Confederates’ great assets. “It is surprising,” wrote journalist Ewart Young, “just how ‘Canadianized’ this island community already is.” Confederation’s salesman-in-chief, Joey Smallwood, still had to overcome a deep-seated prejudice against political union. It aroused violent reactions, Young reported, to “break out like leprous sores.”
An experienced radio broadcaster and a mesmerizing speaker, Smallwood ran a people’s campaign. He promised that Canadian social security benefits would put an end to Newfoundlanders’ economic uncertainty. “If you are not a millionaire,” he declared, “vote for Confederation.”
Smallwood’s biggest achievement, according to his biographer Richard Gwyn, was that he persuaded a country to surrender its nationhood, voluntarily and democratically. Newfoundlanders became Canadians in April 1949 with calm acceptance. There were small celebrations in the outports, which were pro-Canada strongholds. The capital of St. John’s, however, had voted 2–1 for self-government. Black ties and a few black flags at half-mast quietly signalled the end of hopes for an independent Newfoundland.
With the addition of Newfoundland and massive Labrador, Canada now covered more territory than all of Europe. The province’s name was officially changed to Newfoundland and Labrador in 2001. | 866 | ENGLISH | 1 |
WILLIAM DENNISON, the twenty-fourth governor of Ohio, was born in Cincinnati, Ohio on November 23, 1815. His education was attained at Miami University, where he graduated in 1835. He went on to study law, and then established his legal career in Columbus. Besides his legal practice, Dennison also had interests in the banking and railroad industries. He first entered politics in 1848, serving one term in the Ohio State Senate. Dennison next secured the Republican gubernatorial nomination, and was elected governor by a popular vote in the 1859 general election. During his tenure, the Civil War had started, and troops and arms were raised for the war effort. After running unsuccessfully for reelection, Dennison returned to his legal and business interests. Two years later, he served as chairman of the Republican National Convention. In his last position, he secured an appointment from President Lincoln to serve as postmaster general, a post he held two years. Governor William Dennison passed away on June 15, 1882, and was buried in the Green Lawn Cemetery in Columbus, Ohio.
Sobel, Robert, and John Raimo, eds. Biographical Directory of the Governors of the United States, 1789-1978, Vol. 3, Westport, Conn.; Meckler Books, 1978. 4 vols. | <urn:uuid:4df008d5-7b2d-4997-b7cb-2fa630916e35> | CC-MAIN-2020-05 | https://www.nga.org/governor/william-dennison/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00202.warc.gz | en | 0.984733 | 277 | 3.359375 | 3 | [
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0.399974524974... | 10 | WILLIAM DENNISON, the twenty-fourth governor of Ohio, was born in Cincinnati, Ohio on November 23, 1815. His education was attained at Miami University, where he graduated in 1835. He went on to study law, and then established his legal career in Columbus. Besides his legal practice, Dennison also had interests in the banking and railroad industries. He first entered politics in 1848, serving one term in the Ohio State Senate. Dennison next secured the Republican gubernatorial nomination, and was elected governor by a popular vote in the 1859 general election. During his tenure, the Civil War had started, and troops and arms were raised for the war effort. After running unsuccessfully for reelection, Dennison returned to his legal and business interests. Two years later, he served as chairman of the Republican National Convention. In his last position, he secured an appointment from President Lincoln to serve as postmaster general, a post he held two years. Governor William Dennison passed away on June 15, 1882, and was buried in the Green Lawn Cemetery in Columbus, Ohio.
Sobel, Robert, and John Raimo, eds. Biographical Directory of the Governors of the United States, 1789-1978, Vol. 3, Westport, Conn.; Meckler Books, 1978. 4 vols. | 301 | ENGLISH | 1 |
Lermontov turned to the poem at the very beginning of his creative career. About 30 poems came out from under his pen. They keep an inseparable connection with his lyrics, they trace all the same themes, ideas and images. Continuing the artistic endeavors of Pushkin and Byron, the poet developed the Russian romantic poem as a genre.
The main place in the lyrical poems of Lermontov goes to the hero, who directly opposes the society. He is both a victim and an avenger, and his fault is caused by circumstances beyond his control. The desire of the hero to be reborn through love usually ends sadly.
Among the works of Lermontov especially I want to highlight the poem “The Death of a Poet.” It is my favorite.
When in 1837 the poet became aware of the death wound of Pushkin, which he received in a duel, he created this poem. However, Lermontov learned that in the higher circles slander spreads to Pushkin, that he was blamed for a duel. The poet expressed his indignation in the last 16 lines, which he added to the text, they begin as follows:
“And you, haughty descendants Known infamy of the glorified fathers…”
At a time when Pushkin’s friends were afraid to write the truth about his death, Lermontov was the first who did it. With his poem, he points out that secular society must first of all be blamed for the death of a famous poet. After all, it did not understand Pushkin during his lifetime. However, later the author writes:
“Killed, why now sobbing, Empty praise unnecessary chorus And a pitiful babble of justification? Fate has come to a verdict!”
Lermontov was certainly a great poet, he was able to convey the true human feelings in his works and make the reader live them as his own. | <urn:uuid:1dd8a2e3-3a7f-481d-96db-5c279bcc6d2e> | CC-MAIN-2020-05 | https://en.home-task.com/composition-on-the-work-of-lermontov/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00026.warc.gz | en | 0.987473 | 402 | 3.421875 | 3 | [
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0.385042637586593... | 3 | Lermontov turned to the poem at the very beginning of his creative career. About 30 poems came out from under his pen. They keep an inseparable connection with his lyrics, they trace all the same themes, ideas and images. Continuing the artistic endeavors of Pushkin and Byron, the poet developed the Russian romantic poem as a genre.
The main place in the lyrical poems of Lermontov goes to the hero, who directly opposes the society. He is both a victim and an avenger, and his fault is caused by circumstances beyond his control. The desire of the hero to be reborn through love usually ends sadly.
Among the works of Lermontov especially I want to highlight the poem “The Death of a Poet.” It is my favorite.
When in 1837 the poet became aware of the death wound of Pushkin, which he received in a duel, he created this poem. However, Lermontov learned that in the higher circles slander spreads to Pushkin, that he was blamed for a duel. The poet expressed his indignation in the last 16 lines, which he added to the text, they begin as follows:
“And you, haughty descendants Known infamy of the glorified fathers…”
At a time when Pushkin’s friends were afraid to write the truth about his death, Lermontov was the first who did it. With his poem, he points out that secular society must first of all be blamed for the death of a famous poet. After all, it did not understand Pushkin during his lifetime. However, later the author writes:
“Killed, why now sobbing, Empty praise unnecessary chorus And a pitiful babble of justification? Fate has come to a verdict!”
Lermontov was certainly a great poet, he was able to convey the true human feelings in his works and make the reader live them as his own. | 393 | ENGLISH | 1 |
‘The Last Queen of Egypt’
Cleopatra was born during a time dominated by men, but she overcame her stereotype by becoming one of Egypt’s most successful leaders. The most notable thing about Cleopatra was not that she was just a successful ruler, but rather that she was the most influential woman of her time.
Cleopatra’s Father, Ptolemy XII was the seventh Pharaoh in a line of unmemorable Ptolemaic rulers. Because of her father, she was exposed to royalty at an early age. This affected her decisions, as she always put Egypt before herself. Eventually, Ptolemy XII had to flee to Rome, because the people of Egypt hated him. The throne was left to Cleopatra’s sister Berenice. Berenice did her best to keep Ptolemy XII out of Egypt, and away from the throne. But Berenice was beheaded by Ptolemy XII’s army. Ptolemy had the throne for five more years, until he died and the throne was left for joint rule by Cleopatra VII and Ptolemy XIII. This was exactly what Cleopatra needed to achieve her dream of conquering the world.
Cleopatra was only 18 when she started her reign, her brother was only 12. They were soon married, as it was a Ptolemaic tradition. Cleopatra was in an ideal position - her brother was not old enough to make any decisions and she did not have enough power for the people to want to overthrow her. Cleopatra and Ptolemy grew to hate each other. They struggled over the throne for three years, this ended when Ptolemy and his guardians gathered supporters and kicked Cleopatra out of Egypt and into Syria. While she was in Syria, she gathered her supporters and formed an army to prepare for war. During this time, Caesar had started his long voyage to Egypt.
Caesar and Pompey fought for the power of Rome, which resulted in a civil war. After Caesar defeated Pompey in the battle of Pharsalus, Pompey fled to Egypt. Caesar travelled to Egypt to find Pompey, but when he arrived he found that Pompey had been executed. Caesar heard about the war between Cleopatra and Ptolemy and tried to make peace.
Cleopatra decided that best way to defeat her brother was to gain the support of Julius Caesar, so she sailed back to Egypt in secret. To avoid suspicion, one of her servants rolled her up in a blanket and carried her straight through the town and into Caesar’s then residence. The servant unrolled the blanket and Cleopatra unravelled magnificently onto Caesar’s feet. The initial belief was that Caesar became mesmerized with her beauty, but it was proven later that she was not as attractive as first thought and that they were actually fascinated by the ambition they saw in each other.
Cleopatra and Caesar began one of the most talked about love stories in history, and after Cleopatra had gotten Caesar on her side she convinced him to kill her brother. Cleopatra then began to rule with her brother Ptolemy XIV, and just like before, she was in an ideal position.
For Cleopatra, things were finally starting to come together. She had... | <urn:uuid:6066db90-dd8c-48c8-b9e1-574b554c0df0> | CC-MAIN-2020-05 | https://brightkite.com/essay-on/the-last-queen-of-egypt-cleopatra | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591763.20/warc/CC-MAIN-20200118023429-20200118051429-00296.warc.gz | en | 0.991882 | 697 | 3.828125 | 4 | [
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0.12646281719207764... | 1 | ‘The Last Queen of Egypt’
Cleopatra was born during a time dominated by men, but she overcame her stereotype by becoming one of Egypt’s most successful leaders. The most notable thing about Cleopatra was not that she was just a successful ruler, but rather that she was the most influential woman of her time.
Cleopatra’s Father, Ptolemy XII was the seventh Pharaoh in a line of unmemorable Ptolemaic rulers. Because of her father, she was exposed to royalty at an early age. This affected her decisions, as she always put Egypt before herself. Eventually, Ptolemy XII had to flee to Rome, because the people of Egypt hated him. The throne was left to Cleopatra’s sister Berenice. Berenice did her best to keep Ptolemy XII out of Egypt, and away from the throne. But Berenice was beheaded by Ptolemy XII’s army. Ptolemy had the throne for five more years, until he died and the throne was left for joint rule by Cleopatra VII and Ptolemy XIII. This was exactly what Cleopatra needed to achieve her dream of conquering the world.
Cleopatra was only 18 when she started her reign, her brother was only 12. They were soon married, as it was a Ptolemaic tradition. Cleopatra was in an ideal position - her brother was not old enough to make any decisions and she did not have enough power for the people to want to overthrow her. Cleopatra and Ptolemy grew to hate each other. They struggled over the throne for three years, this ended when Ptolemy and his guardians gathered supporters and kicked Cleopatra out of Egypt and into Syria. While she was in Syria, she gathered her supporters and formed an army to prepare for war. During this time, Caesar had started his long voyage to Egypt.
Caesar and Pompey fought for the power of Rome, which resulted in a civil war. After Caesar defeated Pompey in the battle of Pharsalus, Pompey fled to Egypt. Caesar travelled to Egypt to find Pompey, but when he arrived he found that Pompey had been executed. Caesar heard about the war between Cleopatra and Ptolemy and tried to make peace.
Cleopatra decided that best way to defeat her brother was to gain the support of Julius Caesar, so she sailed back to Egypt in secret. To avoid suspicion, one of her servants rolled her up in a blanket and carried her straight through the town and into Caesar’s then residence. The servant unrolled the blanket and Cleopatra unravelled magnificently onto Caesar’s feet. The initial belief was that Caesar became mesmerized with her beauty, but it was proven later that she was not as attractive as first thought and that they were actually fascinated by the ambition they saw in each other.
Cleopatra and Caesar began one of the most talked about love stories in history, and after Cleopatra had gotten Caesar on her side she convinced him to kill her brother. Cleopatra then began to rule with her brother Ptolemy XIV, and just like before, she was in an ideal position.
For Cleopatra, things were finally starting to come together. She had... | 688 | ENGLISH | 1 |
What Burke Said
Burke was a politician rather than a philosopher and his writing was often designed to justify the political position of the Rockingham Whigs.
Nevertheless, the period in which Burke lived experienced the ferment of ideas that has been called the Enlightenment and Burke was influenced by these.
Burke followed Adam Smith in believing in the free market and a limited role for the State and opposed the attempt of George III to exercise more power and the British Government’s suppression of the American colonists and the Irish Catholics.
He took up unpopular causes such as rights for Catholics and the abolition of the death penalty and opposition to use of the stocks for sodomy.
Burke followed Locke in seeing ideas as coming from experience rather than reason and the Scottish Enlightenment thinkers in that moral principles are innate in people rather than abstract ideas that existed in themselves.
But Burke went further in arguing that the understanding of what was right and wrong came from tradition and, in particular, could be found in the traditional institutions that had developed over time.
This put him in opposition to the proponents of abstract and universal rights which should be available to all that became the basis of the American Constitution and the French Revolution.
He saw all religions as having their own traditions and defended the Indian princes against the power of the East India Company, given responsibility for governing India, that was only concerned with making a profit.
He rejected the social contract ideas of Hume and Rousseau which implied that institutions could be rebuilt to work better and, instead, propounded the rather mystical idea that society is a partnership between the living and the dead to ensure a gradual evolution.
It is not surprising, therefore, that Burke was the first to see the French Revolution as destroying traditional institutions and spreading ideas of abstract rights, in contrast to the English Revolution of 1688 which he saw as restoring traditional forms of government against the Monarchy’s attempt to establish tyrannical rule.
Although Burke had to exist in the world of patronage, corruption and self-interest that characterised 18th century politics in Britain he always promoted the idea that politics should depend on the arguments between different groups of politicians united on principle.
Burke’s belief in the responsibility of the aristocratic elite to decide what policies were best and protect minorities led him to defend the role of MPs as elected representatives.
In reaction to the speech of his fellow MP for Bristol who had just said that he would do whatever the voters wanted, Burke said that he would, of course, represent their interest in Parliament but, in deciding how to vote, he would follow his ‘mature judgement’ and ‘enlightenment conscience’.
He felt that government needed intelligence and knowledge, and democracy could easily lead to populism and the oppression of minorities. This concept of representative democracy conflicted with those of Rousseau who argued that only direct democracy, in which the people took decisions, is real democracy.
The Context of his Time
Burke’s life was in the Whig politics of the second half of the 18th century.
The Whigs were not a political party in any sense but were those amongst the elite who supported the creation of a constitutional monarchy in 1688.
They dominated Parliament after the accession of George I in 1715 and consisted of various factions attached to powerful individuals and supported by a system of patronage that bought seats in Parliament and distributed public offices.
In as much as they had any principles, they were acceptance of gradual reform and religious toleration. Even though Burke was a central figure in the Rockingham faction, he was something of an outsider.
Although he had to become an Anglican to succeed in public life, his mother and sister were Catholics and, growing up in Ireland, he experienced the discrimination against Catholics and the extreme poverty of the mass of the population.
The latter part of Burke’s life was dominated by the two great events of the later 18th century, the American and French Revolutions.
The rebellion of the American colonists in 1775 against financial control from London drew sympathy from the Rockingham Whigs in opposition to the hard-line pursued by Lord North, the Prime Minister, and George III.
The French Revolution in 1789 had, initially, widespread support in Britain as representing the overthrow of the absolute monarchy that had waged war on Britain over the previous hundred years and its replacement by a constitutional monarchy similar to this country.
As the Revolution intensified Burke led the reaction against it.
Find out more in these recommended reads (paid links)
Burke’s defence of the limited state and his support for minorities has led liberals to see him as a liberal thinker, especially in the United States because of his opposition to the tyrannical government of George III. However, his main influence was on conservatism.
Burke’s opposition to the French Revolution split the Rockingham Whigs with those agreeing with Burke supporting Pitt in the war against France and those such as Fox and Grey who opposed him forming a more progressive group.
Tom Paine wrote his radical Rights of Man as a direct reply to Burke.
Although it is difficult to talk about the existence of Liberal and Conservative parties until the mid 19th century, this began a process of dividing the political class on the basis of ideology, as Burke had wanted, rather than on factional self-interest.
Although rejected as an insubstantial thinker by a Conservative philosopher such as Oakeshott, Burke’s ideas of gradual change, the limits to State intervention and the importance of traditional institutions have been an important part of what has been called One Nation Conservatism that dominated the philosophy of the British Conservative Party from Disraeli to Macmillan.
Burke’s arguments for better government in India developed into ideas of responsible colonialism that were used to provide a moral foundation for British imperialism in the 19th and early 20th centuries.
Burke’s beliefs in representative government have remained significant in the British Parliament.
In recent years the Speaker has used the concept of Parliamentary privilege against anyone, such as interest groups, trade unions or newspaper editors, who have tried to put severe pressure on individual MPs to vote in a particular way.
Although in practice the House of Commons depends on the party system, and Burke would have been horrified at the idea of party whips telling MPs what to do, MPs continue to quote Burke to defend a decision to vote according to their beliefs and against what their constituents or party are telling them to do.
- Thoughts on the Causes of the Present Discontents, 1770 is Burke’s defence of Constitutional Monarchy
- Speech to the Electors of Bristol at the Conclusion of the Poll, 1774 sets out his idea of the role of an MP
- Reflections on the Revolution in France, 1790 was written as a pamphlet in reply to Dr Richard Price, a member of a rival Whig faction, who had interpreted both the Revolution of 1688 and the French Revolution as based on ideas of universal rights. | <urn:uuid:d2b76dcb-4624-4b0b-977a-3bb7eb0fe7d0> | CC-MAIN-2020-05 | https://www.britpolitics.co.uk/edmund-burke/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00532.warc.gz | en | 0.980036 | 1,430 | 3.4375 | 3 | [
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0.158550843596... | 8 | What Burke Said
Burke was a politician rather than a philosopher and his writing was often designed to justify the political position of the Rockingham Whigs.
