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5. Early Life Henry Hudson was born on September 22nd, 1570 in England. His parents were wealthy merchants, and founding members of the Merchant Adventurers Company. This company was later renamed the Muscovy Company. Although little knowledge is known about Hudson's early years, coming from a wealthy merchant family, his early life would have been a privileged one, and he was likely well-educated. He would have been deeply learned in such academic matters as seamanship, astronomy, navigation, mathematics, and cartography. He would have applied his knowledge base to the seamanship necessary of him as he accompanied the voyages of his earlier life alongside his parents' company's maritime explorations. Later, he would go on to lead his own sea explorations with competence. Hudson's family and educational backgrounds naturally pushed his career in directions towards sea exploration from early on. Growing up in an atmosphere where the people his parents dealt business with were leading sailors and captains of the industry, it was a natural career move for him to make. Hudson's family approved of his seamanship from early on, and he probably never experienced opposition or problems in regards to his chosen career path. In fact, he easily headed his first expedition, approaching towards the North Pole, with his family's outright blessings. The only difficulties he probably encountered were natural weather disturbances during his many expeditions. It could be said that, initially, Hudson had it easy in terms of accessing his chosen career. Hudson's greatest contributions to history came in his discoveries of new routes to North America. He also established new settlements in the New World as well. During his lifetime, Hudson commanded four large-scale expeditions. On these expeditions, he discovered many important places and features that were eventually named in his honor, such as the Hudson River, the Hudson Strait, Hudson County in New Jersey, and the town of Hudson in New York. The discovery of the Hudson Bay was especially important for the Hudson Bay Company in advancing their fur trade business, and gave many other traders the opportunity to reach most of the inland destinations in the wilds of Canada themselves as well. As an explorer, Hudson, gave other explorers the means to find the Northwest Passage, which he so wholeheartedly made his greatest career objective to find himself, utilizing his discovery of the Hudson Strait. During his expeditions, Hudson met many trials. In his first three expeditions, despite setting out in springtime, he encountered icy weather and thick ice that blocked these explorations’ further advancements. As a result, following the first time that this happened, he returned to England, and the second time, he detoured to look for a passage to the Pacific Ocean. On the third such instance, one of his crewmembers was killed by a Native American. His fellow native British compatriots were also miffed at him for working for the Dutch, and at one time even detained him for doing so. He was later released, and found an English company that decided to invest in another one of his expeditions. Unfortunately, this last expedition experienced a mutiny, which placed Hudson and his son vulnerably adrift at sea aboard a small boat. 1. Death and Legacy The mutiny that occurred on Hudson's fourth expedition, aboard the Discovery, would ultimately be the event that would cost both him and his son's their respective lives, along with those of a few of his most loyal crew members. This sad conclusion to his life and career came to fruition on the date of June 22nd, 1611. The ship of his fourth voyage, guided along by the mutineers, reached London in October of the same year. The mutineers were tried, but ultimately found not guilty. Nobody ever heard from Hudson and his lost crew again nor knew of their exact fate, though it is generally accepted that they died at sea amidst the icy waters. The legacy he left to the world lay in his discoveries, which helped other explorers of his day and those to come to continue to discover more new sea routes themselves. Historians and popular opinion today remember Hudson as an explorer with great fortitude. Although he failed in finding the legendary ‘Northwest Passage’ route to the east, Hudson started a renewal of a more vigorous interest in exploring the cold expanses of the North American waters and land masses of the Far North. Who Was Henry Hudson? Henry Hudson was an early 17th-century English explorer who charted much of the sub-Arctic and Arctic sea routes in the far north of what is now Canada. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	<urn:uuid:1d4b820d-91b2-435a-b76c-9bfa91cb915c>	CC-MAIN-2020-05	https://www.worldatlas.com/articles/henry-hudson-explorers-of-the-world.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00489.warc.gz	en	0.989507	960	3.515625	4	[ -0.15811662375926971, 0.37173616886138916, 0.457841694355011, -0.09632296860218048, -0.4868943989276886, -0.31234443187713623, 0.656212329864502, -0.09709687530994415, -0.732352614402771, -0.6142465472221375, 0.41731134057044983, -0.07978403568267822, 0.000996856135316193, 0.35504716634750...	