Nevertheless, the period in which Burke lived experienced the ferment of ideas that has been called the Enlightenment and Burke was influenced by these.
Burke followed Adam Smith in believing in the free market and a limited role for the State and opposed the attempt of George III to exercise more power and the British Government’s suppression of the American colonists and the Irish Catholics.
He took up unpopular causes such as rights for Catholics and the abolition of the death penalty and opposition to use of the stocks for sodomy.
Burke followed Locke in seeing ideas as coming from experience rather than reason and the Scottish Enlightenment thinkers in that moral principles are innate in people rather than abstract ideas that existed in themselves.
But Burke went further in arguing that the understanding of what was right and wrong came from tradition and, in particular, could be found in the traditional institutions that had developed over time.
This put him in opposition to the proponents of abstract and universal rights which should be available to all that became the basis of the American Constitution and the French Revolution.
He saw all religions as having their own traditions and defended the Indian princes against the power of the East India Company, given responsibility for governing India, that was only concerned with making a profit.
He rejected the social contract ideas of Hume and Rousseau which implied that institutions could be rebuilt to work better and, instead, propounded the rather mystical idea that society is a partnership between the living and the dead to ensure a gradual evolution.
It is not surprising, therefore, that Burke was the first to see the French Revolution as destroying traditional institutions and spreading ideas of abstract rights, in contrast to the English Revolution of 1688 which he saw as restoring traditional forms of government against the Monarchy’s attempt to establish tyrannical rule.
Although Burke had to exist in the world of patronage, corruption and self-interest that characterised 18th century politics in Britain he always promoted the idea that politics should depend on the arguments between different groups of politicians united on principle.
Burke’s belief in the responsibility of the aristocratic elite to decide what policies were best and protect minorities led him to defend the role of MPs as elected representatives.
In reaction to the speech of his fellow MP for Bristol who had just said that he would do whatever the voters wanted, Burke said that he would, of course, represent their interest in Parliament but, in deciding how to vote, he would follow his ‘mature judgement’ and ‘enlightenment conscience’.
He felt that government needed intelligence and knowledge, and democracy could easily lead to populism and the oppression of minorities. This concept of representative democracy conflicted with those of Rousseau who argued that only direct democracy, in which the people took decisions, is real democracy.
The Context of his Time
Burke’s life was in the Whig politics of the second half of the 18th century.
The Whigs were not a political party in any sense but were those amongst the elite who supported the creation of a constitutional monarchy in 1688.
They dominated Parliament after the accession of George I in 1715 and consisted of various factions attached to powerful individuals and supported by a system of patronage that bought seats in Parliament and distributed public offices.
In as much as they had any principles, they were acceptance of gradual reform and religious toleration. Even though Burke was a central figure in the Rockingham faction, he was something of an outsider.
Although he had to become an Anglican to succeed in public life, his mother and sister were Catholics and, growing up in Ireland, he experienced the discrimination against Catholics and the extreme poverty of the mass of the population.
The latter part of Burke’s life was dominated by the two great events of the later 18th century, the American and French Revolutions.
The rebellion of the American colonists in 1775 against financial control from London drew sympathy from the Rockingham Whigs in opposition to the hard-line pursued by Lord North, the Prime Minister, and George III.
The French Revolution in 1789 had, initially, widespread support in Britain as representing the overthrow of the absolute monarchy that had waged war on Britain over the previous hundred years and its replacement by a constitutional monarchy similar to this country.
As the Revolution intensified Burke led the reaction against it.
Find out more in these recommended reads (paid links)
Burke’s defence of the limited state and his support for minorities has led liberals to see him as a liberal thinker, especially in the United States because of his opposition to the tyrannical government of George III. However, his main influence was on conservatism.
Burke’s opposition to the French Revolution split the Rockingham Whigs with those agreeing with Burke supporting Pitt in the war against France and those such as Fox and Grey who opposed him forming a more progressive group.
Tom Paine wrote his radical Rights of Man as a direct reply to Burke.
Although it is difficult to talk about the existence of Liberal and Conservative parties until the mid 19th century, this began a process of dividing the political class on the basis of ideology, as Burke had wanted, rather than on factional self-interest.
Although rejected as an insubstantial thinker by a Conservative philosopher such as Oakeshott, Burke’s ideas of gradual change, the limits to State intervention and the importance of traditional institutions have been an important part of what has been called One Nation Conservatism that dominated the philosophy of the British Conservative Party from Disraeli to Macmillan.
Burke’s arguments for better government in India developed into ideas of responsible colonialism that were used to provide a moral foundation for British imperialism in the 19th and early 20th centuries.
Burke’s beliefs in representative government have remained significant in the British Parliament.
In recent years the Speaker has used the concept of Parliamentary privilege against anyone, such as interest groups, trade unions or newspaper editors, who have tried to put severe pressure on individual MPs to vote in a particular way.
Although in practice the House of Commons depends on the party system, and Burke would have been horrified at the idea of party whips telling MPs what to do, MPs continue to quote Burke to defend a decision to vote according to their beliefs and against what their constituents or party are telling them to do.
- Thoughts on the Causes of the Present Discontents, 1770 is Burke’s defence of Constitutional Monarchy
- Speech to the Electors of Bristol at the Conclusion of the Poll, 1774 sets out his idea of the role of an MP
- Reflections on the Revolution in France, 1790 was written as a pamphlet in reply to Dr Richard Price, a member of a rival Whig faction, who had interpreted both the Revolution of 1688 and the French Revolution as based on ideas of universal rights. | 1,416 | ENGLISH | 1 |
In computer science, AI is defined as the “faculty of reasoning” possessed by a non-living agent. This faculty has the capacity to solve a problem. As well as practicing a sport and in short, everything a human being can do.
Artificial intelligence had a mild upsurge in the 1950s. When the well-known scientist Alan Turing was wondering if the artifacts would be able to think. These artifacts were basically computers and calculators.
Origin of Artificial Intelligence
Turing primarily intended to demonstrate the limits and differences of natural intelligence and artificial intelligence. And although the name AI was not accepted as such until 1956, Turing planned what would be the first computer capable of playing chess.
When he died prematurely being judged for his sexuality, scientist Von Neumann continued his work. I thought computers had to be designed from a model of the human brain.
However, it later became known that it was more advantageous to experiment with brain functions. In this way, a machine could be invented that could perform the same actions. Instead of developing a machine that was similar at a cellular level, it was better that it was similar in the way it processed information.
Neumann was based on Turing’s model and began developing an intelligence that was suitable for solving games. Such as checkers or chess, which had a large number of elements to calculate, make decisions, remember, problems to solve, correct errors, among other complex situations.
While computers are capable of responding to these stimuli, this does not mean that they assimilate them.
Types of Artificial Intelligence
The concept of Artificial Intelligence today is synonymous with everything that possesses an intelligence and reasoning like that of a human being without being one.
- Systems that emulate the operativity of the nervous system through artificial neural networks. This is a kind of automated intelligence of decision making, problem solving, and learning.
- Systems that emulate man’s physical behavior (androids). The goal of this type of AI is for robots to perform human activities more efficiently.
- Systems that copy the logical reasoning of humans, or rather, what they distinguish, think or act.
- Systems that operate rationally, in other words, that have the ability to perceive the environment and act accordingly.
At present, especially in the social network Telegram, the use of chatbots has been carried out. Chatbots are Artificial Intelligence systems that start a conversation with you. Users of this social network have found it difficult to differentiate between speaking with a system and with a simple human being. This experimentation follows an idea made by Alan Turing. In which he stated that Artificial Intelligence would exist until such time as we are unable to distinguish a difference between the two intelligences.
The biggest difference between human intelligence and artificial intelligence is that the latter systems do not have emotional intelligence. For this to become a reality, the robot would have to be supplied with feedback mechanisms. These mechanisms would allow you to modify your responses to suit different situations.
It should be noted that much progress has been made in this area. So much so that Artificial Intelligence systems are becoming more and more like humans. | <urn:uuid:6ee67dc6-b68b-4c05-83df-46943ffa7644> | CC-MAIN-2020-05 | https://en.trastory.com/what-is-artificial-intelligence-what-is-it-for-and-how-does-it-affect-us/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00108.warc.gz | en | 0.981574 | 637 | 3.5625 | 4 | [
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0.302754402160644... | 1 | In computer science, AI is defined as the “faculty of reasoning” possessed by a non-living agent. This faculty has the capacity to solve a problem. As well as practicing a sport and in short, everything a human being can do.
Artificial intelligence had a mild upsurge in the 1950s. When the well-known scientist Alan Turing was wondering if the artifacts would be able to think. These artifacts were basically computers and calculators.
Origin of Artificial Intelligence
Turing primarily intended to demonstrate the limits and differences of natural intelligence and artificial intelligence. And although the name AI was not accepted as such until 1956, Turing planned what would be the first computer capable of playing chess.
When he died prematurely being judged for his sexuality, scientist Von Neumann continued his work. I thought computers had to be designed from a model of the human brain.
However, it later became known that it was more advantageous to experiment with brain functions. In this way, a machine could be invented that could perform the same actions. Instead of developing a machine that was similar at a cellular level, it was better that it was similar in the way it processed information.
Neumann was based on Turing’s model and began developing an intelligence that was suitable for solving games. Such as checkers or chess, which had a large number of elements to calculate, make decisions, remember, problems to solve, correct errors, among other complex situations.
While computers are capable of responding to these stimuli, this does not mean that they assimilate them.
Types of Artificial Intelligence
The concept of Artificial Intelligence today is synonymous with everything that possesses an intelligence and reasoning like that of a human being without being one.
- Systems that emulate the operativity of the nervous system through artificial neural networks. This is a kind of automated intelligence of decision making, problem solving, and learning.
- Systems that emulate man’s physical behavior (androids). The goal of this type of AI is for robots to perform human activities more efficiently.
- Systems that copy the logical reasoning of humans, or rather, what they distinguish, think or act.
- Systems that operate rationally, in other words, that have the ability to perceive the environment and act accordingly.
At present, especially in the social network Telegram, the use of chatbots has been carried out. Chatbots are Artificial Intelligence systems that start a conversation with you. Users of this social network have found it difficult to differentiate between speaking with a system and with a simple human being. This experimentation follows an idea made by Alan Turing. In which he stated that Artificial Intelligence would exist until such time as we are unable to distinguish a difference between the two intelligences.
The biggest difference between human intelligence and artificial intelligence is that the latter systems do not have emotional intelligence. For this to become a reality, the robot would have to be supplied with feedback mechanisms. These mechanisms would allow you to modify your responses to suit different situations.
It should be noted that much progress has been made in this area. So much so that Artificial Intelligence systems are becoming more and more like humans. | 623 | ENGLISH | 1 |
Medieval England experienced a surprisingly few number of revolts, especially given the constant threat of war and the rising taxes pushed on peasants to fund the feuds.
However, one of the most serious and most notable revolts was the Peasants’ Revolt which occurred during June 1381.
Before the Peasants’ Revolt in 1381 a feudal system existed that kept both peasant and landlord relatively happy. England’s strict laws and harsh punishments ensured that peasants adhered to the laws, and peasants were forbidden to travel to different parts of the country to look for new opportunities and higher wages unless they had their lord’s expressed permission. However, there was a series of circumstances that contributed to the uprising that is now known as the Peasants’ Revolt.
Causes of the Peasants’ Revolt - Emboldened by the Black Death
The peasants who survived the Black Death that ravaged through Europe between 1348 and 1350 believed that there was something special about them. Many felt that they had been protected, possibly by the Almighty, for a purpose.
Their survival against one of the most horrifying plagues of all time emboldened them. Their new sense of worth and value gave the peasants the confidence to seek out new opportunities. Peasants felt it was their right to ask for better conditions and higher pay. They were no longer as afraid of the authority that ruled them.
The Black Death had also wiped out a large portion of the population, leaving many lords in a position where they had lots of work but a small workforce. The desperate need for labour forced the lords to offer higher than usual wages to peasants to encourage them to leave their villages. However, once they had completed their work, the new lord often refused to allow the peasant to return back home to their original village.
The Black Death had given rise to an increase in workers’ rights, despite the attempts by the Government to control the rights of the peasants. These included the Statute of Labourers in 1351 which tried to limit the liberties peasants had as well as cap the wages that they could earn.
However, many lords had given their peasants more freedom and higher pay. 35 years after the Black Death peasants were concerned that the lords and Government would revoke their rights and their pay, and this is something that the peasants were more than prepared to fight for to defend.
Causes of the Peasants’ Revolt – The War with France
By 1381, England had spent a long time at war with France as part of the Hundred Years War. By the time the revolt had started England had been at war with France for more than forty years.
Wars inevitably cost money (weapons need to be purchased, troops need to be hired, fed and adequately clothed, etc) and more often than not it was the peasants that were expected to help cover these costs through the form of taxes.
In 1380, Richard II introduced a new tax, known as the Poll Tax. The legislation behind this tax said that every registered tax payer would be expected to pay an additional 5p. This was the third time in four years that a tax of this kind had been enforced on the people.
By 1381, the peasants had quite simply had enough of paying high taxes for wars.
Causes of the Peasants’ Revolt - Restrictions by the Church
Many peasants were made to work on land owned by the church without pay. Some peasants would be forced to give up two days a week to provide free labour in this way.
This enforced labour, so close to slavery, meant that the peasants could not find the time to work on their own land. This made it even more difficult for the peasants to provide enough food for their growing families. This scheme served the church but not the people that provided the labour.
The peasants were desperate to be free of this burden, and this particular cause was supported by a priest calledJohn Ballfrom Kent.
The combination of these three major factors eventually led to a distinct rise in the unhappiness of the peasant, and before long these signs of strain began to show.
Early Uprising in Essex
In May 1381, a tax collector arrived at Fobbing, a village in Essex. He was charged with the task of finding out why the people living there had not paid their poll tax. Rather than finding out and returning with the owed monies, the tax collector was thrown out of the village.
Later, in June, soldiers arrived to enforce the tax law and establish a sense of order, but they too met the same fate as the tax collector. The villagers of Fobbing had organised themselves since the tax collectors visit, and people from many other local villages in Essex had travelled to Fobbing to join the villagers in their stance.
After successfully withstanding the reprisal of the soldiers the villagers decided to head to London to plead with King Richard II, who was just fourteen years old at the time of the revolt.
A Marching Army
An army of approximately 60,000 peasants marched from Kent and Essex to London. While en-route to London the peasants had destroyed a number of tax records and tax registers. The buildings which housed government records were burned down.
When the peasants arrived at London they did something that had never been done before or has never been done since; the peasants successfully captured the Tower of London.
Wat Tyler, Jack Straw and John Ball stood out as the leaders of the revolt, and together they petitioned for the abolition of the poll tax, and the abolition of serfdom as well as the right to freely use the forests. The peasants also demanded that the poll tax be abolished. King Richard bravely agreed to face the peasants despite his young age.
Waning Discipline and the King’s Ear
Despite the fervour of the initial revolt, it was clear to the leaders that by the middle of June the discipline of the peasants was starting to wane. Many peasants took to drinking and looting, and violence began to increase. Wat Tyler and his mean appealed to the peasants for discipline and patience, but the appeals fell on deaf ears.
The peasants did however get the King’s ear, and on June 14th King Richard II met the leaders of the peasants at an agreed location, Mile End.
At this meeting, Richard II agreed to meet the demands of the peasants and requested that they retire back home in peace. Some did, yet many did not. Instead, they returned to the city and murdered both the Archbishop and Treasurer.
The next day King Richard II met the rebels again, this time outside of the city walls. It’s unclear how or why, but at this meeting it seems the Lord Mayor killed Wat Tyler. King Richard II reiterated his promises, and the peasants agreed to end their revolt. | <urn:uuid:97dca722-47cd-4bca-8d0e-6aa532936b8e> | CC-MAIN-2020-05 | https://www.thefinertimes.com/Middle-Ages/the-peasants-revolt.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00094.warc.gz | en | 0.984354 | 1,407 | 4.3125 | 4 | [
-0.39344245195388794,
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0.1124150976... | 1 | Medieval England experienced a surprisingly few number of revolts, especially given the constant threat of war and the rising taxes pushed on peasants to fund the feuds.
However, one of the most serious and most notable revolts was the Peasants’ Revolt which occurred during June 1381.
Before the Peasants’ Revolt in 1381 a feudal system existed that kept both peasant and landlord relatively happy. England’s strict laws and harsh punishments ensured that peasants adhered to the laws, and peasants were forbidden to travel to different parts of the country to look for new opportunities and higher wages unless they had their lord’s expressed permission. However, there was a series of circumstances that contributed to the uprising that is now known as the Peasants’ Revolt.
Causes of the Peasants’ Revolt - Emboldened by the Black Death
The peasants who survived the Black Death that ravaged through Europe between 1348 and 1350 believed that there was something special about them. Many felt that they had been protected, possibly by the Almighty, for a purpose.
Their survival against one of the most horrifying plagues of all time emboldened them. Their new sense of worth and value gave the peasants the confidence to seek out new opportunities. Peasants felt it was their right to ask for better conditions and higher pay. They were no longer as afraid of the authority that ruled them.
The Black Death had also wiped out a large portion of the population, leaving many lords in a position where they had lots of work but a small workforce. The desperate need for labour forced the lords to offer higher than usual wages to peasants to encourage them to leave their villages. However, once they had completed their work, the new lord often refused to allow the peasant to return back home to their original village.
The Black Death had given rise to an increase in workers’ rights, despite the attempts by the Government to control the rights of the peasants. These included the Statute of Labourers in 1351 which tried to limit the liberties peasants had as well as cap the wages that they could earn.
However, many lords had given their peasants more freedom and higher pay. 35 years after the Black Death peasants were concerned that the lords and Government would revoke their rights and their pay, and this is something that the peasants were more than prepared to fight for to defend.