1	5. Early Life Henry Hudson was born on September 22nd, 1570 in England. His parents were wealthy merchants, and founding members of the Merchant Adventurers Company. This company was later renamed the Muscovy Company. Although little knowledge is known about Hudson's early years, coming from a wealthy merchant family, his early life would have been a privileged one, and he was likely well-educated. He would have been deeply learned in such academic matters as seamanship, astronomy, navigation, mathematics, and cartography. He would have applied his knowledge base to the seamanship necessary of him as he accompanied the voyages of his earlier life alongside his parents' company's maritime explorations. Later, he would go on to lead his own sea explorations with competence. Hudson's family and educational backgrounds naturally pushed his career in directions towards sea exploration from early on. Growing up in an atmosphere where the people his parents dealt business with were leading sailors and captains of the industry, it was a natural career move for him to make. Hudson's family approved of his seamanship from early on, and he probably never experienced opposition or problems in regards to his chosen career path. In fact, he easily headed his first expedition, approaching towards the North Pole, with his family's outright blessings. The only difficulties he probably encountered were natural weather disturbances during his many expeditions. It could be said that, initially, Hudson had it easy in terms of accessing his chosen career. Hudson's greatest contributions to history came in his discoveries of new routes to North America. He also established new settlements in the New World as well. During his lifetime, Hudson commanded four large-scale expeditions. On these expeditions, he discovered many important places and features that were eventually named in his honor, such as the Hudson River, the Hudson Strait, Hudson County in New Jersey, and the town of Hudson in New York. The discovery of the Hudson Bay was especially important for the Hudson Bay Company in advancing their fur trade business, and gave many other traders the opportunity to reach most of the inland destinations in the wilds of Canada themselves as well. As an explorer, Hudson, gave other explorers the means to find the Northwest Passage, which he so wholeheartedly made his greatest career objective to find himself, utilizing his discovery of the Hudson Strait. During his expeditions, Hudson met many trials. In his first three expeditions, despite setting out in springtime, he encountered icy weather and thick ice that blocked these explorations’ further advancements. As a result, following the first time that this happened, he returned to England, and the second time, he detoured to look for a passage to the Pacific Ocean. On the third such instance, one of his crewmembers was killed by a Native American. His fellow native British compatriots were also miffed at him for working for the Dutch, and at one time even detained him for doing so. He was later released, and found an English company that decided to invest in another one of his expeditions. Unfortunately, this last expedition experienced a mutiny, which placed Hudson and his son vulnerably adrift at sea aboard a small boat. 1. Death and Legacy The mutiny that occurred on Hudson's fourth expedition, aboard the Discovery, would ultimately be the event that would cost both him and his son's their respective lives, along with those of a few of his most loyal crew members. This sad conclusion to his life and career came to fruition on the date of June 22nd, 1611. The ship of his fourth voyage, guided along by the mutineers, reached London in October of the same year. The mutineers were tried, but ultimately found not guilty. Nobody ever heard from Hudson and his lost crew again nor knew of their exact fate, though it is generally accepted that they died at sea amidst the icy waters. The legacy he left to the world lay in his discoveries, which helped other explorers of his day and those to come to continue to discover more new sea routes themselves. Historians and popular opinion today remember Hudson as an explorer with great fortitude. Although he failed in finding the legendary ‘Northwest Passage’ route to the east, Hudson started a renewal of a more vigorous interest in exploring the cold expanses of the North American waters and land masses of the Far North. Who Was Henry Hudson? Henry Hudson was an early 17th-century English explorer who charted much of the sub-Arctic and Arctic sea routes in the far north of what is now Canada. Your MLA Citation Your APA Citation Your Chicago Citation Your Harvard CitationRemember to italicize the title of this article in your Harvard citation.	959	ENGLISH	1
Karl Jaspers was a German psychiatrist and philosopher who had a great impact on the sciences of the mind and had a great importance during the German reconstruction. He is considered one of the pioneers of existentialist philosophy. He is also known for creating the biographical method, which is applied in psychiatry. Jaspers was born in Oldenburg (Germany) in 1883. He studied medicine at the University of his hometown and obtained his doctorate in 1909. He immediately began his psychiatric practice at the Heildelberg University Hospital. . Soon, he was filled with great concern about how mental illness was being addressed at the time. "Philosophizing is and only learning to die." From 1921, Karl Jaspers is Professor of Psychology at the University of Heildelberg in the Faculty of Philosophy. Little by little, teaching took care of all his interests and he retired from clinical practice, which made him uncomfortable. Nazism, a break in the life of Karl Jaspers Karl Jaspers was German, but his wife, Gertrud Mayer, was of Jewish ancestry. That is why, with the rise of Nazism, he was relieved of his position as a professor at the university. The Second World War was a difficult ordeal for him and his family. He did not return to his teaching post until 1946, after the end of the war. Since then, Karl Jaspers has become an important figure in German reconstruction. In particular, he was one of those responsible for restoring the normal development of education. Its main goal was to eradicate all Nazis from German schools. He