Causes of the Peasants’ Revolt – The War with France
By 1381, England had spent a long time at war with France as part of the Hundred Years War. By the time the revolt had started England had been at war with France for more than forty years.
Wars inevitably cost money (weapons need to be purchased, troops need to be hired, fed and adequately clothed, etc) and more often than not it was the peasants that were expected to help cover these costs through the form of taxes.
In 1380, Richard II introduced a new tax, known as the Poll Tax. The legislation behind this tax said that every registered tax payer would be expected to pay an additional 5p. This was the third time in four years that a tax of this kind had been enforced on the people.
By 1381, the peasants had quite simply had enough of paying high taxes for wars.
Causes of the Peasants’ Revolt - Restrictions by the Church
Many peasants were made to work on land owned by the church without pay. Some peasants would be forced to give up two days a week to provide free labour in this way.
This enforced labour, so close to slavery, meant that the peasants could not find the time to work on their own land. This made it even more difficult for the peasants to provide enough food for their growing families. This scheme served the church but not the people that provided the labour.
The peasants were desperate to be free of this burden, and this particular cause was supported by a priest calledJohn Ballfrom Kent.
The combination of these three major factors eventually led to a distinct rise in the unhappiness of the peasant, and before long these signs of strain began to show.
Early Uprising in Essex
In May 1381, a tax collector arrived at Fobbing, a village in Essex. He was charged with the task of finding out why the people living there had not paid their poll tax. Rather than finding out and returning with the owed monies, the tax collector was thrown out of the village.
Later, in June, soldiers arrived to enforce the tax law and establish a sense of order, but they too met the same fate as the tax collector. The villagers of Fobbing had organised themselves since the tax collectors visit, and people from many other local villages in Essex had travelled to Fobbing to join the villagers in their stance.
After successfully withstanding the reprisal of the soldiers the villagers decided to head to London to plead with King Richard II, who was just fourteen years old at the time of the revolt.
A Marching Army
An army of approximately 60,000 peasants marched from Kent and Essex to London. While en-route to London the peasants had destroyed a number of tax records and tax registers. The buildings which housed government records were burned down.
When the peasants arrived at London they did something that had never been done before or has never been done since; the peasants successfully captured the Tower of London.
Wat Tyler, Jack Straw and John Ball stood out as the leaders of the revolt, and together they petitioned for the abolition of the poll tax, and the abolition of serfdom as well as the right to freely use the forests. The peasants also demanded that the poll tax be abolished. King Richard bravely agreed to face the peasants despite his young age.
Waning Discipline and the King’s Ear
Despite the fervour of the initial revolt, it was clear to the leaders that by the middle of June the discipline of the peasants was starting to wane. Many peasants took to drinking and looting, and violence began to increase. Wat Tyler and his mean appealed to the peasants for discipline and patience, but the appeals fell on deaf ears.
The peasants did however get the King’s ear, and on June 14th King Richard II met the leaders of the peasants at an agreed location, Mile End.
At this meeting, Richard II agreed to meet the demands of the peasants and requested that they retire back home in peace. Some did, yet many did not. Instead, they returned to the city and murdered both the Archbishop and Treasurer.
The next day King Richard II met the rebels again, this time outside of the city walls. It’s unclear how or why, but at this meeting it seems the Lord Mayor killed Wat Tyler. King Richard II reiterated his promises, and the peasants agreed to end their revolt. | 1,403 | ENGLISH | 1 |
American Revolutionary War Essay
Compare the strength and weaknesses of the American and
British sides in the American Revolutionary War. Explain
why the Americans were successful in winning.
In comparing the British and the American strength and
weaknesses, the reason the American were successful in
winning the war was due to non-military factors and some
geographic reason as well as foreign support. The non-
military reasons included their ability to unite, use of
propaganda like the one in the book Common Sense and the
influence of people like Paul Revere and George Washington.
Another main factor that affected the outcome of the war
was geographical reasons.
Americans were fighting on their
own land versus the British who had come from overseas.
This essay will show how these reason’s led to the
American’s winning the war.
The American strengths included their ability to
unite, their strong leaders and their receiving aid from
France. One of the main reasons the Americans won the war
was because of their unification. For example we can see
their unification with the Continental Congress and the
Declaration of Independence where they agreed upon an
action which was benefiting for the country. The use of
propaganda was another way to create unity for the American
An example of this is the book Common Sense by
Thomas Paine. It helped encourage the issuance of the
Declaration of Independence and pointed out the economic
benefits if they continued fighting against the British.
Events such as the Boston Massacre were depicted by Paul
Revere in exaggerated way to Americans to increase their
wanting to fight for independence against the “bad”
British. The American won also because of strong
leaders like General Washington and how he made a surprise
attack on the British in 1776, Christmas when he was
crossing the Delaware and was in New Jersey. The British
were overconfident and George Washington took advantage by
surprise attacking. The victory led to a new hope.
Americans realized that they could beat the British.
Another reason for the American success was because
of aid from foreign countries like France. France and the
Americans signed treaties. The first treaty was just saying
that they would give each other favored treatment in matter
of trade. The French sent gold, powder, shot, equipment, a
fleet and troops. Spain, Netherlands and Prussia also
helped the Americans.
The aid was not only an economic
support but also emotional.
Besides non-military reason’s another factor that helped
the American’s win the war because they were fighting on
their homeland. They were experienced with the land more
than anyone and for the British their central base was in
London and it was very hard for them to communicate.
America was all wilderness and the tree’s were green and it
was hard for the British to see the American’s but it was
easy for the American’s to see the British because they
were wearing red color coats.
Even though the British had many strengths their
overconfidence and miscalculation overshadowed these
factors. The British strengths were that they had well
trained-solders, and had funds from other countries.
were also experienced in fighting wars, for example the
wars they had fought with France in the beginning. They
also had money so they could just buy soldiers. They also
had a strong navy and they could cut off American trade.
However they made many blunders such as Trenton and
Princeton where they assumed that they would win and
actually they were caught of guard and defeated. The other
important reason why the American won the war was because
of the weakness the British had for example, the difficulty
to communicate, not enough supplies because their supply
was coming from London and London was a very far away from
America. They also had hired soldiers which where not loyal
to them and the soldiers where German.
They were also not
ready for example when Washington did a surprise attack on
them and they were not ready.
Although the Americans had many weaknesses they
took advantage of their few strengths, unity, strong
leadership and foreign support. It is surprising that they
were able to defeat A more wealthy and stronger British | <urn:uuid:ec688745-cc81-4e0d-9dc0-0ddcf7b2f56a> | CC-MAIN-2020-05 | https://artscolumbia.org/essays/american-revolutionary-war-essay-3-112861/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00102.warc.gz | en | 0.98417 | 891 | 3.515625 | 4 | [
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0.08387567847967148,
0.2417202591896057,
0.3530020117759... | 5 | American Revolutionary War Essay
Compare the strength and weaknesses of the American and
British sides in the American Revolutionary War. Explain
why the Americans were successful in winning.
In comparing the British and the American strength and
weaknesses, the reason the American were successful in
winning the war was due to non-military factors and some
geographic reason as well as foreign support. The non-
military reasons included their ability to unite, use of
propaganda like the one in the book Common Sense and the
influence of people like Paul Revere and George Washington.
Another main factor that affected the outcome of the war
was geographical reasons.
Americans were fighting on their
own land versus the British who had come from overseas.
This essay will show how these reason’s led to the
American’s winning the war.
The American strengths included their ability to
unite, their strong leaders and their receiving aid from
France. One of the main reasons the Americans won the war
was because of their unification. For example we can see
their unification with the Continental Congress and the
Declaration of Independence where they agreed upon an
action which was benefiting for the country. The use of
propaganda was another way to create unity for the American
An example of this is the book Common Sense by
Thomas Paine. It helped encourage the issuance of the
Declaration of Independence and pointed out the economic
benefits if they continued fighting against the British.
Events such as the Boston Massacre were depicted by Paul
Revere in exaggerated way to Americans to increase their
wanting to fight for independence against the “bad”
British. The American won also because of strong
leaders like General Washington and how he made a surprise
attack on the British in 1776, Christmas when he was
crossing the Delaware and was in New Jersey. The British
were overconfident and George Washington took advantage by
surprise attacking. The victory led to a new hope.
Americans realized that they could beat the British.
Another reason for the American success was because
of aid from foreign countries like France. France and the
Americans signed treaties. The first treaty was just saying
that they would give each other favored treatment in matter
of trade. The French sent gold, powder, shot, equipment, a
fleet and troops. Spain, Netherlands and Prussia also
helped the Americans.
The aid was not only an economic
support but also emotional.
Besides non-military reason’s another factor that helped
the American’s win the war because they were fighting on
their homeland. They were experienced with the land more
than anyone and for the British their central base was in
London and it was very hard for them to communicate.
America was all wilderness and the tree’s were green and it
was hard for the British to see the American’s but it was
easy for the American’s to see the British because they
were wearing red color coats.
Even though the British had many strengths their
overconfidence and miscalculation overshadowed these
factors. The British strengths were that they had well
trained-solders, and had funds from other countries.
were also experienced in fighting wars, for example the
wars they had fought with France in the beginning. They
also had money so they could just buy soldiers. They also
had a strong navy and they could cut off American trade.
However they made many blunders such as Trenton and
Princeton where they assumed that they would win and
actually they were caught of guard and defeated. The other
important reason why the American won the war was because
of the weakness the British had for example, the difficulty
to communicate, not enough supplies because their supply
was coming from London and London was a very far away from
America. They also had hired soldiers which where not loyal
to them and the soldiers where German.
They were also not
ready for example when Washington did a surprise attack on
them and they were not ready.
Although the Americans had many weaknesses they
took advantage of their few strengths, unity, strong
leadership and foreign support. It is surprising that they
were able to defeat A more wealthy and stronger British | 865 | ENGLISH | 1 |
Elizabeth Cady Stanton and Women's Liberty
by Kathryn Cullen-DuPont
From Chapter One: "The Brink of a Precipice"
May 10, 1840 was a Friday, an allegedly unlucky day to enter the state of matrimony. But Elizabeth Cady refused to worry. The day before, she'd finally decided to marry Henry Stanton; she would have married him that same afternoon, an uncontroversial Thursday, but Mr. Stanton's journey to her side via the North River (as the Hudson was then called) had been slowed by a sandbar.
His courtship of her had earlier faced its own impediments: he was a well-known abolitionist, that is, a person committed to working for an end to slavery and the granting of U.S. citizenship to black people in America. Many people held antislvery views that were more limited than the views held by abolitionists; for example, while some antislavery people felt that slavery was morally wrong, they nevertheless made no claims for the equality of black and white human beings and offered colonization--the deportation of black men and women to Africa or other destinations--as a way to rid the United States of slavery. Henry B. Stanton, then, as an abolitionist, belonged to the most radical segnent of the antislavery movement. He was known for his brave silencing of hostile mobs, and Elizabeth thought him a hero. Her conservative father, Judge Daniel Cady, did not. Moreover, Herny Stanton was penniless. When Elizabeth first became betrothed to him, Judge Cady and other members of the Cady family insisted that she break her engagement. She did, but she would not stop corresponding with the man she loved. Henry Stanton had, Elizathe thought, "one of the most eloquent pens of this generation." By letter alone, he was able to convince her of a future "as bright and beautiful as Spring." Then he wrote that he was going to Europe for several months as a delegate to the World Anti-Slavery Convention. Elizabeth despaired. As she later recalled, she "did not wish the ocean to roll between us." Asked once more if she'd like to marry, Elizabeth Cady said "yes." She and Henry would elope.
The Reverend Hugh Marie had agreed to marry the couple in secrecy, but he had not agreed to Friday nuptuals. Now he was begging them to wait. Tormorrow would be Saturday, he said, and much luckier. Elizabeth laughed. Henry Stanton was at her side, and a new life of love and freedom was about to begin. Friday's luck? She brushed that aside. Instead, she raised an objection of her own: to the marriage vow binding her "to love, honor and obey" her husband. "I obstinately refused," she later recalled in her autobiography, "to obey one with whom I supposed I was intering into an equal relation."
This was a shocking innovation in 1840. At the time, a man received control of a woman's body upon marriage: Once wed, a woman could not refuse her husband's sexual advances. The rare omission of "obey" from a bride's vows meant that she intended to grant or withhold consent according to her own desires. Henry Stanton, attending a wedding the year before, had heard another bride so refuse to "obey." Now he supported his own bride's wishes. The Reverend Marie, however, was very upset, and it was only at the end of a lengthy argument that he finally agreed to a Friday wedding with modified vows. Then, all obstacles to their union overcome, Elizabeth Cady and Henry B. Stanton were married.
Copyright 1992 by Kathryn Cullen-DuPont | <urn:uuid:d9c8922e-6f20-46f2-bc63-015e68734a19> | CC-MAIN-2020-05 | http://www.womenandhistory.com/elizabeth_cady_stanton_and_women_s_liberty_7683.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00024.warc.gz | en | 0.983283 | 765 | 3.40625 | 3 | [
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0.2984144985675812,
0.297880053520... | 3 | Elizabeth Cady Stanton and Women's Liberty
by Kathryn Cullen-DuPont
From Chapter One: "The Brink of a Precipice"
May 10, 1840 was a Friday, an allegedly unlucky day to enter the state of matrimony. But Elizabeth Cady refused to worry. The day before, she'd finally decided to marry Henry Stanton; she would have married him that same afternoon, an uncontroversial Thursday, but Mr. Stanton's journey to her side via the North River (as the Hudson was then called) had been slowed by a sandbar.
His courtship of her had earlier faced its own impediments: he was a well-known abolitionist, that is, a person committed to working for an end to slavery and the granting of U.S. citizenship to black people in America. Many people held antislvery views that were more limited than the views held by abolitionists; for example, while some antislavery people felt that slavery was morally wrong, they nevertheless made no claims for the equality of black and white human beings and offered colonization--the deportation of black men and women to Africa or other destinations--as a way to rid the United States of slavery. Henry B. Stanton, then, as an abolitionist, belonged to the most radical segnent of the antislavery movement. He was known for his brave silencing of hostile mobs, and Elizabeth thought him a hero. Her conservative father, Judge Daniel Cady, did not. Moreover, Herny Stanton was penniless. When Elizabeth first became betrothed to him, Judge Cady and other members of the Cady family insisted that she break her engagement. She did, but she would not stop corresponding with the man she loved. Henry Stanton had, Elizathe thought, "one of the most eloquent pens of this generation." By letter alone, he was able to convince her of a future "as bright and beautiful as Spring." Then he wrote that he was going to Europe for several months as a delegate to the World Anti-Slavery Convention. Elizabeth despaired. As she later recalled, she "did not wish the ocean to roll between us." Asked once more if she'd like to marry, Elizabeth Cady said "yes." She and Henry would elope.
The Reverend Hugh Marie had agreed to marry the couple in secrecy, but he had not agreed to Friday nuptuals. Now he was begging them to wait. Tormorrow would be Saturday, he said, and much luckier. Elizabeth laughed. Henry Stanton was at her side, and a new life of love and freedom was about to begin. Friday's luck? She brushed that aside. Instead, she raised an objection of her own: to the marriage vow binding her "to love, honor and obey" her husband. "I obstinately refused," she later recalled in her autobiography, "to obey one with whom I supposed I was intering into an equal relation."
This was a shocking innovation in 1840. At the time, a man received control of a woman's body upon marriage: Once wed, a woman could not refuse her husband's sexual advances. The rare omission of "obey" from a bride's vows meant that she intended to grant or withhold consent according to her own desires. Henry Stanton, attending a wedding the year before, had heard another bride so refuse to "obey." Now he supported his own bride's wishes. The Reverend Marie, however, was very upset, and it was only at the end of a lengthy argument that he finally agreed to a Friday wedding with modified vows. Then, all obstacles to their union overcome, Elizabeth Cady and Henry B. Stanton were married.
Copyright 1992 by Kathryn Cullen-DuPont | 775 | ENGLISH | 1 |
|← The Comparison of Lockean and Berkeleian Theories||Socrates’ View on Death →|
When analyzing personal decision making from a philosophical point of view, it is considered in the framework of normative ethics. Normative ethics is a branch of moral philosophy that, unlike metaethics dealing with abstract concepts, is aimed at defining personal moral behavior basing on his or her actions, as well as the results of these actions. Personal moral philosophy determines what one should do in a certain situation, what is right and what is wrong for him/her. Workplace ethics is closely connected to decision making. It is an application of personal moral philosophy in business.
The ethical dilemma described in the given text deals with the case of crime at the workplace and confrontation of different moral principles of the two participants in the situation. The rejection of promotion becomes a crucial point in careers for both Jack and Carla and changes their moral principles.
There are two ethical issues in this text. First is connected with Jack’s theft of the company’s software while second is connected with Carla’s encountering her boss’s theft and becoming a silent accomplice in this crime. Copying software is considered to be illegal without authorization of the owner or creator of this software. In addition, if Jack is going to distribute the software, using it in his new workplace or transferring it to his partners, this would be copyright infringement according to Chapter 5 of the U.S. Copyright Law (2011).
Both participants’ behaviors are logical and explainable from the psychological point of view. There is unethical behavior from Jack, but he believes that he can justify it. Jack has been working for this company for 17 years; he is tired and needs further promotion to be interested in his job, but he does not get it, so he gets angry with the company and wants revenge. Carla is a novice in this company; she has certain problems to solve outside work, and she is dependent on this work and Jack as her boss and supervisor. That makes her decide to be silent rather than act fair towards the company.
Jack’s actions are well known as white-collar crime, which is defined as committing an illegal act towards the employer, including abuse of trust and authority. The researchers who studied white-collar crimes revealed that the majority of the “criminals” were not poor people, and the main causal factor of the crime was usually greed.
As a result, Jack’s crime influences not only Carla’s consequent behavior, unusual to her principles, and her further career, but also the future of the company he is going to leave, as from this point, with Jack’s possessing probably unique and reliable software of the company, A&A’s position on the market becomes unstable. The following decisions of the parties will also influence the families of Jack and Carla.