quickly became disillusioned with politics in general. Thus he decided to go to work at the University of Basel in 1948. Constant disappointments and the war itself have definitely marked his existentialist perspective. The biographical method of Karl Jaspers One of Karl Jaspers' main contributions to psychiatry is his biographical method. It's basically asking the patient to write how he sees his symptoms. In other words, record his vision of reality. This allowed him to better understand what was going on in his mind. Its importance lies in the fact that it values the word of the patient in psychiatry, which is not often the case in modern psychiatry. In more biological approaches, the patient's words are considered the product of brain dysfunction. The biographical method, on the other hand, gives value to these "absurdities" and understands them as a means of understanding the alterations of the patient's perception. Karl Jaspers also kept a complete written record of the biographies of his patients. In particular, he described his symptoms as precisely as possible. He sought in the life of the sick the elements that would enable them to understand the disorder they presented. Other contributions of Karl Jaspers Karl Jaspers also postulated the existence of two types of delusions: primary and secondary. Primary delirium is a delusion that occurs for no apparent reason and is autonomous and psychologically incomprehensible. Secondary delirium, on the other hand, appears as an attempt to explain abnormal experiences and is psychologically understandable. Hence the importance of the biographical method to elucidate the nature of delirium involved in the disease. The conclusions of his research and reflections were published in a book titled General psychopathology. It has become a classic in psychiatry and laid the foundation for the development of this science. Jaspers has also ventured into philosophy and theology with great success. Works like Philosophy and existence or Philosophy and the world gave him a great reputation. Unfortunately, Karl Jaspers' work is difficult to access. He is an hermetic writer who can only be understood after having read it much. The last years of Jaspers Politics, religion and philosophy have always been in the field of Karl Jaspers' interests. He has written several essays on these topics. One of his most interesting lyrics was The atomic bomb and the future of man. PHOTO to translate Much of Jaspers' work shows absolute disappointment for his country. It was precisely this disappointment that led him to renounce German nationality in 1967. Since then, he became a citizen of the Helvetic Confederation. Throughout his life he has received numerous awards. The most important are the Goethe Prize in 1947 and the Erasmus Prize in 1961.He has also received honorary doctorates in various universities. He died as a Swiss citizen in Basel in 1969.	<urn:uuid:fffbe371-af63-4564-81da-9f282e9eac3e>	CC-MAIN-2020-05	https://en.psychologyinstructor.com/karl-jaspers-and-the-biographical-method-in-psychiatry/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00258.warc.gz	en	0.985347	898	3.296875	3	[ -0.06692752242088318, 0.9102306365966797, -0.08944372832775116, 0.30591487884521484, -0.1239660233259201, 0.3918922543525696, 0.4661675691604614, 0.5063976645469666, -0.13520053029060364, 0.028515543788671494, 0.355750173330307, -0.2807363271713257, 0.24514052271842957, 0.25109773874282837...	2	Karl Jaspers was a German psychiatrist and philosopher who had a great impact on the sciences of the mind and had a great importance during the German reconstruction. He is considered one of the pioneers of existentialist philosophy. He is also known for creating the biographical method, which is applied in psychiatry. Jaspers was born in Oldenburg (Germany) in 1883. He studied medicine at the University of his hometown and obtained his doctorate in 1909. He immediately began his psychiatric practice at the Heildelberg University Hospital. . Soon, he was filled with great concern about how mental illness was being addressed at the time. "Philosophizing is and only learning to die." From 1921, Karl Jaspers is Professor of Psychology at the University of Heildelberg in the Faculty of Philosophy. Little by little, teaching took care of all his interests and he retired from clinical practice, which made him uncomfortable. Nazism, a break in the life of Karl Jaspers Karl Jaspers was German, but his wife, Gertrud Mayer, was of Jewish ancestry. That is why, with the rise of Nazism, he was relieved of his position as a professor at the university. The Second World War was a difficult ordeal for him and his family. He did not return to his teaching post until 1946, after the end of the war. Since then, Karl Jaspers has become an important figure in German reconstruction. In particular, he was one of those responsible for restoring the normal development of education. Its main goal was to eradicate all Nazis from German schools. He quickly became disillusioned with politics in general. Thus he decided to go to work at the University of Basel in 1948. Constant disappointments and the war itself have definitely marked his existentialist perspective. The biographical method of Karl Jaspers One of Karl Jaspers' main contributions to psychiatry is his biographical method. It's basically asking the patient to write how he sees his symptoms. In other words, record his vision of reality. This allowed him to better understand what was going on in his mind. Its importance lies in the fact that it values the word of the patient in psychiatry, which is not often the case in modern psychiatry. In more biological approaches, the patient's words are considered the product of brain dysfunction. The biographical method, on