In the given situation, Carla acts compassionately towards her boss. She shows her interest in his business and seems to be sincere, without egoistic thoughts. For two years of working in the company, she probably became attached to Jack as an experienced leader. She worries about him not getting a promotion, although, she does not expect that it can stagger her own career and moral principles. When she finds out about Jack working on the side and catches him stealing the company’s software, she understands that she becomes involved in the situation as Jack’s assistant and a person who has witnessed the crime. She has a difficult problem to solve: either report on Jack or be silent.
Carla is probably prone to deontology as the philosophy that teaches to act fairly and is aimed at the duty of a person. This is confirmed by how she reacts to Jack’s actions, exclaiming, “That’s stealing!”. When Carla hears Jack’s accusations of using the company’s telephone for long-distant calls and copying things for outside activities, she becomes silent. She thinks about the situation, and, though, she does not consider what she did as equal to stealing software, Carla has to solve the issue based on the principles differing from her usual philosophy. She needs to weigh all the pros and cons in order to decide what would be better for her, her career and her family in this situation. Carla has to adjust to the working conditions and decides to act in order not to lose her job or get bad ratings. She thinks about her husband being dependent on his business in Ohio and has nothing to do but choose a utilitarian approach. The utilitarian approach is aimed at a positive outcome for the majority of the parties involved in the situation. Carla is going to decide what would be right or wrong basing on the benefit for the majority. She considers silence to be more appropriate for her, her husband and her boss with his family while A&A Company, as a suffering side, is outnumbered. Besides, Jack’s logical explanations of his actions and his statement that the company would not bear losses convince Carla to make a decision in favor of the majority and, maybe, make her feel more comfortable and right about this decision.
Jack is a hard worker who devoted much of his time to A&A and made a great contribution to the company’s success. He preserved distributive justice philosophy, which is based on evaluating the outcomes of the business relations. He worked for the company’s good and considered it fair to be rewarded for his efforts, which is typical for this type of philosophy. However, A&A rejected to promote Jack promising to revise their decision in a few years. “I’ve done all that they’ve asked me to do. I’ve sacrificed a lot, and now they say a few more years. It’s not fair.”. Although justice is a type of philosophy closer to deontology regarding the issue of what one is due to do based on his/her rights and performance, Jack had subconscious theological principles aimed at the positive result of promotion. After the crucial point, when he does not get the result he expected, Jack changes his moral principles dramatically and finds this theological implication prevailing in his mind. As it is mentioned in the text, it took Jack about half a year to realize his position and make a decision. It is exposed to how he began to act. Jack did not care about his work anymore. He seemed to be protesting, coming at work late and leaving early. He was not ashamed of what he was doing and had done.
Jack was first focused on the company’s interests, but after rejection focused on his own benefit and his family. He seems to be egoistic when he steals and uses the software of his company for his own benefit. However, he did not do it until the rejection, and that makes his philosophy different from pure egoism. Here, we deal with enlightened egoism, when one cares about his own benefit and also allows for the well-being of the others. Jack justifies his working on the side by his needs and emphasizes unfair situation with failed promotion. He does not think that he harms his company as he works with people from a different area out of A&A’s interest. This means that he still thinks about his company, which again proves that he is not acting of pure egoism. Jack considers it fair to take software and compares it to calling at long distances or copying something for outside activities. By this comparison, Jack recollects the principles of justice. He does not equate his actions with stealing as he thinks that devoted work for A&A for such a long period enables him to use the software of the company as if he was the owner of these programs, and the unfair situation with promotion means that he can do whatever he wants to. Jack is convinced that Carla cannot judge him and is ready to rebuff. Carla considers his actions egoistic, but she has nothing to do with it as they both understand his superiority in the issue and the fact that Carla’s words do not mean anything against Jack’s, and it is impossible to reassure him.
In general, Jack is firm in his principles both before the rejection of promotion and after. He does not notice how his principles change, and that proves that his moral philosophies before and after the incident were similar. Carla doubts about making the right decisions and, probably, the prevailing deontological philosophy makes her contrite about the outcome.
The analyzed ethical dilemma considers the question of violation of workplace ethics. In this text, we encounter the problem of white-collar crime, stealing of the software, and silence as an act of concealment of this crime. The issue can be considered from the philosophical point of view as the confrontation of two different moral philosophies. The issue also regards the differences between a person’s moral philosophies outside and at work. Jack, the devoted worker in the A&A company, preserved distributive justice philosophy with the subconscious elements of theology for a long time. However, after the culminating moment of rejection in promotion, he gradually changed his principles for enlightened egoism. Carla, the novice in the company and Jack’s assistant, is a pure deontologist. Although, under the circumstances of the working environment, she forced herself to use the utilitarian approach as more appropriate and beneficial for the majority of the parties involved in the issue. As a result, the only party suffering in this situation is the A&A Company, which is predictable in the case of white-collar workers’ crimes.
People evaluate the situations they encounter within the real-life differently, each can judge from his/her own point of view about what is “good” and what is “bad” in the situation. However, everybody should observe certain rules both at home and in the workplace to remain humane. The differences between work and life moral philosophies are sometimes inevitable. It is impossible to judge about personal characteristics of the two workers relying on their workplace moral philosophy, as it happens that individuals can use different moral philosophies at work and outside it. The pressure of the working environment can make a person change his/her philosophy and adjust to the situation. That is what happened with Carla while Jack, being in an advantageous position, remained firm and stable, aiming at the positive outcome of his actions but not forgetting about the parties involved in the issue.
The moral philosophy of a worker has great influence on decision making and, consequently, on the company’s success. Knowing moral principles of the workers is a way of resolving problems within a working group and improving the work of the whole company.
- Socrates’ View on Death
- Philosophy Paper
- The Comparison of Lockean and Berkeleian Theories
- Is Lying Justifiable? | <urn:uuid:aa6f736d-906c-4aba-b6c1-a3fa3c621eaa> | CC-MAIN-2020-05 | https://bestessaywriters.org/essays/philosophy/moral-philosophy-in-the-workplace.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783621.89/warc/CC-MAIN-20200129010251-20200129040251-00372.warc.gz | en | 0.980294 | 2,227 | 3.40625 | 3 | [
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0.14189314842224... | 1 | |← The Comparison of Lockean and Berkeleian Theories||Socrates’ View on Death →|
When analyzing personal decision making from a philosophical point of view, it is considered in the framework of normative ethics. Normative ethics is a branch of moral philosophy that, unlike metaethics dealing with abstract concepts, is aimed at defining personal moral behavior basing on his or her actions, as well as the results of these actions. Personal moral philosophy determines what one should do in a certain situation, what is right and what is wrong for him/her. Workplace ethics is closely connected to decision making. It is an application of personal moral philosophy in business.
The ethical dilemma described in the given text deals with the case of crime at the workplace and confrontation of different moral principles of the two participants in the situation. The rejection of promotion becomes a crucial point in careers for both Jack and Carla and changes their moral principles.
There are two ethical issues in this text. First is connected with Jack’s theft of the company’s software while second is connected with Carla’s encountering her boss’s theft and becoming a silent accomplice in this crime. Copying software is considered to be illegal without authorization of the owner or creator of this software. In addition, if Jack is going to distribute the software, using it in his new workplace or transferring it to his partners, this would be copyright infringement according to Chapter 5 of the U.S. Copyright Law (2011).
Both participants’ behaviors are logical and explainable from the psychological point of view. There is unethical behavior from Jack, but he believes that he can justify it. Jack has been working for this company for 17 years; he is tired and needs further promotion to be interested in his job, but he does not get it, so he gets angry with the company and wants revenge. Carla is a novice in this company; she has certain problems to solve outside work, and she is dependent on this work and Jack as her boss and supervisor. That makes her decide to be silent rather than act fair towards the company.
Jack’s actions are well known as white-collar crime, which is defined as committing an illegal act towards the employer, including abuse of trust and authority. The researchers who studied white-collar crimes revealed that the majority of the “criminals” were not poor people, and the main causal factor of the crime was usually greed.
As a result, Jack’s crime influences not only Carla’s consequent behavior, unusual to her principles, and her further career, but also the future of the company he is going to leave, as from this point, with Jack’s possessing probably unique and reliable software of the company, A&A’s position on the market becomes unstable. The following decisions of the parties will also influence the families of Jack and Carla.
In the given situation, Carla acts compassionately towards her boss. She shows her interest in his business and seems to be sincere, without egoistic thoughts. For two years of working in the company, she probably became attached to Jack as an experienced leader. She worries about him not getting a promotion, although, she does not expect that it can stagger her own career and moral principles. When she finds out about Jack working on the side and catches him stealing the company’s software, she understands that she becomes involved in the situation as Jack’s assistant and a person who has witnessed the crime. She has a difficult problem to solve: either report on Jack or be silent.
Carla is probably prone to deontology as the philosophy that teaches to act fairly and is aimed at the duty of a person. This is confirmed by how she reacts to Jack’s actions, exclaiming, “That’s stealing!”. When Carla hears Jack’s accusations of using the company’s telephone for long-distant calls and copying things for outside activities, she becomes silent. She thinks about the situation, and, though, she does not consider what she did as equal to stealing software, Carla has to solve the issue based on the principles differing from her usual philosophy. She needs to weigh all the pros and cons in order to decide what would be better for her, her career and her family in this situation. Carla has to adjust to the working conditions and decides to act in order not to lose her job or get bad ratings. She thinks about her husband being dependent on his business in Ohio and has nothing to do but choose a utilitarian approach. The utilitarian approach is aimed at a positive outcome for the majority of the parties involved in the situation. Carla is going to decide what would be right or wrong basing on the benefit for the majority. She considers silence to be more appropriate for her, her husband and her boss with his family while A&A Company, as a suffering side, is outnumbered. Besides, Jack’s logical explanations of his actions and his statement that the company would not bear losses convince Carla to make a decision in favor of the majority and, maybe, make her feel more comfortable and right about this decision.
Jack is a hard worker who devoted much of his time to A&A and made a great contribution to the company’s success. He preserved distributive justice philosophy, which is based on evaluating the outcomes of the business relations. He worked for the company’s good and considered it fair to be rewarded for his efforts, which is typical for this type of philosophy. However, A&A rejected to promote Jack promising to revise their decision in a few years. “I’ve done all that they’ve asked me to do. I’ve sacrificed a lot, and now they say a few more years. It’s not fair.”. Although justice is a type of philosophy closer to deontology regarding the issue of what one is due to do based on his/her rights and performance, Jack had subconscious theological principles aimed at the positive result of promotion. After the crucial point, when he does not get the result he expected, Jack changes his moral principles dramatically and finds this theological implication prevailing in his mind. As it is mentioned in the text, it took Jack about half a year to realize his position and make a decision. It is exposed to how he began to act. Jack did not care about his work anymore. He seemed to be protesting, coming at work late and leaving early. He was not ashamed of what he was doing and had done.
Jack was first focused on the company’s interests, but after rejection focused on his own benefit and his family. He seems to be egoistic when he steals and uses the software of his company for his own benefit. However, he did not do it until the rejection, and that makes his philosophy different from pure egoism. Here, we deal with enlightened egoism, when one cares about his own benefit and also allows for the well-being of the others. Jack justifies his working on the side by his needs and emphasizes unfair situation with failed promotion. He does not think that he harms his company as he works with people from a different area out of A&A’s interest. This means that he still thinks about his company, which again proves that he is not acting of pure egoism. Jack considers it fair to take software and compares it to calling at long distances or copying something for outside activities. By this comparison, Jack recollects the principles of justice. He does not equate his actions with stealing as he thinks that devoted work for A&A for such a long period enables him to use the software of the company as if he was the owner of these programs, and the unfair situation with promotion means that he can do whatever he wants to. Jack is convinced that Carla cannot judge him and is ready to rebuff. Carla considers his actions egoistic, but she has nothing to do with it as they both understand his superiority in the issue and the fact that Carla’s words do not mean anything against Jack’s, and it is impossible to reassure him.
In general, Jack is firm in his principles both before the rejection of promotion and after. He does not notice how his principles change, and that proves that his moral philosophies before and after the incident were similar. Carla doubts about making the right decisions and, probably, the prevailing deontological philosophy makes her contrite about the outcome.
The analyzed ethical dilemma considers the question of violation of workplace ethics. In this text, we encounter the problem of white-collar crime, stealing of the software, and silence as an act of concealment of this crime. The issue can be considered from the philosophical point of view as the confrontation of two different moral philosophies. The issue also regards the differences between a person’s moral philosophies outside and at work. Jack, the devoted worker in the A&A company, preserved distributive justice philosophy with the subconscious elements of theology for a long time. However, after the culminating moment of rejection in promotion, he gradually changed his principles for enlightened egoism. Carla, the novice in the company and Jack’s assistant, is a pure deontologist. Although, under the circumstances of the working environment, she forced herself to use the utilitarian approach as more appropriate and beneficial for the majority of the parties involved in the issue. As a result, the only party suffering in this situation is the A&A Company, which is predictable in the case of white-collar workers’ crimes.
People evaluate the situations they encounter within the real-life differently, each can judge from his/her own point of view about what is “good” and what is “bad” in the situation. However, everybody should observe certain rules both at home and in the workplace to remain humane. The differences between work and life moral philosophies are sometimes inevitable. It is impossible to judge about personal characteristics of the two workers relying on their workplace moral philosophy, as it happens that individuals can use different moral philosophies at work and outside it. The pressure of the working environment can make a person change his/her philosophy and adjust to the situation. That is what happened with Carla while Jack, being in an advantageous position, remained firm and stable, aiming at the positive outcome of his actions but not forgetting about the parties involved in the issue.
The moral philosophy of a worker has great influence on decision making and, consequently, on the company’s success. Knowing moral principles of the workers is a way of resolving problems within a working group and improving the work of the whole company.
- Socrates’ View on Death
- Philosophy Paper
- The Comparison of Lockean and Berkeleian Theories
- Is Lying Justifiable? | 2,118 | ENGLISH | 1 |
Black Thursday – October 24th 1929 signalled the start of the Wall Street Crash and the onset of the Great Depression which caused widespread economic turmoil and political upheaval.
Black Thursday was the first large fall in share prices. But, was compounded by huge falls, a couple of days later on Monday 28th and Tuesday 29th.
The decline continued throughout 1930, by July share prices had lost 89% of the value from the September, 1929 peak. This was the lowest the stock market had been since the nineteenth Century. It took until 1954 for shares to regain their 1929 levels.
The Causes of Black Thursday were many, but the main ones were:
- Falling profitability of blue chip firms – a sign the boom years were over
- Wildly overvalued share prices.
- Effect on confidence.
Black Thursday precipitated the great depression | <urn:uuid:734b12bf-2f1b-4d3b-b16f-332b8f0ca930> | CC-MAIN-2020-05 | https://www.economicshelp.org/blog/glossary/black-thursday/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00418.warc.gz | en | 0.983122 | 171 | 3.71875 | 4 | [
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0.328931... | 14 | Black Thursday – October 24th 1929 signalled the start of the Wall Street Crash and the onset of the Great Depression which caused widespread economic turmoil and political upheaval.
Black Thursday was the first large fall in share prices. But, was compounded by huge falls, a couple of days later on Monday 28th and Tuesday 29th.
The decline continued throughout 1930, by July share prices had lost 89% of the value from the September, 1929 peak. This was the lowest the stock market had been since the nineteenth Century. It took until 1954 for shares to regain their 1929 levels.
The Causes of Black Thursday were many, but the main ones were:
- Falling profitability of blue chip firms – a sign the boom years were over
- Wildly overvalued share prices.
- Effect on confidence.
Black Thursday precipitated the great depression | 195 | ENGLISH | 1 |
Injustice is when one person abuses their power to take from another person the good things God intends for them like life, liberty, dignity, the fruits of their love and labor. Injustice has been a major issue that has been addressed in many works of literature. “The Epic of Gilgamesh” and “Antigone” are two examples of literature work that introduced injustice.
In “The Epic of Gilgamesh” Injustice has been introduced through its main character Gilgamesh the king of Uruk. Gilgamesh was created by the God’s to be the perfect ruler for them by giving him the perfect body, beauty, and courage; however, he wasn’t perfect as they created a monster that no one could stand against him and he became a tyrant. He used his power and sacrificed the lives of many warriors in battles whenever he wanted to fight and he raped any woman that appealed to him, whether she was the wife of one of his warriors or the daughter of a nobleman. He used to to get rid of anyone that stands in his way. His Tyranny and injustice have been put to and end when the Gods created Enkidu. Enkidu was the weapon the Gods created to stop Gilgamesh, when he heard about Gilgamesh from the people he decides to go and fight him. Although, he lost the battle with him, Gilgamesh decided to make use of their energy and their power to benefit the citizens of Uruk.
While in “Antigone” Injustice was depicted by Creon, the ruler of Thebes who abused his power and decided not to give a proper burial for Polynices one of the two brothers of Antigone. He decided that if anyone tries to bury his body should die. When Antigone manipulated the sentries and illegally buried her brother, Creon received the news and brought Antigone for interrogation and she did not deny any of the accusations that have been made on her. Creon decides to kill Antigone without any sympathy even when when Ismene, Antigone’s sister trials of appealing to Creon’s love for his son, Haemon, who was promised to be married to Antigone yet he did not change his decision. Another example that Creon was an unjust ruler was that he never listened to his people even to his son Haemon who confronted his father that he believes that his decisions are not right and that he should re-consider them as the people believe that Antigone does not deserve such punishment, but this only made Creon more and more stubborn and as a result he ordered the guards to bring Antigone to be murdered in front of him. Creon decides to kill Antigone alive in a tomb. The end of Creon’s path was that he acknowledged that everything is in the hands of the Gods and fate after the death of his son and the suicide of his wife.