the other hand, gives value to these "absurdities" and understands them as a means of understanding the alterations of the patient's perception. Karl Jaspers also kept a complete written record of the biographies of his patients. In particular, he described his symptoms as precisely as possible. He sought in the life of the sick the elements that would enable them to understand the disorder they presented. Other contributions of Karl Jaspers Karl Jaspers also postulated the existence of two types of delusions: primary and secondary. Primary delirium is a delusion that occurs for no apparent reason and is autonomous and psychologically incomprehensible. Secondary delirium, on the other hand, appears as an attempt to explain abnormal experiences and is psychologically understandable. Hence the importance of the biographical method to elucidate the nature of delirium involved in the disease. The conclusions of his research and reflections were published in a book titled General psychopathology. It has become a classic in psychiatry and laid the foundation for the development of this science. Jaspers has also ventured into philosophy and theology with great success. Works like Philosophy and existence or Philosophy and the world gave him a great reputation. Unfortunately, Karl Jaspers' work is difficult to access. He is an hermetic writer who can only be understood after having read it much. The last years of Jaspers Politics, religion and philosophy have always been in the field of Karl Jaspers' interests. He has written several essays on these topics. One of his most interesting lyrics was The atomic bomb and the future of man. PHOTO to translate Much of Jaspers' work shows absolute disappointment for his country. It was precisely this disappointment that led him to renounce German nationality in 1967. Since then, he became a citizen of the Helvetic Confederation. Throughout his life he has received numerous awards. The most important are the Goethe Prize in 1947 and the Erasmus Prize in 1961.He has also received honorary doctorates in various universities. He died as a Swiss citizen in Basel in 1969.	927	ENGLISH	1
Themes are the fundamental and often universal ideas explored in a literary work. More Essay Examples on Othello Rubric Since Oedipus had nothing to look at it required him to think about his life and everything that happened. He now had to deal with what happened. The blackness of him being blind acted as a reminder to what happened. I feel as if the blackness as well as the pain acted as the punishment for what he did. Hamartia is seen within the subject of Oedipus becoming blind. In every Greek tragedy, the end has a downfall and the tragedy is supposed to play a part in one of Othello blindness main characters storyline. Hamartia usually refers to when a character comes to a downfall because of them not knowing something. In this case, Oedipus is blind to the truth. The downfall is when he stabs himself with pins in his eyes that blind him physically. She thought Oedipus was dead and never knew she married her son. When the pieces that would cause someone to conclude such a thought came together she still refused to accept what had happened. She handled the pain in a different way by killing herself. Hamartia is also seen within the subject of Jocasta becoming blind. In this case, Jocasta had no clue that she married her son. The downfall was her killing herself. The last character that was blind is Teiresias. He was naturally physically blind. He had the vision of the future. He gave the information to Oedipus and this is when Oedipus blinded himself physically. The irony here is that a blind person gave information to someone that caused him to physically go blind. The irony is, when Oedipus was enlightened with the knowledge, he was more so darkened. The other irony is how a physically blind person, Teresias transferred information to Oedipus which caused him to go physically blind. Oedipus, Jocasta and Teriresias were all blind at the end of the play but discovered the truth. Choose Type of service.Sight And Blindness In Othello. 10th Grade, English Sight or Blindness? Throughout the play, Oedipus Rex, Sophocles makes several references about sight and blindness. The death of Othello's wife is a symbol of darkness and resembles the fearful state of hell. Emilia has truly brought the Bible into perspective and shows us she has no fear of death if it is for a righteous cause. His "blindness" could be said to seen in the fact that he is not colorblind. Othello has been welcomed to his home many times—but is not welcome to wed his daughter. Othello is a great and wise man, except for his blindness of thought and the rashness of action caused by his sexual jealousy. He never pauses to think what the reality of anything may be, once he is blinded and maddened by a small seed of jealousy. The death of Othello's wife is a symbol of darkness and resembles the fearful state of hell. Emilia has truly brought the Bible into perspective and shows us she has no fear of . Choose at least three characters in Othello by William Shakespeare that die innocently, and analyze how each one's blindness to the truth leads to his or her death.	<urn:uuid:bf77cb36-022c-4f04-ad76-1586dea26e12>	CC-MAIN-2020-05	https://qidegukuwaqu.monstermanfilm.com/othello-blindness-30196bd.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00432.warc.gz	en	0.985329	698	3.5	4	[ -0.08579787611961365, 0.1678420603275299, 0.11838620156049728, -0.09132486581802368, -0.2292933464050293, 0.11714231967926025, 0.4799678325653076, 0.38854268193244934, 0.21199673414230347, -0.1477127969264984, -0.13001492619514465, -0.3352997899055481, -0.08470113575458527, 0.0972671806812...	1	Themes are the fundamental and often universal ideas explored in a literary work. More Essay Examples on Othello Rubric Since Oedipus had nothing to look at it required him to think about his life and everything that happened. He now had to deal with what happened. The blackness of him being blind acted as a reminder to what happened. I feel as if the blackness as well as the pain acted as the punishment for what he did. Hamartia is seen within the subject of Oedipus becoming blind. In every Greek tragedy, the end has a downfall and the tragedy is supposed to play a part in one of Othello blindness main characters storyline. Hamartia usually refers to when a character comes to a downfall because of them not knowing something. In this case, Oedipus is blind to the truth. The downfall is when he stabs himself with pins in his eyes that blind him physically. She thought Oedipus was dead and never knew she married her son. When the pieces that would cause someone to conclude such a thought came together she still refused to accept what had happened. She handled the pain in a different way by killing herself. Hamartia is also seen within the subject of Jocasta becoming blind. In this case, Jocasta had no clue that she married her son. The downfall was her killing herself. The last character that was blind is Teiresias. He was naturally physically blind. He had the vision of the future. He gave the information to Oedipus and this is when Oedipus blinded himself physically. The irony here is that a blind person gave information to someone that caused him to physically go blind. The irony is, when Oedipus was enlightened with the knowledge, he was more so darkened. The other irony is how a physically blind person, Teresias transferred information to Oedipus which caused him to go physically blind. Oedipus, Jocasta and Teriresias were all blind at the end of the play but discovered the truth. Choose Type of service.Sight And Blindness In Othello. 10th Grade, English Sight or Blindness? Throughout the play, Oedipus Rex, Sophocles makes several references about sight and blindness. The death of Othello's wife is a symbol of darkness and resembles the fearful state of hell. Emilia has truly brought the Bible into perspective and shows us she has no fear of death if it is for a righteous cause. His "blindness" could be said to seen in the fact that he is not colorblind. Othello has been welcomed to his home many times—but is not welcome to wed his daughter. Othello is a great and wise man, except for his blindness of thought and the rashness of action caused by his sexual jealousy. He never pauses to think what the reality of anything may be, once he is blinded and maddened by a small seed of jealousy. The death of Othello's wife is a symbol of darkness and resembles the fearful state of hell. Emilia has truly brought the Bible into perspective and shows us she has no fear of . Choose at least three characters in Othello by William Shakespeare that die innocently, and analyze how each one's blindness to the truth leads to his or her death.	684	ENGLISH	1
In 1869 the Wallace Monument was erected, very close to the site of his victory at Stirling Bridge. The Wallace Sword, which supposedly belonged to Wallace, although some parts were made at least 160 years later, was held for many years in Dumbarton Castle and is now in the Wallace Monument. Wallace arranged his spearmen in four schiltrons — circular, defensive hedgehog formations, probably surrounded by wooden stakes connected with ropes, to keep the infantry in formation. The English, however, employed Welsh longbowmen, who swung strategic superiority in their favour. The English proceeded to attack with cavalry and put the Scottish archers to FLIGHT. The Scottish cavalry withdrew as well, due to its inferiority to the English heavy horse. Edward's men began to attack the schiltrons, which were still able to inflict heavy casualties on the English cavalry. It remains unclear whether the infantry shooting bolts, arrows and stones at the spearmen proved the deciding factor, although it is very likely that it was the arrows of Edward's bowmen. Gaps in the schiltrons soon appeared, and the English exploited these to crush the remaining resistance. The Scots lost many men, including John de Graham. Wallace escaped, though his military reputation suffered badly. Since his death, Wallace has obtained an iconic status far beyond his homeland. He is the protagonist of Blind Harry's 15th-century epic poem The Wallace and the subject of literary works by Sir Walter Scott and Jane Porter, and of the Academy Award-winning film Braveheart.	<urn:uuid:532eae65-384e-4b95-bf64-69fc53a96ec0>	CC-MAIN-2020-05	https://www.networthlist.org/william-wallace-net-worth-56767	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250601628.36/warc/CC-MAIN-20200121074002-20200121103002-00135.warc.gz	en	0.981285	312	3.3125	3	[ -0.4401199519634247, 0.057989444583654404, 0.04610692709684372, 0.25627949833869934, -0.540501058101654, -0.39264044165611267, 0.03449324518442154, 0.09075994044542313, -0.1615268737077713, -0.039602287113666534, 0.14788475632667542, -0.6348217725753784, 0.2024850845336914, 0.2296323925256...	