In conclusion, injustice has been spreading in the world for ages through different ways and in different locations and people have suffered a lot from being led by tyrant and unjust leaders. We should learn a few lessons such as how limited our power is when it comes to the Gods and that we should be humble no matter how much powerful we get. | <urn:uuid:b3989c63-106e-4f0b-9763-a7e4b3a9f984> | CC-MAIN-2020-05 | https://myssec.com/injustice-is-when-one-person-abuses-their-power-to-take-from-another-person-the-good-things-god-intends-for-them-like-life/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00193.warc.gz | en | 0.989924 | 682 | 3.9375 | 4 | [
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0.0658486187458... | 4 | Injustice is when one person abuses their power to take from another person the good things God intends for them like life, liberty, dignity, the fruits of their love and labor. Injustice has been a major issue that has been addressed in many works of literature. “The Epic of Gilgamesh” and “Antigone” are two examples of literature work that introduced injustice.
In “The Epic of Gilgamesh” Injustice has been introduced through its main character Gilgamesh the king of Uruk. Gilgamesh was created by the God’s to be the perfect ruler for them by giving him the perfect body, beauty, and courage; however, he wasn’t perfect as they created a monster that no one could stand against him and he became a tyrant. He used his power and sacrificed the lives of many warriors in battles whenever he wanted to fight and he raped any woman that appealed to him, whether she was the wife of one of his warriors or the daughter of a nobleman. He used to to get rid of anyone that stands in his way. His Tyranny and injustice have been put to and end when the Gods created Enkidu. Enkidu was the weapon the Gods created to stop Gilgamesh, when he heard about Gilgamesh from the people he decides to go and fight him. Although, he lost the battle with him, Gilgamesh decided to make use of their energy and their power to benefit the citizens of Uruk.
While in “Antigone” Injustice was depicted by Creon, the ruler of Thebes who abused his power and decided not to give a proper burial for Polynices one of the two brothers of Antigone. He decided that if anyone tries to bury his body should die. When Antigone manipulated the sentries and illegally buried her brother, Creon received the news and brought Antigone for interrogation and she did not deny any of the accusations that have been made on her. Creon decides to kill Antigone without any sympathy even when when Ismene, Antigone’s sister trials of appealing to Creon’s love for his son, Haemon, who was promised to be married to Antigone yet he did not change his decision. Another example that Creon was an unjust ruler was that he never listened to his people even to his son Haemon who confronted his father that he believes that his decisions are not right and that he should re-consider them as the people believe that Antigone does not deserve such punishment, but this only made Creon more and more stubborn and as a result he ordered the guards to bring Antigone to be murdered in front of him. Creon decides to kill Antigone alive in a tomb. The end of Creon’s path was that he acknowledged that everything is in the hands of the Gods and fate after the death of his son and the suicide of his wife.
In conclusion, injustice has been spreading in the world for ages through different ways and in different locations and people have suffered a lot from being led by tyrant and unjust leaders. We should learn a few lessons such as how limited our power is when it comes to the Gods and that we should be humble no matter how much powerful we get. | 661 | ENGLISH | 1 |
All over the world, you can find an immense number of different cultures; some very similar to one another and some completely unalike. Some ancient cultures have completely changed or have sadly even been forgotten entirely. The culture of the Native Americans has definitely not been an exception to this over the past years in America's history. Once long before the European settlers arrived in America, unique ways of live thrived which have today have almost disappeared. From religion, to clothing, and even Native American food, the culture is just not the same as it once was. With the European settlers came an enormous influence of western ways of life that impacted the native civilizations in countless ways that would never be undone. Although the traditional culture of Native Americans has significantly declined, there are still many attempts happening today to keep the traditional values alive. .
The Native Americans lived a very simple and peaceful way of life. Although there were tribes all across the country who were each unique in their own way, they remained very similar with one another. All tribes lived off the land, hunting and gathering for their food and using natural resources for tools and clothing. Their homes were made of different plant materials and tools could even be made out of sticks and stones. Respect for the earth was also something highly practiced by the Native people, giving back to the land every time they took something from it. They made sure to use every part of a hunted animal for either food or clothing and took very good care of the land by only taking what they needed when it came to gathering food for their families. Their respect for the land is even shown through their oral stories on how things came to be. In their legends, everything is treated equally as if it was a person, whether they were referring to an animal, a tree, or even a rock. | <urn:uuid:8de4a2fe-57c0-48d4-af9b-aea6ec04e544> | CC-MAIN-2020-05 | https://www.exampleessays.com/viewpaper/215553.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00177.warc.gz | en | 0.986557 | 363 | 3.4375 | 3 | [
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-0.01975936... | 5 | All over the world, you can find an immense number of different cultures; some very similar to one another and some completely unalike. Some ancient cultures have completely changed or have sadly even been forgotten entirely. The culture of the Native Americans has definitely not been an exception to this over the past years in America's history. Once long before the European settlers arrived in America, unique ways of live thrived which have today have almost disappeared. From religion, to clothing, and even Native American food, the culture is just not the same as it once was. With the European settlers came an enormous influence of western ways of life that impacted the native civilizations in countless ways that would never be undone. Although the traditional culture of Native Americans has significantly declined, there are still many attempts happening today to keep the traditional values alive. .
The Native Americans lived a very simple and peaceful way of life. Although there were tribes all across the country who were each unique in their own way, they remained very similar with one another. All tribes lived off the land, hunting and gathering for their food and using natural resources for tools and clothing. Their homes were made of different plant materials and tools could even be made out of sticks and stones. Respect for the earth was also something highly practiced by the Native people, giving back to the land every time they took something from it. They made sure to use every part of a hunted animal for either food or clothing and took very good care of the land by only taking what they needed when it came to gathering food for their families. Their respect for the land is even shown through their oral stories on how things came to be. In their legends, everything is treated equally as if it was a person, whether they were referring to an animal, a tree, or even a rock. | 362 | ENGLISH | 1 |
Queen Mereneith rose to the throne after King Den during the middle of the first dynasty. Mereneith meant the beloved of Neith; she is believed to be the first female ruler in Egypt. But, whether she reigned individually or along with her husband is still uncertain. The queen is referred to as the king’s mother on a seal impression from the reign of Den.
Queen Mereneith is believed to have two burial sites, the first tomb was found at Saqqara where artifacts naming Seshemka, a high court official, were found. The second tomb was at Abydos in the royal complex along with the many kings of that dynasty. The second tomb at Saqqara portrayed an early fusion of Northern and Southern styles which led to the development of the stepped pyramid complex. The tomb also contained stone vessel and seals impressions that bore her name confirming her status as a queen; also, a stela containing her name in archaic form was found. The stela also bore the crossed arrow of the ancient Egyptian goddess Neith.
Queen Mereneith is believed to have been the daughter of Djer and was the wife of Djet who died after a short reign, but not much information remains of her. Her name in the famous Palermo Stone that states the list of kings of early Egypt, confirming her status as a queen or pharaoh of Egypt.
Mereneith's name isn't inscribed on a serekh, as the names of other kings, even though she is believed to have been a pharaoh. This somehow signifies that she must have been a regent who ruled on the part of her infant son Den. Her rule as a regent explains the long reign of Den who celebrated two Heb-Sed jubilees, which is only possible when he was considered a ruler as soon as his father died.
However, in the list of kings who ruled Egypt during the new kingdom, the name of Mereneith is missing and her son Den was considered the actual ruler. The name Mereneith meanwhile meant the beloved of Neith, who was an ancient Egyptian goddess, popularly known.
The tomb of Queen Mereneith is large in size, indicating that she might have been the ruler, even though it was for a short time. The tomb lies in Abydos in the area of Umm el Qaab and lies west to the tomb of Horaha. The tomb size is big making it fit for a ruling king. The queen also had subsidiary burials, just like the kings before her - 41 in all. These are believed to be of her servants, confirmed by the objects found in these tombs.
Many of her tomb's seals show the name Den. Also, seal impressions as the serekh of Djer, and a serekh-like impression with the name of Mer-Neith. Also found in the remains was an interesting stela fragment at the Louvre Museum with Merneith's name as well.
Her tomb, like most tombs, was plundered in antiquity by tomb robbers. | <urn:uuid:24856079-92e7-46dc-acd4-6c3b734da21c> | CC-MAIN-2020-05 | https://www.ask-aladdin.com/egypt-pharaohs/queen-mereneith/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00022.warc.gz | en | 0.981789 | 641 | 3.546875 | 4 | [
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0.0692534148693084... | 8 | Queen Mereneith rose to the throne after King Den during the middle of the first dynasty. Mereneith meant the beloved of Neith; she is believed to be the first female ruler in Egypt. But, whether she reigned individually or along with her husband is still uncertain. The queen is referred to as the king’s mother on a seal impression from the reign of Den.
Queen Mereneith is believed to have two burial sites, the first tomb was found at Saqqara where artifacts naming Seshemka, a high court official, were found. The second tomb was at Abydos in the royal complex along with the many kings of that dynasty. The second tomb at Saqqara portrayed an early fusion of Northern and Southern styles which led to the development of the stepped pyramid complex. The tomb also contained stone vessel and seals impressions that bore her name confirming her status as a queen; also, a stela containing her name in archaic form was found. The stela also bore the crossed arrow of the ancient Egyptian goddess Neith.
Queen Mereneith is believed to have been the daughter of Djer and was the wife of Djet who died after a short reign, but not much information remains of her. Her name in the famous Palermo Stone that states the list of kings of early Egypt, confirming her status as a queen or pharaoh of Egypt.
Mereneith's name isn't inscribed on a serekh, as the names of other kings, even though she is believed to have been a pharaoh. This somehow signifies that she must have been a regent who ruled on the part of her infant son Den. Her rule as a regent explains the long reign of Den who celebrated two Heb-Sed jubilees, which is only possible when he was considered a ruler as soon as his father died.
However, in the list of kings who ruled Egypt during the new kingdom, the name of Mereneith is missing and her son Den was considered the actual ruler. The name Mereneith meanwhile meant the beloved of Neith, who was an ancient Egyptian goddess, popularly known.
The tomb of Queen Mereneith is large in size, indicating that she might have been the ruler, even though it was for a short time. The tomb lies in Abydos in the area of Umm el Qaab and lies west to the tomb of Horaha. The tomb size is big making it fit for a ruling king. The queen also had subsidiary burials, just like the kings before her - 41 in all. These are believed to be of her servants, confirmed by the objects found in these tombs.
Many of her tomb's seals show the name Den. Also, seal impressions as the serekh of Djer, and a serekh-like impression with the name of Mer-Neith. Also found in the remains was an interesting stela fragment at the Louvre Museum with Merneith's name as well.
Her tomb, like most tombs, was plundered in antiquity by tomb robbers. | 624 | ENGLISH | 1 |
Tartan is associated with the Highlands of Scotland and the clan system. The origins are unclear but the distinctive checked pattern was established by the 17th century. Most original designs were lost when the wearing of highland dress was banned in the Highlands following the 1745 rebellion. However, tartan was still woven by firms such as Wilsons of Bannockburn who were outside the proscribed area. The tartans which survived were worn by the army, such as Black Watch.
Many mills in the Scottish Borders wove tartan and still do as they had contracts to supply fabric for the army. The collection includes tartan pieces as early as 1700 collected by individuals such as mill owner Lewis Anderson, as well as swatches in pattern books from mills such as Peter Anderson and George Roberts. Of particular interest are early samples of Wilsons's fabric from the 1830s from Edinburgh merchant J & A Ogilvy with the George Harrison collection. Highland dress includes plaids or shawls, barred blankets and a kilt from the early 19th century.
The collection also includes examples of fabric designed by students, such as the 1998 Commonwealth games uniform and Scottish Parliament tartan. | <urn:uuid:6e7b9760-c901-4389-95f8-f62decd99103> | CC-MAIN-2020-05 | https://www.hw.ac.uk/services/is/heritage/textile-collection/tartan.htm | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00529.warc.gz | en | 0.987196 | 241 | 3.484375 | 3 | [
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0.243110164999... | 4 | Tartan is associated with the Highlands of Scotland and the clan system. The origins are unclear but the distinctive checked pattern was established by the 17th century. Most original designs were lost when the wearing of highland dress was banned in the Highlands following the 1745 rebellion. However, tartan was still woven by firms such as Wilsons of Bannockburn who were outside the proscribed area. The tartans which survived were worn by the army, such as Black Watch.
Many mills in the Scottish Borders wove tartan and still do as they had contracts to supply fabric for the army. The collection includes tartan pieces as early as 1700 collected by individuals such as mill owner Lewis Anderson, as well as swatches in pattern books from mills such as Peter Anderson and George Roberts. Of particular interest are early samples of Wilsons's fabric from the 1830s from Edinburgh merchant J & A Ogilvy with the George Harrison collection. Highland dress includes plaids or shawls, barred blankets and a kilt from the early 19th century.
The collection also includes examples of fabric designed by students, such as the 1998 Commonwealth games uniform and Scottish Parliament tartan. | 255 | ENGLISH | 1 |
Iatmul villages, containing 300-1,000 people, are built high on riverbanks. Villages often consist of three distinct sections, with a men's house in the center. Houses were often built in two rows, parallel to or at a right angle to the course of the river. The men's house was usually built in the center of an open space, the dancing ground. Older Iatmul men's houses, which were huge buildings up to 20 meters high and 40 meters long, are among the most impressive architectural achievements in New Guinea. They served as men's assembly houses in daily life and as religious centers during rituals. The dancing ground contained a ceremonial mound on which heads were displayed when brought back from a successful raid. Each section of the tripartite village owned a long war canoe that was a symbol of its cooperation during warfare, as was the ceremonial house for ritual life. The whole village usually constituted a defensive unit, whereas only a section of it may have made a raid on an enemy village. A village often was surrounded by fences and watchtowers. Traditionally, Iatmul houses were huge pile dwellings with the families of brothers living together in one house. Clans are classified into moieties, a fact that can be recognized in the layout of the village and the distribution of the houses there. | <urn:uuid:b54d0238-8c77-4e6b-a136-05bd46b06668> | CC-MAIN-2020-05 | https://www.everyculture.com/Oceania/Iatmul-Settlements.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00057.warc.gz | en | 0.99064 | 271 | 3.578125 | 4 | [
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0.669129431... | 3 | Iatmul villages, containing 300-1,000 people, are built high on riverbanks. Villages often consist of three distinct sections, with a men's house in the center. Houses were often built in two rows, parallel to or at a right angle to the course of the river. The men's house was usually built in the center of an open space, the dancing ground. Older Iatmul men's houses, which were huge buildings up to 20 meters high and 40 meters long, are among the most impressive architectural achievements in New Guinea. They served as men's assembly houses in daily life and as religious centers during rituals. The dancing ground contained a ceremonial mound on which heads were displayed when brought back from a successful raid. Each section of the tripartite village owned a long war canoe that was a symbol of its cooperation during warfare, as was the ceremonial house for ritual life. The whole village usually constituted a defensive unit, whereas only a section of it may have made a raid on an enemy village. A village often was surrounded by fences and watchtowers. Traditionally, Iatmul houses were huge pile dwellings with the families of brothers living together in one house. Clans are classified into moieties, a fact that can be recognized in the layout of the village and the distribution of the houses there. | 278 | ENGLISH | 1 |
An Introduction to Music in Iran
Musical development in Iran has prehistoric roots. There is ample evidence from various periods that the ancient Iranians possessed a sophisticated musical culture. Historical documents show that the Sassanian era (226-651 AD) had a lively musical culture. Barbod, Nakissa and Ramtin are among musicians from this period whose names and the titles of their works have survived until today.
The emergence of Islam in the 7th century AD and the Arab conquest of Iran was a turning point for various expressive arts in the region. Persian music, as well as other Persian cultural elements, became the main component in what has, ever since, been recognized as ‘Islamic Civilization’. Persian musicians and musicologists were the main movers and shakers of the musical culture of the Eastern Muslim Empire. Al-Farabi (probably 870-950 CE), Ibn Sina (970-1037 CE), al-Razi (probably 854-935 CE), Safi al-Din al-Urmawi (1216-1294 CE) are some of the remarkable Persian musical scholars from the early Islamic period. Although the Safavid era (1499-1746) is considered as a new golden age of Persian civilization, the subsequent decades following the Safavid rule brought a period of political and cultural stagnation. In this period, musicians were frowned upon and the music was not considered as a noble profession. Despite this, during the 19th century, Iranian music was transformed through the development of classical melodic figures known as radif.
The beginning of the 20th century coincided with the Constitutional Revolution in Iran. This was an attempt to revolutionize the political system by making the absolute king accountable to the new Iranian parliament. There was also a call for cultural transformation by the Iranian socio-political elite. Economic and political stagnation and the increasing exposure of the Iranian intelligentsia to Western ideas inspired a radical change in society, which in turn benefited Iranian literature and all forms of arts including music. The Tehran Symphony Orchestra was founded in 1933. It is the oldest and largest symphony orchestra in the country.
With the advent of radio in the 1930s, pop music in Iran developed rapidly. Radio promoted various musical styles such as the rumba, tango and waltz. Although Iranian pop was initially a mere imitation of Western music, it later found its own identity. The emergence of major music stars such as Vigen and Aref made pop music extremely popular among young people. Vigen (1929-2003) was an Iranian-Armenian musician from a humble background who went on to become the ‘king of Iranian pop’. His good looks and athletic physique added to his appeal as Iran’s first male pop star, particularly among young Iranian women at a time when ideas of emancipation and liberalism were taking hold in the 1950s and ’60s.
Along with male musical stars such as Vigen and Aref, there were female megastars such as Delkash (1925-2004), who was one of the most prominent and popular Iranian singers. She started singing in public in 1943. She was employed by Radio Iran in 1945, and worked with some of the best musicians in the country.
She inspired many other women singers, including Marzieh and Haydeh, who later became extremely popular.