2	In 1869 the Wallace Monument was erected, very close to the site of his victory at Stirling Bridge. The Wallace Sword, which supposedly belonged to Wallace, although some parts were made at least 160 years later, was held for many years in Dumbarton Castle and is now in the Wallace Monument. Wallace arranged his spearmen in four schiltrons — circular, defensive hedgehog formations, probably surrounded by wooden stakes connected with ropes, to keep the infantry in formation. The English, however, employed Welsh longbowmen, who swung strategic superiority in their favour. The English proceeded to attack with cavalry and put the Scottish archers to FLIGHT. The Scottish cavalry withdrew as well, due to its inferiority to the English heavy horse. Edward's men began to attack the schiltrons, which were still able to inflict heavy casualties on the English cavalry. It remains unclear whether the infantry shooting bolts, arrows and stones at the spearmen proved the deciding factor, although it is very likely that it was the arrows of Edward's bowmen. Gaps in the schiltrons soon appeared, and the English exploited these to crush the remaining resistance. The Scots lost many men, including John de Graham. Wallace escaped, though his military reputation suffered badly. Since his death, Wallace has obtained an iconic status far beyond his homeland. He is the protagonist of Blind Harry's 15th-century epic poem The Wallace and the subject of literary works by Sir Walter Scott and Jane Porter, and of the Academy Award-winning film Braveheart.	317	ENGLISH	1
Studies of the skeletal remains that were found during the excavation of Vasa give us more knowledge of the people who died on board and thereby a deeper understanding of Vasa and her time. The skeletal remains of at least 17 and perhaps as many as 19 people were found during the excavation of Vasa. Most of these are men from the crew, but there are also women and a child. In studies of the bones, we are able to determine their height, age, diet, and medical history. DNA analysis is allowing us to identify relationships between them, and perhaps to say where they came from. We can even reconstruct the faces of some of the crew. When Vasa sank, thirty of the people on board perished, mostly those who were below decks and could not escape. These included women and children, who were aboard either as guests for the day or were accompanying a crew member for a longer period – the Swedish navy allowed sailors have their wives on board when in home waters. During the salvage and excavation, the bones of at least 17 people were recovered. Some of these are nearly complete skeletons, in one case including hair, fingernails and even a complete brain, but others are only partial, due to disturbance of the wreck in the many salvage attempts over the years. Most of the skeletons belong to adult men, the crew of the ship, but there are also two women and a small child. In addition to the traditional visual cataloguing and measurement of the bones, which reveal age, height and signs of diseases and injuries, we have measured different isotopes present in the bone, which can show what they ate and where they grew up. Since 2004, we have also carried out DNA analysis, which can show if any of the people are related to each other as well as less obvious aspects of their medical history. It may also be able to tell us where their families came from. We do not know for certain the names of any of the people found by the archaeologists, since there is no record of the crew's names. When the skeletons were found, they were given letters to distinguish between them, but the osteologist who studied the bones thought that this was dehumanizing, so she expanded these into names; skeleton A became Adam, B became Beata, etc. We only know the name of one person who died in the wreck, Captain Hans Jonsson, who was a friend of King Gustav Adolf; we think he is probably the skeleton we call Johan, but it is not possible to prove it. Shorter than today The average height of the crewmen is 166 cm, with the tallest 176 cm and the shortest only 160 cm. This is much shorter than today, which is a result of a poor diet as children. The 1620s was the depth of the climatic event known as the Little Ice Age, when temperatures were much lower and growing seasons were much shorter, especially here in the North. Malnutrition and other dietary deficiencies were common, and we can see evidence of this in the bones. Two of the people suffered from either anemia or chronic diarrhea, as shown by low copper and zinc values, and some of the skeletons show signs of scurvy (vitamin C deficiency) suffered earlier in life, although none appear to be suffering from it when the ship sank. Scurvy was common in the winter in Sweden, due to the lack of fresh food. Most of the people ate a balanced diet of meat and fish, but Filip was a vegetarian, with almost all of his protein from plants, which helps to explain his short stature and skinny build. This is probably because of his teeth: he had an extra set of front teeth in his lower jaw, which made it impossible for him to close his mouth entirely or to use his molars effectively to chew solid food. On average, the crewmen among the skeletons were well fed and in good health. The people onboard The adult men range in age from the late teens to the 50s or 60s, with most in their 20s and 30s. This is the sort of age range one would expect in a crew made up of conscripts, who were eligible for military service between the ages of 18 and 48. The oldest is Johan, who we think was an officer rather than an ordinary seaman, based on his clothing and injuries. Petter/Petra, represented by a single arm bone, was a small child, probably less than eight years old. This is too young to be a ship's boy and so he or she is probably also a guest. Many of the skeletons have healed injuries, suggesting that life in the 17th century was much more violent than today, with accidents more common. More than half of the people had broken bones earlier in their lives, even the women, and many had broken more than one. Johan had lost two toes from his right foot in a crushing accident – was he run over by a recoiling gun? Adam had been hit in the face with a heavy object, which had broken his nose and cheekbone and crushed the sinus over one eye, which gave his face a lopsided appearance and probably caused him headaches. Filip, who may have been