Tanin was the first professional studio in Iran, which was extremely influential and successful. The music that came out of the studio had a fresh and innovative sound. During the 1960s and ’70s, Iranian pop music thrived and new platforms were created to showcase emerging talent. It is impossible to talk about Iranian music in the 1970s without mentioning Googoosh (born 1950), who was the most iconic female singer in the country. Googoosh was at the height of her career and was widely emulated by Iranian women. In addition to listening to her music, they copied her clothing (miniskirts) and short haircut (known as the ‘Googooshy’). After the revolution, Googoosh stayed in Iran, but she eventually managed to leave the country. After two decades of silence, she started her career again in the West. She gives regular concerts and continues to be very popular among Iranians and other Persian speakers around the world.
Although pop remained the most popular musical genre, rock started to gain a following. In the 1970s, Iran had good ties with the West, and the government created many venues for Iranian musicians to interact with their Western counterparts. Shiraz Art Festival, which was held annually from 1967 to 1977, was the most significant international platform for arts and music in Iran. In addition to Western-style nightclubs and concert halls, Iranian radio and TV stations also played various Western music, helping to popularize rock music.
In this period, some pioneering musicians such as Kourosh Yaghmaei (born 1946) surfaced to lay the foundations of Iranian rock music, which survived both the revolution in 1979 and the Islamization policies of the Islamic Republic.
In the first decade following the revolution, which was followed by the Iran-Iraq War, Iranian music was radically undermined. Apart from some traditional and military music, nothing else was broadcast on the official radio and TV channels.
However, during the 1980s, Iranian musicians who had moved to the West, primarily the United States, started to produce and release Iranian songs that were smuggled into Iran via different underground channels. Los Angeles became the main centre of Iranian music production, which was almost entirely dominated by pop music.
Prior to the 1990s, Persian classical music was the only genre that had limited production and distribution restrictions. The two major figures were Mohammad Reza Shajarian and Shahram Nazeri, who still have a massive following in Iran.
In the 1990s, with the election of President Mohammad Khatami, a reformist, the socio-political climate changed, and the government became more tolerant of Western-inspired music. This paved the way for the emergence of new home-grown pop artists such as Shadmehr Aghili, who was able to compete with the Iranian musicians from LA who had dominated Persian pop for almost two decades.
Although restrictions and limitations eventually pushed Aghili to leave Iran, he and his pioneering colleagues had set the stage for a thriving pop scene. Today, pop stars such as Mohsen Yeganeh hold regular concerts in Tehran and other cities in Iran. Having said that, there is still a lot of pressure from the ultraconservative segment of the regime who continue to undermine these musical events. These ultraconservative forces are particularly strong in holy cities such as Mashhad, where they call for a complete ban on Western-inspired music.
In addition to pop, there has been a rapid development of other musical genres such as rap and rock, which now have a massive following in Iran too. Although many rap and rock bands still operate underground, some of them have been able to hold public concerts in recent years.
Despite some drastic changes since the early years of the Islamic Revolution, the state is still reluctant to give more freedom to musicians to express themselves. Women, in particular, face severe restrictions when it comes to producing and disseminating music. Although women can play instruments on stage, they are not allowed to sing solo in public. As a result, solo women singers primarily produce music overseas.
We would like to ask you something …
Fanack is an independent media organisation, not funded by any state or any interest group, that distributes in the Middle East and the wider world unbiased analysis and background information, based on facts, about the Middle East and North Africa.
The website grew rapidly in breadth and depth and today forms a rich and valuable source of information on 21 countries, from Morocco to Oman and from Iran to Yemen, both in Arabic and English. We currently reach six million readers annually and growing fast.
In order to guarantee the impartiality of information on the Chronicle, articles are published without by-lines. This also allows correspondents to write more freely about sensitive or controversial issues in their country. All articles are fact-checked before publication to ensure that content is accurate, current and unbiased. | <urn:uuid:f92825f2-5bc9-4ca8-9892-c9b70dc783ef> | CC-MAIN-2020-05 | https://fanack.com/music/iranian-music/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614086.44/warc/CC-MAIN-20200123221108-20200124010108-00151.warc.gz | en | 0.980461 | 1,675 | 3.71875 | 4 | [
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0.2802684307... | 2 | An Introduction to Music in Iran
Musical development in Iran has prehistoric roots. There is ample evidence from various periods that the ancient Iranians possessed a sophisticated musical culture. Historical documents show that the Sassanian era (226-651 AD) had a lively musical culture. Barbod, Nakissa and Ramtin are among musicians from this period whose names and the titles of their works have survived until today.
The emergence of Islam in the 7th century AD and the Arab conquest of Iran was a turning point for various expressive arts in the region. Persian music, as well as other Persian cultural elements, became the main component in what has, ever since, been recognized as ‘Islamic Civilization’. Persian musicians and musicologists were the main movers and shakers of the musical culture of the Eastern Muslim Empire. Al-Farabi (probably 870-950 CE), Ibn Sina (970-1037 CE), al-Razi (probably 854-935 CE), Safi al-Din al-Urmawi (1216-1294 CE) are some of the remarkable Persian musical scholars from the early Islamic period. Although the Safavid era (1499-1746) is considered as a new golden age of Persian civilization, the subsequent decades following the Safavid rule brought a period of political and cultural stagnation. In this period, musicians were frowned upon and the music was not considered as a noble profession. Despite this, during the 19th century, Iranian music was transformed through the development of classical melodic figures known as radif.
The beginning of the 20th century coincided with the Constitutional Revolution in Iran. This was an attempt to revolutionize the political system by making the absolute king accountable to the new Iranian parliament. There was also a call for cultural transformation by the Iranian socio-political elite. Economic and political stagnation and the increasing exposure of the Iranian intelligentsia to Western ideas inspired a radical change in society, which in turn benefited Iranian literature and all forms of arts including music. The Tehran Symphony Orchestra was founded in 1933. It is the oldest and largest symphony orchestra in the country.
With the advent of radio in the 1930s, pop music in Iran developed rapidly. Radio promoted various musical styles such as the rumba, tango and waltz. Although Iranian pop was initially a mere imitation of Western music, it later found its own identity. The emergence of major music stars such as Vigen and Aref made pop music extremely popular among young people. Vigen (1929-2003) was an Iranian-Armenian musician from a humble background who went on to become the ‘king of Iranian pop’. His good looks and athletic physique added to his appeal as Iran’s first male pop star, particularly among young Iranian women at a time when ideas of emancipation and liberalism were taking hold in the 1950s and ’60s.
Along with male musical stars such as Vigen and Aref, there were female megastars such as Delkash (1925-2004), who was one of the most prominent and popular Iranian singers. She started singing in public in 1943. She was employed by Radio Iran in 1945, and worked with some of the best musicians in the country.
She inspired many other women singers, including Marzieh and Haydeh, who later became extremely popular.
Tanin was the first professional studio in Iran, which was extremely influential and successful. The music that came out of the studio had a fresh and innovative sound. During the 1960s and ’70s, Iranian pop music thrived and new platforms were created to showcase emerging talent. It is impossible to talk about Iranian music in the 1970s without mentioning Googoosh (born 1950), who was the most iconic female singer in the country. Googoosh was at the height of her career and was widely emulated by Iranian women. In addition to listening to her music, they copied her clothing (miniskirts) and short haircut (known as the ‘Googooshy’). After the revolution, Googoosh stayed in Iran, but she eventually managed to leave the country. After two decades of silence, she started her career again in the West. She gives regular concerts and continues to be very popular among Iranians and other Persian speakers around the world.
Although pop remained the most popular musical genre, rock started to gain a following. In the 1970s, Iran had good ties with the West, and the government created many venues for Iranian musicians to interact with their Western counterparts. Shiraz Art Festival, which was held annually from 1967 to 1977, was the most significant international platform for arts and music in Iran. In addition to Western-style nightclubs and concert halls, Iranian radio and TV stations also played various Western music, helping to popularize rock music.
In this period, some pioneering musicians such as Kourosh Yaghmaei (born 1946) surfaced to lay the foundations of Iranian rock music, which survived both the revolution in 1979 and the Islamization policies of the Islamic Republic.
In the first decade following the revolution, which was followed by the Iran-Iraq War, Iranian music was radically undermined. Apart from some traditional and military music, nothing else was broadcast on the official radio and TV channels.
However, during the 1980s, Iranian musicians who had moved to the West, primarily the United States, started to produce and release Iranian songs that were smuggled into Iran via different underground channels. Los Angeles became the main centre of Iranian music production, which was almost entirely dominated by pop music.
Prior to the 1990s, Persian classical music was the only genre that had limited production and distribution restrictions. The two major figures were Mohammad Reza Shajarian and Shahram Nazeri, who still have a massive following in Iran.
In the 1990s, with the election of President Mohammad Khatami, a reformist, the socio-political climate changed, and the government became more tolerant of Western-inspired music. This paved the way for the emergence of new home-grown pop artists such as Shadmehr Aghili, who was able to compete with the Iranian musicians from LA who had dominated Persian pop for almost two decades.
Although restrictions and limitations eventually pushed Aghili to leave Iran, he and his pioneering colleagues had set the stage for a thriving pop scene. Today, pop stars such as Mohsen Yeganeh hold regular concerts in Tehran and other cities in Iran. Having said that, there is still a lot of pressure from the ultraconservative segment of the regime who continue to undermine these musical events. These ultraconservative forces are particularly strong in holy cities such as Mashhad, where they call for a complete ban on Western-inspired music.
In addition to pop, there has been a rapid development of other musical genres such as rap and rock, which now have a massive following in Iran too. Although many rap and rock bands still operate underground, some of them have been able to hold public concerts in recent years.
Despite some drastic changes since the early years of the Islamic Revolution, the state is still reluctant to give more freedom to musicians to express themselves. Women, in particular, face severe restrictions when it comes to producing and disseminating music. Although women can play instruments on stage, they are not allowed to sing solo in public. As a result, solo women singers primarily produce music overseas.
We would like to ask you something …
Fanack is an independent media organisation, not funded by any state or any interest group, that distributes in the Middle East and the wider world unbiased analysis and background information, based on facts, about the Middle East and North Africa.
The website grew rapidly in breadth and depth and today forms a rich and valuable source of information on 21 countries, from Morocco to Oman and from Iran to Yemen, both in Arabic and English. We currently reach six million readers annually and growing fast.
In order to guarantee the impartiality of information on the Chronicle, articles are published without by-lines. This also allows correspondents to write more freely about sensitive or controversial issues in their country. All articles are fact-checked before publication to ensure that content is accurate, current and unbiased. | 1,749 | ENGLISH | 1 |
In Maycomb County, Alabama During the sad times, Atticus Finch, A lawyer in Maycomb. Explains to his daughter, that you can never fully understand what someone is going through unless you put things in their perspective – until you climb into his skin and walk around in it”(39). In the beginning of the book Scout doesn’t understand the analogy he used, or why it was important, but as she matures throughout the novel mentally and physically she comes to more of an understanding of why this statement is important and helpful. Jem later on also understood the meaning of this statement. As these two characters develop throughout the novel they both realize that they shouldn’t judge someone before seeing things in their perspective and that you should respect people for who they are not for what they appear to be.
To Kill A Mockingbird is a book that has a overflowing theme “coming of age” it could’ve been shown through the main characters or others. This is important because each character played a role in the changes that Maycomb had to undergo. When it comes to parenting, Atticus Finch has his own unique style. Atticus taught his kids to be respectful to all people. He doesn’t treat them as children but as young adults. His method of parenting has definitely had an impact on his kids because he treats them fairly. The way children act can sometimes come from the way their parent acts to them. Scout and Jem both took time to develop these skills and traits from their “father” Atticus. Jem changed a lot because of atticus, Jem went from being a normal kid to maturing quickly because he came to realize all the problems with his society and how he shouldn’t judge people for their looks and what is said about them but for who they are. Events like Tom Robinson trial had a major impact on the Jems, Scouts, and Bills perspective on their Community.
Tom Robinson is a black citizen of Maycomb but is not treated like one because of his skin color, but Scout learns to think different. He later on is accused of raping Mayella Ewell, A white nineteen year old citizen of Maycomb. He is convicted of rape because of his complexion, despite the proof of his left hand because it is completely shriveled up. This is important piece of information because Mayella Ewell, had the bruise on her right eye which indicates that she was most likely hit from a left hand. Due to Toms hand this wouldn’t have been capable. But her father Mr. Ewells was dominant with his left hand. This was important but was not taken into consideration because of his skin tone. Like most Negros in the south Tom Robinson is discriminated and seen to be “less” to the white folks. When in reality they judged a book by it’s cover because Tom is a very nice, and caring man, but that’s not believed in Maycomb.
Boo radley, Is another person like Tom Robinson that resemble a mockingbird the reason being is that they both are mysterious and are targeted through the book.
As the novel progresses, the children’s changing attitude toward Boo Radley is an important measurement of their development from innocence toward a grown-up moral perspective. At the beginning of the book, Boo is merely a source of childhood superstition. As he leaves Jem and Scout, he gradually becomes increasingly and intriguingly real to them. At the end of the novel, he becomes fully human to Scout, illustrating that she has developed into a sympathetic and understanding individual.
Argument 4 (
Towards the ending of the book, Sheriff Tate says that Mr. Ewell fell on his own knife
After trying to attack atticus’ children, he also implies that Boo Radley stabbed a man trying to defend Scout | <urn:uuid:5ea588b5-b608-40e0-bdcd-d9489134ade3> | CC-MAIN-2020-05 | https://secondstaralaska.com/in-maycomb-county/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250591234.15/warc/CC-MAIN-20200117205732-20200117233732-00185.warc.gz | en | 0.986628 | 790 | 3.453125 | 3 | [
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0.13702973723... | 3 | In Maycomb County, Alabama During the sad times, Atticus Finch, A lawyer in Maycomb. Explains to his daughter, that you can never fully understand what someone is going through unless you put things in their perspective – until you climb into his skin and walk around in it”(39). In the beginning of the book Scout doesn’t understand the analogy he used, or why it was important, but as she matures throughout the novel mentally and physically she comes to more of an understanding of why this statement is important and helpful. Jem later on also understood the meaning of this statement. As these two characters develop throughout the novel they both realize that they shouldn’t judge someone before seeing things in their perspective and that you should respect people for who they are not for what they appear to be.
To Kill A Mockingbird is a book that has a overflowing theme “coming of age” it could’ve been shown through the main characters or others. This is important because each character played a role in the changes that Maycomb had to undergo. When it comes to parenting, Atticus Finch has his own unique style. Atticus taught his kids to be respectful to all people. He doesn’t treat them as children but as young adults. His method of parenting has definitely had an impact on his kids because he treats them fairly. The way children act can sometimes come from the way their parent acts to them. Scout and Jem both took time to develop these skills and traits from their “father” Atticus. Jem changed a lot because of atticus, Jem went from being a normal kid to maturing quickly because he came to realize all the problems with his society and how he shouldn’t judge people for their looks and what is said about them but for who they are. Events like Tom Robinson trial had a major impact on the Jems, Scouts, and Bills perspective on their Community.
Tom Robinson is a black citizen of Maycomb but is not treated like one because of his skin color, but Scout learns to think different. He later on is accused of raping Mayella Ewell, A white nineteen year old citizen of Maycomb. He is convicted of rape because of his complexion, despite the proof of his left hand because it is completely shriveled up. This is important piece of information because Mayella Ewell, had the bruise on her right eye which indicates that she was most likely hit from a left hand. Due to Toms hand this wouldn’t have been capable. But her father Mr. Ewells was dominant with his left hand. This was important but was not taken into consideration because of his skin tone. Like most Negros in the south Tom Robinson is discriminated and seen to be “less” to the white folks. When in reality they judged a book by it’s cover because Tom is a very nice, and caring man, but that’s not believed in Maycomb.
Boo radley, Is another person like Tom Robinson that resemble a mockingbird the reason being is that they both are mysterious and are targeted through the book.
As the novel progresses, the children’s changing attitude toward Boo Radley is an important measurement of their development from innocence toward a grown-up moral perspective. At the beginning of the book, Boo is merely a source of childhood superstition. As he leaves Jem and Scout, he gradually becomes increasingly and intriguingly real to them. At the end of the novel, he becomes fully human to Scout, illustrating that she has developed into a sympathetic and understanding individual.
Argument 4 (
Towards the ending of the book, Sheriff Tate says that Mr. Ewell fell on his own knife
After trying to attack atticus’ children, he also implies that Boo Radley stabbed a man trying to defend Scout | 762 | ENGLISH | 1 |
One hundred years ago today, on January 17th, 1919, students at the University of Missouri were required to wear masks. Why? Because the scourge of influenza had returned. It was thought the nightmare had ended. The influenza epidemic had surged through the fall of 1918 and had dampened the joy over the end of the war on November 11, 1918 and had sickened as many as one third of the world’s population, killing between 50 and 100 million. Here’s how it played out in Columbia…
By October 8, 1918, 70 cases of influenza had been recorded at the University of Missouri. Classes were canceled beginning on October 7th and movement barred around the campus. On the front page of the Evening Missourian influenza was mentioned fifteen times, while simultaneously noting that the 4th Liberty Loan, bonds that were sold to fund American forces in WWI, had been a continued success, raising $83 million nationwide overnight, bringing the total to more than $1.4 billion. In less than a week a daily count of influenza cases would mar the front page of the evening newspaper.
The evening papers of October 19, 1918, reported that Missouri had more than 10,000 cases of influenza. Springfield, Kansas City and St. Louis represented the greatest number, with Springfield being the hardest hit with more than 3,000.
In Columbia, three University buildings (Read Hall, Pi Kappa Alpha house & Kappa Sigma house) were used as hospitals to supplement the two others in the city – Parker Memorial and the city hospital. In addition, the city placed many private homes under quarantine when it became known that the inhabitants were stricken with flu. A Home Service Bureau was established to care for the home-bound patients. The number of patients ebbed and flowed through November and December. On November 29, ninety-seven new cases were reported. By December 6, 1918, the University of Missouri closed to prevent further outbreak, as the city closed schools, courts, and public administration services while reinstating a ban on meetings and limiting the number of patrons in a store to no more than six at one time.
Women studying at Missouri University stepped up to the challenge. When three make-shift hospitals were opened on campus, ninety-eight female students answered the call for volunteer nurses, working eight to twelve hour shifts daily. Headquarters were set up by Mrs. Noyes in Captain Guy Noyes’ office in the Exchange National Bank Building downtown. Many of the University women had no prior training, but learned on the job. Their success rate was so high they were sent to assist at the other Columbia hospitals. By mid-December 1,020 cases of influenza cared for by all Missouri University hospitals.
So what about the masks? By the end of October the university women of the Red Cross had made hundreds of masks by cutting a piece of white muslin, in 8” x 10” sections, and affixing it to the face with white tape that had been sown to the mask to enable the wearer to tie it around the back of his or her head, completely covering the nose and mouth. The masks were sold for ten cents at Academic Hall (Jesse). Influenza cases waned again in early 1919, only to rise again in January 1920. The Missouri women who accepted the call were unsung heroes during these trying times.
The Evening Missourian. 8 Oct 1918. 1.
The Evening Missourian. 19 Oct 1918. 3.
“M.U. Girls Show Mettle in Influenza Epidemic.” The Evening Missourian. 23 Oct 1918. 3.
Historic Preservation Note: According to a 2008 Columbia Tribune article Exchange National Bank was founded in Columbia on July 19, 1865, with $100,000 in capital. It was located at the northeast corner of Broadway & Eighth Street. It was purchased in 1964 by Carl Landrum, and seven years later the name was changed to First National Bank & Trust Co. Of the nine banks chartered in Missouri in 1865, Exchange National was the only one that survived. Today the name has changed to Landmark Bank with banks across Missouri, Oklahoma and Texas. Source: Justin Willett. “Exchange National Bank was started in Columbia 143 years ago.” Columbia Tribune. 22 Nov 2009 and “Our History” at Landmarkbank.com. | <urn:uuid:f514a980-d521-48ef-90c9-822cca986669> | CC-MAIN-2020-05 | https://romamarygrace.com/heroesbehindmasks/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594101.10/warc/CC-MAIN-20200119010920-20200119034920-00426.warc.gz | en | 0.981042 | 895 | 3.40625 | 3 | [
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0.0900314599275589... | 6 | One hundred years ago today, on January 17th, 1919, students at the University of Missouri were required to wear masks. Why? Because the scourge of influenza had returned. It was thought the nightmare had ended. The influenza epidemic had surged through the fall of 1918 and had dampened the joy over the end of the war on November 11, 1918 and had sickened as many as one third of the world’s population, killing between 50 and 100 million. Here’s how it played out in Columbia…
By October 8, 1918, 70 cases of influenza had been recorded at the University of Missouri. Classes were canceled beginning on October 7th and movement barred around the campus. On the front page of the Evening Missourian influenza was mentioned fifteen times, while simultaneously noting that the 4th Liberty Loan, bonds that were sold to fund American forces in WWI, had been a continued success, raising $83 million nationwide overnight, bringing the total to more than $1.4 billion. In less than a week a daily count of influenza cases would mar the front page of the evening newspaper.
The evening papers of October 19, 1918, reported that Missouri had more than 10,000 cases of influenza. Springfield, Kansas City and St. Louis represented the greatest number, with Springfield being the hardest hit with more than 3,000.
In Columbia, three University buildings (Read Hall, Pi Kappa Alpha house & Kappa Sigma house) were used as hospitals to supplement the two others in the city – Parker Memorial and the city hospital. In addition, the city placed many private homes under quarantine when it became known that the inhabitants were stricken with flu. A Home Service Bureau was established to care for the home-bound patients. The number of patients ebbed and flowed through November and December. On November 29, ninety-seven new cases were reported. By December 6, 1918, the University of Missouri closed to prevent further outbreak, as the city closed schools, courts, and public administration services while reinstating a ban on meetings and limiting the number of patrons in a store to no more than six at one time.
Women studying at Missouri University stepped up to the challenge. When three make-shift hospitals were opened on campus, ninety-eight female students answered the call for volunteer nurses, working eight to twelve hour shifts daily. Headquarters were set up by Mrs. Noyes in Captain Guy Noyes’ office in the Exchange National Bank Building downtown. Many of the University women had no prior training, but learned on the job. Their success rate was so high they were sent to assist at the other Columbia hospitals. By mid-December 1,020 cases of influenza cared for by all Missouri University hospitals.
So what about the masks? By the end of October the university women of the Red Cross had made hundreds of masks by cutting a piece of white muslin, in 8” x 10” sections, and affixing it to the face with white tape that had been sown to the mask to enable the wearer to tie it around the back of his or her head, completely covering the nose and mouth. The masks were sold for ten cents at Academic Hall (Jesse). Influenza cases waned again in early 1919, only to rise again in January 1920. The Missouri women who accepted the call were unsung heroes during these trying times.
The Evening Missourian. 8 Oct 1918. 1.
The Evening Missourian. 19 Oct 1918. 3.
“M.U. Girls Show Mettle in Influenza Epidemic.” The Evening Missourian. 23 Oct 1918. 3.
Historic Preservation Note: According to a 2008 Columbia Tribune article Exchange National Bank was founded in Columbia on July 19, 1865, with $100,000 in capital. It was located at the northeast corner of Broadway & Eighth Street. It was purchased in 1964 by Carl Landrum, and seven years later the name was changed to First National Bank & Trust Co. Of the nine banks chartered in Missouri in 1865, Exchange National was the only one that survived. Today the name has changed to Landmark Bank with banks across Missouri, Oklahoma and Texas. Source: Justin Willett. “Exchange National Bank was started in Columbia 143 years ago.” Columbia Tribune. 22 Nov 2009 and “Our History” at Landmarkbank.com. | 986 | ENGLISH | 1 |
In 1941, some 78,000 Jews lived in Yugoslavia, including about 4,000 foreign or stateless Jews who had found refuge in the country during the 1930s. Although Yugoslavia had reluctantly joined the Axis alliance with Germany, the Yugoslav government was toppled by an anti-German military coup on March 27, 1941. Nazi Germany invaded the Balkan nations of Yugoslavia and Greece in early April 1941. Supported militarily by her Axis allies (Italy, Bulgaria, Hungary, and Romania), Germany quickly subdued the Balkans. Yugoslavia was partitioned among the Axis allies. Bulgaria annexed Yugoslav Macedonia (the area including the cities of Skopje and Bitola in southern Yugoslavia).
On October 4, 1941, the Bulgarians enforced an extraordinary measure that prohibited the Jews of Macedonia from engaging in any type of industry or commerce. All existing Jewish businesses had three months to transfer ownership to non-Jews or sell their assets and close down. In addition, a law that barred Jews from certain areas of town was enforced in Monastir in late 1941. Jews who lived in the more prosperous part of Monastir, located on the east side of the Dragor River, were forced to move to a poorer part of town located near the traditional Jewish quarter on the west side, and this area became the ghetto.
With Monastir's Jews forced into a ghetto and registered, it became easier to carry out the theft of their property. On July 2, 1942, the Bulgarian government demanded that all Jewish households hand over 20 percent of the value of all assets, including property, furniture, cash, and household items. Committees were established to assess the value of the Jews' property. The possessions of those who did not have the money to pay the tax were sold at auction.
All of these degrading, restrictive measures halted normal Jewish life in Monastir. Zamila Kolonomos, a local Jewish woman, lived through these years of occupation in Monastir. She wrote,
"Ansina la vida si truko i no avia mas ni enkontros, ni fiestar, ni bodas, ni aligrias" (Thus life was so greatly changed and there were no more get-togethers, no festivals, no weddings, no celebrations).
Though allied with the Germans, the Bulgarian government refused to deport Jews residing in Bulgaria proper. Bulgarian authorities did, however, deport Jews without Bulgarian citizenship from the territories of Yugoslavia and Greece which Bulgaria occupied. They deported the Macedonian Jews in simultaneous actions that began in the early morning of Thursday, March 11, 1943. In Monastir, Skopje, and Štip, where there was a tiny population of Sephardic Jews, several hundred police and soldiers, as well as cart drivers with their carts, gathered at municipal police stations at 2 a.m. to receive instructions for the removal of the Jews and their belongings. In Monastir, the Bulgarian military established a blockade around the city to prevent escapes.
Between 5 and 6 a.m., groups fanned out into the ghetto to bang on doors and order the residents to leave their homes in one hour. The Jews were told that they were being transferred to other parts of Bulgaria and that after the war they would be returned to their homes, but this did little to ease the terror and confusion of this massive eviction. Advance rumors of this action convinced Kolonomos to hide, and that night she and four others sat in a windowless room in a shop and listened to what was happening to their community. Kolonomos wrote,
At dawn we heard the uproar of groups of police. In a moment there was the sound of horses' footsteps and the noise of carts. Then all was calm. Then came a noise like thunder….We asked each other what it could be? Then we were able to discern the sound of voices, shouts, the crying of many people, of babies, of women! We were able to distinguish the words of the Bulgarians who shouted: 'Quickly! Quickly!' The prayers, moans, curses, the crying was clear… They were taking all the Jews, old and young, not just the youths who could work…. A river of people passed alongside us.
At around 7 a.m. the Jews were forced to walk to the railroad station, where a train was waiting to take them away to neighboring Skopje; a temporary detention center had been established at the state tobacco monopoly warehouse known as Monopol. The Monopol was chosen for its ability to hold thousands of people, and also because it was served by a railroad. Albert Sarfati survived the war, and he gave this eyewitness account:
They loaded us into cattle wagons, fifty to sixty people per wagon, including luggage. There wasn't enough space and many had to stand. There was no water. The children were crying … A woman in one wagon was giving birth… but there was no doctor. We reached Skopje at midnight. Night. Darkness. They opened the wagons and in the darkness pushed us into two large buildings. Cars carrying the Jews from Shtip had been added to our train. Stumbling over one another in the darkness, dragging our luggage and continuously being beaten by the Bulgarian soldiers, the children, the aged and infirm tried to squeeze into the building. When the sun rose, we realized we were in Skopje in the building of the Monopoly, and that all the Jews of Macedonia had been rounded up that same day.
For the next 11 days the Monastir Jews, together with Jews from Skopje and Štip, approximately 7,215 in all, lived in crowded, filthy conditions in four warehouses at Monopol. The weather was cold, there was little food and few blankets, and the Jews were continually searched, beaten, and humiliated. Women and girls were raped. Elena Leon Ishakh, a doctor from Monastir who was released from Monopol to work for the Bulgarians, survived the war and left this description of the Monopol:
Hunger pervaded… Only on the fifth day did the camp authorities set up a kitchen, but for over 7,000 of us there were too few stoves. Food was doled out starting at eleven in the morning, and the last ones were fed around five in the evening. Food was distributed once daily and consisted of 250 grams of bread and plain, watery beans or rice… They also gave us smoked meat, but it was so bad that, despite our hunger, we couldn't eat it… Under the pretext of searching us to find hidden money, gold, or foreign currency, they sadistically forced us to undress entirely… In some cases they even took away baby diapers… If anything was found on somebody, he was beaten….
Nico Pardo was one of the few who managed to escape from the Skopje detention center and after the war he described the Jews' despair in Monopol:
We were in a terrible mood. The youngsters tried to sing every so often, but the adults and the elderly people were in deep depression. We did not know what awaited us, but the dreadful treatment we received from the Bulgarians showed the value of the promises given us that we would only be taken to a Bulgarian work camp. Here and there youngsters whispered of the possibility of an uprising and a mass escape, but they never materialized. There was no prospect of it succeeding. The yard was surrounded by a wooden fence and behind that a barbed wire fence. At each of the four corners there was a sentry with a machine gun and other armed guards would patrol the yard. Also, the belief that the worst possible fate did not await us prevented such suicidal acts from taking place.
Three railroad transports took the Macedonian Jews from Monopol to Treblinka. The journey typically took six days, and during this time the Jews were locked in cattle or freight cars. Several Jews died during each transport, and the living had to endure the presence of corpses. On the morning of March 22, 1943, some 2,300 Macedonian Jews from Monopol were forced to board a train consisting of 40 cattle cars. Families journeyed together, and the transport included at least 134 small children no more than four years old, and at least 194 children between the ages of four and 10. The train arrived at Treblinka six days later on March 28 at 7 a.m. Four people died on this transport. The overwhelming majority of these Jews were from Skopje.
On March 25, German and Bulgarian soldiers loaded about 2,400 Macedonian Jews onto a train made up of freight cars. All the Jews from Štip, who numbered 551, were on this second transport, as were about 2,000 Jews from Skopje and Monastir. Sarfati was scheduled to board the third transport, and he watched the Jews board this second train:
Each wagon carried between 60 and 70 people with all their baggage. The people came out of the building carrying their belongings on their backs. Everyone was carrying things, from the oldest person to the youngest. With bowed heads, all approached the black train. In front of each wagon stood a German and a Bulgarian policeman checking off a list. It was impossible to sit down in the freight cars. As soon as the 'livestock' had been loaded into a car, it was locked and sealed. Only heads were visible through the small windows… Those of us in the building were not permitted to watch, and the police waved their machine guns toward our windows to keep us from watching. The train was ready and left about eleven o'clock. Hands were waving goodbye from the small wagon windows and all of us in the building were shedding tears.
The last train carried around 2,400 Jews, approximately 2,300 of whom were from Monastir. The Jews began boarding the freight cars at 6 a.m. on March 29 and by noon the train was full. The departure of this train for the killing center at Treblinka signaled the final destruction of the Monastir Jewish community.
The United States Holocaust Memorial Museum acknowledges the gracious assistance of the following archives and sources.
Mark Cohen, author of Last Century of a Sephardic Community: The Jews of Monastir, 1839-1943 (Foundation for the Advancement of Sephardic Studies and Culture, New York, NY).
State Archives of the Republic of Macedonia
Series: Jewish Community of Monastir
Critical Thinking Questions
- Learn about the history of the Jewish community in your country. | <urn:uuid:472371af-284b-42d4-bf70-62e23a4863be> | CC-MAIN-2020-05 | https://encyclopedia.ushmm.org/content/en/article/the-holocaust-in-macedonia-deportation-of-monastir-jewry | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00136.warc.gz | en | 0.983608 | 2,158 | 3.6875 | 4 | [
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0.1941215991... | 5 | In 1941, some 78,000 Jews lived in Yugoslavia, including about 4,000 foreign or stateless Jews who had found refuge in the country during the 1930s. Although Yugoslavia had reluctantly joined the Axis alliance with Germany, the Yugoslav government was toppled by an anti-German military coup on March 27, 1941. Nazi Germany invaded the Balkan nations of Yugoslavia and Greece in early April 1941. Supported militarily by her Axis allies (Italy, Bulgaria, Hungary, and Romania), Germany quickly subdued the Balkans. Yugoslavia was partitioned among the Axis allies. Bulgaria annexed Yugoslav Macedonia (the area including the cities of Skopje and Bitola in southern Yugoslavia).
On October 4, 1941, the Bulgarians enforced an extraordinary measure that prohibited the Jews of Macedonia from engaging in any type of industry or commerce. All existing Jewish businesses had three months to transfer ownership to non-Jews or sell their assets and close down. In addition, a law that barred Jews from certain areas of town was enforced in Monastir in late 1941. Jews who lived in the more prosperous part of Monastir, located on the east side of the Dragor River, were forced to move to a poorer part of town located near the traditional Jewish quarter on the west side, and this area became the ghetto.
With Monastir's Jews forced into a ghetto and registered, it became easier to carry out the theft of their property. On July 2, 1942, the Bulgarian government demanded that all Jewish households hand over 20 percent of the value of all assets, including property, furniture, cash, and household items. Committees were established to assess the value of the Jews' property. The possessions of those who did not have the money to pay the tax were sold at auction.
All of these degrading, restrictive measures halted normal Jewish life in Monastir. Zamila Kolonomos, a local Jewish woman, lived through these years of occupation in Monastir. She wrote,
"Ansina la vida si truko i no avia mas ni enkontros, ni fiestar, ni bodas, ni aligrias" (Thus life was so greatly changed and there were no more get-togethers, no festivals, no weddings, no celebrations).
Though allied with the Germans, the Bulgarian government refused to deport Jews residing in Bulgaria proper. Bulgarian authorities did, however, deport Jews without Bulgarian citizenship from the territories of Yugoslavia and Greece which Bulgaria occupied. They deported the Macedonian Jews in simultaneous actions that began in the early morning of Thursday, March 11, 1943. In Monastir, Skopje, and Štip, where there was a tiny population of Sephardic Jews, several hundred police and soldiers, as well as cart drivers with their carts, gathered at municipal police stations at 2 a.m. to receive instructions for the removal of the Jews and their belongings. In Monastir, the Bulgarian military established a blockade around the city to prevent escapes.
Between 5 and 6 a.m., groups fanned out into the ghetto to bang on doors and order the residents to leave their homes in one hour. The Jews were told that they were being transferred to other parts of Bulgaria and that after the war they would be returned to their homes, but this did little to ease the terror and confusion of this massive eviction. Advance rumors of this action convinced Kolonomos to hide, and that night she and four others sat in a windowless room in a shop and listened to what was happening to their community. Kolonomos wrote,
At dawn we heard the uproar of groups of police. In a moment there was the sound of horses' footsteps and the noise of carts. Then all was calm. Then came a noise like thunder….We asked each other what it could be? Then we were able to discern the sound of voices, shouts, the crying of many people, of babies, of women! We were able to distinguish the words of the Bulgarians who shouted: 'Quickly! Quickly!' The prayers, moans, curses, the crying was clear… They were taking all the Jews, old and young, not just the youths who could work…. A river of people passed alongside us.