one of the ship's two lieutenants, had an old injury to both elbows, possibly from a fall, which would have made his arms stiff and sore. Most of the skeletons had lost teeth, some quite recently before the ship sank, and many suffered from gum disease (from not brushing their teeth) but there is almost no evidence of tooth decay, probably because of the lack of sugar in their food. The DNA analysis is its early stages, but it shows that all of the skeletons have DNA profiles which are common in Scandinavia, which one would expect from a crew of conscripts. Several have profiles more common today in Finland, which contributed sailors to the Swedish navy. The small child, Petter/Petra, has the same profile as one of the adult men, Cesar, and is most likely his brother/sister or nephew/niece. With further analysis of nuclear DNA, we may be able to identify such things as eye and hair color and the regional origin of their families. Seven of the skulls are complete enough to allow the faces to be reconstructed. This is possible because the features we use to recognize people are largely defined by the shape of our skulls. The muscle, fat and skin on top of the skull are more or less the same thickness for everybody, so by building up these layers in clay on a cast of the skull, it is possible to get some idea of how a person looked. Sculptor Oscar Nilsson, who is trained as both an artist and as an archaeologist, is one of the best in the world at this kind of work, and so he has been able to make lifelike reconstructions of six of the people on board when the ship sank: Adam, Beata, Filip, Gustav, Ivar and Johan. Some of the features, such as the shape of the ears and lips, the hairstyles, and the color of the eyes, are guesswork, but these are not the features we use to identify each other. Based on modern forensic use of facial reconstruction to identify murder victims, there is on average a better than 60% chance that someone who knew Adam or one of the others in life would recognize him here.	<urn:uuid:8cd5b802-1643-4694-b01a-417233361b0e>	CC-MAIN-2020-05	https://www.vasamuseet.se/en/research/skeletons	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00416.warc.gz	en	0.990125	1,520	3.484375	3	[ -0.2939078211784363, 0.4683678150177002, 0.08381526917219162, -0.2518942058086395, 0.10393019020557404, 0.11150483042001724, 0.036150336265563965, 0.05537082254886627, -0.1976771056652069, -0.22560355067253113, 0.587386965751648, -0.3062751293182373, 0.17716747522354126, 0.2419669181108474...	5	Studies of the skeletal remains that were found during the excavation of Vasa give us more knowledge of the people who died on board and thereby a deeper understanding of Vasa and her time. The skeletal remains of at least 17 and perhaps as many as 19 people were found during the excavation of Vasa. Most of these are men from the crew, but there are also women and a child. In studies of the bones, we are able to determine their height, age, diet, and medical history. DNA analysis is allowing us to identify relationships between them, and perhaps to say where they came from. We can even reconstruct the faces of some of the crew. When Vasa sank, thirty of the people on board perished, mostly those who were below decks and could not escape. These included women and children, who were aboard either as guests for the day or were accompanying a crew member for a longer period – the Swedish navy allowed sailors have their wives on board when in home waters. During the salvage and excavation, the bones of at least 17 people were recovered. Some of these are nearly complete skeletons, in one case including hair, fingernails and even a complete brain, but others are only partial, due to disturbance of the wreck in the many salvage attempts over the years. Most of the skeletons belong to adult men, the crew of the ship, but there are also two women and a small child. In addition to the traditional visual cataloguing and measurement of the bones, which reveal age, height and signs of diseases and injuries, we have measured different isotopes present in the bone, which can show what they ate and where they grew up. Since 2004, we have also carried out DNA analysis, which can show if any of the people are related to each other as well as less obvious aspects of their medical history. It may also be able to tell us where their families came from. We do not know for certain the names of any of the people found by the archaeologists, since there is no record of the crew's names. When the skeletons were found, they were given letters to distinguish between them, but the osteologist who studied the bones thought that this was dehumanizing, so she expanded these into names; skeleton A became Adam, B became Beata, etc. We only know the name of one person who died in the wreck, Captain Hans Jonsson, who was a friend of King Gustav Adolf; we think he is probably the skeleton we call Johan, but it is not possible to prove it. Shorter than today The average height of the crewmen is 166 cm, with the tallest 176 cm and the shortest only 160 cm. This is much shorter than today, which is a result of a poor diet as children. The 1620s was the depth of the climatic event known as the Little Ice Age, when temperatures were much lower and growing seasons were much shorter, especially here in the North. Malnutrition and other dietary deficiencies were common, and we can see evidence of this in the bones. Two of the people suffered from either anemia or chronic diarrhea, as shown by low copper and zinc values, and some of the skeletons show signs of scurvy (vitamin C deficiency) suffered earlier in life, although none appear to be suffering from it when the ship sank. Scurvy was common in the winter in Sweden, due to the lack of fresh food. Most of the