At around 7 a.m. the Jews were forced to walk to the railroad station, where a train was waiting to take them away to neighboring Skopje; a temporary detention center had been established at the state tobacco monopoly warehouse known as Monopol. The Monopol was chosen for its ability to hold thousands of people, and also because it was served by a railroad. Albert Sarfati survived the war, and he gave this eyewitness account:
They loaded us into cattle wagons, fifty to sixty people per wagon, including luggage. There wasn't enough space and many had to stand. There was no water. The children were crying … A woman in one wagon was giving birth… but there was no doctor. We reached Skopje at midnight. Night. Darkness. They opened the wagons and in the darkness pushed us into two large buildings. Cars carrying the Jews from Shtip had been added to our train. Stumbling over one another in the darkness, dragging our luggage and continuously being beaten by the Bulgarian soldiers, the children, the aged and infirm tried to squeeze into the building. When the sun rose, we realized we were in Skopje in the building of the Monopoly, and that all the Jews of Macedonia had been rounded up that same day.
For the next 11 days the Monastir Jews, together with Jews from Skopje and Štip, approximately 7,215 in all, lived in crowded, filthy conditions in four warehouses at Monopol. The weather was cold, there was little food and few blankets, and the Jews were continually searched, beaten, and humiliated. Women and girls were raped. Elena Leon Ishakh, a doctor from Monastir who was released from Monopol to work for the Bulgarians, survived the war and left this description of the Monopol:
Hunger pervaded… Only on the fifth day did the camp authorities set up a kitchen, but for over 7,000 of us there were too few stoves. Food was doled out starting at eleven in the morning, and the last ones were fed around five in the evening. Food was distributed once daily and consisted of 250 grams of bread and plain, watery beans or rice… They also gave us smoked meat, but it was so bad that, despite our hunger, we couldn't eat it… Under the pretext of searching us to find hidden money, gold, or foreign currency, they sadistically forced us to undress entirely… In some cases they even took away baby diapers… If anything was found on somebody, he was beaten….
Nico Pardo was one of the few who managed to escape from the Skopje detention center and after the war he described the Jews' despair in Monopol:
We were in a terrible mood. The youngsters tried to sing every so often, but the adults and the elderly people were in deep depression. We did not know what awaited us, but the dreadful treatment we received from the Bulgarians showed the value of the promises given us that we would only be taken to a Bulgarian work camp. Here and there youngsters whispered of the possibility of an uprising and a mass escape, but they never materialized. There was no prospect of it succeeding. The yard was surrounded by a wooden fence and behind that a barbed wire fence. At each of the four corners there was a sentry with a machine gun and other armed guards would patrol the yard. Also, the belief that the worst possible fate did not await us prevented such suicidal acts from taking place.
Three railroad transports took the Macedonian Jews from Monopol to Treblinka. The journey typically took six days, and during this time the Jews were locked in cattle or freight cars. Several Jews died during each transport, and the living had to endure the presence of corpses. On the morning of March 22, 1943, some 2,300 Macedonian Jews from Monopol were forced to board a train consisting of 40 cattle cars. Families journeyed together, and the transport included at least 134 small children no more than four years old, and at least 194 children between the ages of four and 10. The train arrived at Treblinka six days later on March 28 at 7 a.m. Four people died on this transport. The overwhelming majority of these Jews were from Skopje.
On March 25, German and Bulgarian soldiers loaded about 2,400 Macedonian Jews onto a train made up of freight cars. All the Jews from Štip, who numbered 551, were on this second transport, as were about 2,000 Jews from Skopje and Monastir. Sarfati was scheduled to board the third transport, and he watched the Jews board this second train:
Each wagon carried between 60 and 70 people with all their baggage. The people came out of the building carrying their belongings on their backs. Everyone was carrying things, from the oldest person to the youngest. With bowed heads, all approached the black train. In front of each wagon stood a German and a Bulgarian policeman checking off a list. It was impossible to sit down in the freight cars. As soon as the 'livestock' had been loaded into a car, it was locked and sealed. Only heads were visible through the small windows… Those of us in the building were not permitted to watch, and the police waved their machine guns toward our windows to keep us from watching. The train was ready and left about eleven o'clock. Hands were waving goodbye from the small wagon windows and all of us in the building were shedding tears.
The last train carried around 2,400 Jews, approximately 2,300 of whom were from Monastir. The Jews began boarding the freight cars at 6 a.m. on March 29 and by noon the train was full. The departure of this train for the killing center at Treblinka signaled the final destruction of the Monastir Jewish community.
The United States Holocaust Memorial Museum acknowledges the gracious assistance of the following archives and sources.
Mark Cohen, author of Last Century of a Sephardic Community: The Jews of Monastir, 1839-1943 (Foundation for the Advancement of Sephardic Studies and Culture, New York, NY).
State Archives of the Republic of Macedonia
Series: Jewish Community of Monastir
Critical Thinking Questions
- Learn about the history of the Jewish community in your country. | 2,248 | ENGLISH | 1 |
Early German and Slavic tribes did not know the art of construction with brick and stone as the Romans did, but used wood. Later on as wood became scarce a method usually referred to as “HALF-TIMBERED” construction was employed.
In England it is also known as “WATTLE AND DAUB” construction and in Germany it is known as “FACHWERK”. Vertical and horizontal frames of timber were erected for the walls. These frames or compartments were then filled with whatever material was available, woven tree branches, twigs or similar materials. Then both sides were covered with plaster, resembling what we know as stucco work.
Many of the old houses in the villages from where our Wendish ancestors came were constructed in this manner, including the old Biar house in Gröditz and the old Moerbe house in Guttau. Both of these were still in good repair in 1992. At that time some of these old houses still had the old thatched roofs. After World War II the writer observed in Bavaria when repairs were made to half-timbered buildings due to war damage the frames or compartments were filled with whatever material was available, small pieces of brick, mortar, etc.
There are still many villages in Europe, not damaged by war, that have many of these quaint-looking, often very picturesque, buildings constructed in the “Fachwerk” style during the 15th to the 17th centuries. These buildings line the streets on both sides and are especially picturesque when timbers with various designs are left exposed and painted with a glossy dark color, usually brown, in contrast to the light color of the stucco. Many of these buildings house shops, eateries, and the like, on the ground floors; while the floors above them are used for living quarters. On many of the beams just above the ground floors the year of construction, quotations from the Bible, etc., appear. One observation that the writer made in some villages, especially if the population is predominately Lutheran, is that if the buildings were built before the Reformation the texts are in Latin and if the buildings were built after the Reformation the texts are in German.]]> | <urn:uuid:c6e27252-a937-4c3f-9452-c7621842b921> | CC-MAIN-2020-05 | https://wendishresearch.org/2011/11/19/half-timbered-construction/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00060.warc.gz | en | 0.9885 | 463 | 3.296875 | 3 | [
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0.2078308... | 1 | Early German and Slavic tribes did not know the art of construction with brick and stone as the Romans did, but used wood. Later on as wood became scarce a method usually referred to as “HALF-TIMBERED” construction was employed.
In England it is also known as “WATTLE AND DAUB” construction and in Germany it is known as “FACHWERK”. Vertical and horizontal frames of timber were erected for the walls. These frames or compartments were then filled with whatever material was available, woven tree branches, twigs or similar materials. Then both sides were covered with plaster, resembling what we know as stucco work.
Many of the old houses in the villages from where our Wendish ancestors came were constructed in this manner, including the old Biar house in Gröditz and the old Moerbe house in Guttau. Both of these were still in good repair in 1992. At that time some of these old houses still had the old thatched roofs. After World War II the writer observed in Bavaria when repairs were made to half-timbered buildings due to war damage the frames or compartments were filled with whatever material was available, small pieces of brick, mortar, etc.
There are still many villages in Europe, not damaged by war, that have many of these quaint-looking, often very picturesque, buildings constructed in the “Fachwerk” style during the 15th to the 17th centuries. These buildings line the streets on both sides and are especially picturesque when timbers with various designs are left exposed and painted with a glossy dark color, usually brown, in contrast to the light color of the stucco. Many of these buildings house shops, eateries, and the like, on the ground floors; while the floors above them are used for living quarters. On many of the beams just above the ground floors the year of construction, quotations from the Bible, etc., appear. One observation that the writer made in some villages, especially if the population is predominately Lutheran, is that if the buildings were built before the Reformation the texts are in Latin and if the buildings were built after the Reformation the texts are in German.]]> | 451 | ENGLISH | 1 |
His principle of equal consideration of interests does not dictate equal treatment of all those with interests, since different interests warrant different treatment. All have an interest in avoiding pain, for instance, but relatively few have an interest in cultivating their abilities.
The Historical Socrates i. His family was not extremely poor, but they were by no means wealthy, and Socrates could not claim that he was of noble birth like Plato. He grew up in the political deme or district of Alopece, and when he turned 18, began to perform the typical political duties required of Athenian males.
These included compulsory military service and membership in the Assembly, the governing body responsible for determining military strategy and legislation.
In a culture that worshipped male beauty, Socrates had the misfortune of being born incredibly ugly. Many of our ancient sources attest to his rather awkward physical appearance, and Plato more than once makes reference to it Theaetetus e, Symposium, a-c; also Xenophon Symposium 4. Socrates was exophthalmic, meaning that his eyes bulged out of his head and were not straight but focused sideways.
He had a snub nose, which made him resemble a pig, and many sources depict him with a potbelly. Socrates did little to help his odd appearance, frequently wearing the same cloak and sandals throughout both the day and the evening.
As a young man Socrates was given an education appropriate for a person of his station. By the middle of the 5th century B.
Sophroniscus, however, also took pains to give his son an advanced cultural education in poetry, music, and athletics. In both Plato and Xenophon, we find a Socrates that is well versed in poetry, talented at music, and quite at-home in the gymnasium.
In accordance with Athenian custom, his father also taught him a trade, though Socrates did not labor at it on a daily basis. Rather, he spent his days in the agora the Athenian marketplaceasking questions of those who would speak with him.
While he was poor, he quickly acquired a following of rich young aristocrats—one of whom was Plato—who particularly enjoyed hearing him interrogate those that were purported to be the wisest and most influential men in the city.
Socrates was married to Xanthippe, and according to some sources, had a second wife. Most suggest that he first married Xanthippe, and that she gave birth to his first son, Lamprocles.
He is alleged to have married his second wife, Myrto, without dowry, and she gave birth to his other two sons, Sophroniscus and Menexenus. Various accounts attribute Sophroniscus to Xanthippe, while others even suggest that Socrates was married to both women simultaneously because of a shortage of males in Athens at the time.
In accordance with Athenian custom, Socrates was open about his physical attraction to young men, though he always subordinated his physical desire for them to his desire that they improve the condition of their souls.
Socrates fought valiantly during his time in the Athenian military. Just before the Peloponnesian War with Sparta began in B. E, he helped the Athenians win the battle of Potidaea B. He also fought as one of 7, hoplites aside 20, troops at the battle of Delium B.
Both battles were defeats for Athens.
Despite his continued service to his city, many members of Athenian society perceived Socrates to be a threat to their democracy, and it is this suspicion that largely contributed to his conviction in court.
It is therefore imperative to understand the historical context in which his trial was set. Later Life and Trial 1. Athens fought one of its bloodiest and most protracted conflicts with neighboring Sparta, the war that we now know as the Peloponnesian War.
Aside from the fact that Socrates fought in the conflict, it is important for an account of his life and trial because many of those with whom Socrates spent his time became either sympathetic to the Spartan cause at the very least or traitors to Athens at worst. This is particularly the case with those from the more aristocratic Athenian families, who tended to favor the rigid and restricted hierarchy of power in Sparta instead of the more widespread democratic distribution of power and free speech to all citizens that obtained in Athens.
Plato more than once places in the mouth of his character Socrates praise for Sparta Protagoras b, Crito 53a; cf. Republic c in which most people think the Spartan constitution is the best. The political regime of the Republic is marked by a small group of ruling elites that preside over the citizens of the ideal city.
In conjunction with these crimes, Athens witnessed the profanation of the Eleusinian mysteries, religious rituals that were to be conducted only in the presence of priests but that were in this case performed in private homes without official sanction or recognition of any kind. Rather than face prosecution for the crime, Alcibiades escaped and sought asylum in Sparta.When TIME’s photo team set out to create a list of the most influential photographs of all time, everyone involved knew it would be a massive alphabetnyc.com the project, which launched on.
Updated 13 March, The Tragedy of the Commons by Garrett Hardin, Published in Science, December 13, For copyright permission, click here.. The author is professor of biology, University of California, Santa Barbara. Your browser is out of date.
Please update your browser at alphabetnyc.com alientraveller. So many issues with what Rowling wrote, like the demolishing of the diversity of Native American cultures, and the depiction of real-life Medicine Men as frauds in her universe.
I have long called myself a social conservative.
I think it is very important to have standards for behaviour (etiquette) and defined roles. The problems with this system is not that it exists, but the lack of flexibility and the value placed on them. I chose good influential people, which is my father, my 5th grade teacher, and my best friend Junior.
Although it can be anyone, those are the three people that have influenced me to do better in my life more than anyone else has. | <urn:uuid:7a4f55e7-64ed-484a-b562-2fcebefa2e02> | CC-MAIN-2020-05 | https://repowonababa.alphabetnyc.com/most-influential-person-in-your-life-essay-16069fe.html | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00381.warc.gz | en | 0.984346 | 1,293 | 3.4375 | 3 | [
-0.0489024743437767,
0.4365934729576111,
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-0.43309485912323,
-0.7268565893173218,
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0.49412867426872253,
0.17530271410942078,
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-0.297885000705719,
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0.2519093155860901,
0.27979356050491333... | 1 | His principle of equal consideration of interests does not dictate equal treatment of all those with interests, since different interests warrant different treatment. All have an interest in avoiding pain, for instance, but relatively few have an interest in cultivating their abilities.
The Historical Socrates i. His family was not extremely poor, but they were by no means wealthy, and Socrates could not claim that he was of noble birth like Plato. He grew up in the political deme or district of Alopece, and when he turned 18, began to perform the typical political duties required of Athenian males.
These included compulsory military service and membership in the Assembly, the governing body responsible for determining military strategy and legislation.
In a culture that worshipped male beauty, Socrates had the misfortune of being born incredibly ugly. Many of our ancient sources attest to his rather awkward physical appearance, and Plato more than once makes reference to it Theaetetus e, Symposium, a-c; also Xenophon Symposium 4. Socrates was exophthalmic, meaning that his eyes bulged out of his head and were not straight but focused sideways.
He had a snub nose, which made him resemble a pig, and many sources depict him with a potbelly. Socrates did little to help his odd appearance, frequently wearing the same cloak and sandals throughout both the day and the evening.
As a young man Socrates was given an education appropriate for a person of his station. By the middle of the 5th century B.
Sophroniscus, however, also took pains to give his son an advanced cultural education in poetry, music, and athletics. In both Plato and Xenophon, we find a Socrates that is well versed in poetry, talented at music, and quite at-home in the gymnasium.
In accordance with Athenian custom, his father also taught him a trade, though Socrates did not labor at it on a daily basis. Rather, he spent his days in the agora the Athenian marketplaceasking questions of those who would speak with him.
While he was poor, he quickly acquired a following of rich young aristocrats—one of whom was Plato—who particularly enjoyed hearing him interrogate those that were purported to be the wisest and most influential men in the city.
Socrates was married to Xanthippe, and according to some sources, had a second wife. Most suggest that he first married Xanthippe, and that she gave birth to his first son, Lamprocles.
He is alleged to have married his second wife, Myrto, without dowry, and she gave birth to his other two sons, Sophroniscus and Menexenus. Various accounts attribute Sophroniscus to Xanthippe, while others even suggest that Socrates was married to both women simultaneously because of a shortage of males in Athens at the time.
In accordance with Athenian custom, Socrates was open about his physical attraction to young men, though he always subordinated his physical desire for them to his desire that they improve the condition of their souls.
Socrates fought valiantly during his time in the Athenian military. Just before the Peloponnesian War with Sparta began in B. E, he helped the Athenians win the battle of Potidaea B. He also fought as one of 7, hoplites aside 20, troops at the battle of Delium B.
Both battles were defeats for Athens.
Despite his continued service to his city, many members of Athenian society perceived Socrates to be a threat to their democracy, and it is this suspicion that largely contributed to his conviction in court.
It is therefore imperative to understand the historical context in which his trial was set. Later Life and Trial 1. Athens fought one of its bloodiest and most protracted conflicts with neighboring Sparta, the war that we now know as the Peloponnesian War.
Aside from the fact that Socrates fought in the conflict, it is important for an account of his life and trial because many of those with whom Socrates spent his time became either sympathetic to the Spartan cause at the very least or traitors to Athens at worst. This is particularly the case with those from the more aristocratic Athenian families, who tended to favor the rigid and restricted hierarchy of power in Sparta instead of the more widespread democratic distribution of power and free speech to all citizens that obtained in Athens.
Plato more than once places in the mouth of his character Socrates praise for Sparta Protagoras b, Crito 53a; cf. Republic c in which most people think the Spartan constitution is the best. The political regime of the Republic is marked by a small group of ruling elites that preside over the citizens of the ideal city.
In conjunction with these crimes, Athens witnessed the profanation of the Eleusinian mysteries, religious rituals that were to be conducted only in the presence of priests but that were in this case performed in private homes without official sanction or recognition of any kind. Rather than face prosecution for the crime, Alcibiades escaped and sought asylum in Sparta.When TIME’s photo team set out to create a list of the most influential photographs of all time, everyone involved knew it would be a massive alphabetnyc.com the project, which launched on.
Updated 13 March, The Tragedy of the Commons by Garrett Hardin, Published in Science, December 13, For copyright permission, click here.. The author is professor of biology, University of California, Santa Barbara. Your browser is out of date.
Please update your browser at alphabetnyc.com alientraveller. So many issues with what Rowling wrote, like the demolishing of the diversity of Native American cultures, and the depiction of real-life Medicine Men as frauds in her universe.
I have long called myself a social conservative.
I think it is very important to have standards for behaviour (etiquette) and defined roles. The problems with this system is not that it exists, but the lack of flexibility and the value placed on them. I chose good influential people, which is my father, my 5th grade teacher, and my best friend Junior.
Although it can be anyone, those are the three people that have influenced me to do better in my life more than anyone else has. | 1,291 | ENGLISH | 1 |
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