people ate a balanced diet of meat and fish, but Filip was a vegetarian, with almost all of his protein from plants, which helps to explain his short stature and skinny build. This is probably because of his teeth: he had an extra set of front teeth in his lower jaw, which made it impossible for him to close his mouth entirely or to use his molars effectively to chew solid food. On average, the crewmen among the skeletons were well fed and in good health. The people onboard The adult men range in age from the late teens to the 50s or 60s, with most in their 20s and 30s. This is the sort of age range one would expect in a crew made up of conscripts, who were eligible for military service between the ages of 18 and 48. The oldest is Johan, who we think was an officer rather than an ordinary seaman, based on his clothing and injuries. Petter/Petra, represented by a single arm bone, was a small child, probably less than eight years old. This is too young to be a ship's boy and so he or she is probably also a guest. Many of the skeletons have healed injuries, suggesting that life in the 17th century was much more violent than today, with accidents more common. More than half of the people had broken bones earlier in their lives, even the women, and many had broken more than one. Johan had lost two toes from his right foot in a crushing accident – was he run over by a recoiling gun? Adam had been hit in the face with a heavy object, which had broken his nose and cheekbone and crushed the sinus over one eye, which gave his face a lopsided appearance and probably caused him headaches. Filip, who may have been one of the ship's two lieutenants, had an old injury to both elbows, possibly from a fall, which would have made his arms stiff and sore. Most of the skeletons had lost teeth, some quite recently before the ship sank, and many suffered from gum disease (from not brushing their teeth) but there is almost no evidence of tooth decay, probably because of the lack of sugar in their food. The DNA analysis is its early stages, but it shows that all of the skeletons have DNA profiles which are common in Scandinavia, which one would expect from a crew of conscripts. Several have profiles more common today in Finland, which contributed sailors to the Swedish navy. The small child, Petter/Petra, has the same profile as one of the adult men, Cesar, and is most likely his brother/sister or nephew/niece. With further analysis of nuclear DNA, we may be able to identify such things as eye and hair color and the regional origin of their families. Seven of the skulls are complete enough to allow the faces to be reconstructed. This is possible because the features we use to recognize people are largely defined by the shape of our skulls. The muscle, fat and skin on top of the skull are more or less the same thickness for everybody, so by building up these layers in clay on a cast of the skull, it is possible to get some idea of how a person looked. Sculptor Oscar Nilsson, who is trained as both an artist and as an archaeologist, is one of the best in the world at this kind of work, and so he has been able to make lifelike reconstructions of six of the people on board when the ship sank: Adam, Beata, Filip, Gustav, Ivar and Johan. Some of the features, such as the shape of the ears and lips, the hairstyles, and the color of the eyes, are guesswork, but these are not the features we use to identify each other. Based on modern forensic use of facial reconstruction to identify murder victims, there is on average a better than 60% chance that someone who knew Adam or one of the others in life would recognize him here.	1,535	ENGLISH	1
At the beginning of the year in North England, in North Yorkshire, a very interesting discovery was made. During construction works carried out on the A1 from London to Edinburgh (Scotland), the remains of a very early and rich Roman settlement were found. Among the artifacts that were digged up from the ground are: shoes, cups, a rare silver ring, keys, a glass vessel, writing tools or a sculpture made of amber. As researchers estimate, the findings and foundations of the buildings are dated to about 60 CE. Discovered finds prove that the people who lived here were rich, and Roman objects in this part of England from the first century CE, prove that the Romans were intensely expanding to the north. However, the Roman settlement was inhabited relatively short – 20-30 years. Then in the south a larger city began to emerge – known as Cataractonium, which was famous for making leather items for the army. Probably the inhabitants of the discovered settlements moved to Cataractonium. IMPERIUM ROMANUM is in process of translation over 3300 Polish articles about history of ancient Rome. If you have the opportunity to financially support the further translations – even with smaller amount – I will be very grateful.	<urn:uuid:1fe8cec6-fc78-4a63-b1ae-b6647ba91c22>	CC-MAIN-2020-05	https://www.imperiumromanum.edu.pl/en/discoveries/roman-settlement-found-under-british-road/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250613416.54/warc/CC-MAIN-20200123191130-20200123220130-00549.warc.gz	en	0.981721	252	3.5625	4	[ -0.21937893331050873, 0.3800047039985657, 0.6235295534133911, 0.024942822754383087, 0.0113396430388093, -0.22560535371303558, -0.30563968420028687, 0.22386683523654938, -0.19678282737731934, -0.16824616491794586, 0.16491931676864624, -0.7263332605361938, -0.1661473661661148, 0.245833203196...	5	At the beginning of the year in North England, in North Yorkshire, a very interesting discovery was made. During construction works carried out on the A1 from London to Edinburgh (Scotland), the remains of a very early and rich Roman settlement were found. Among the artifacts that were digged up from the ground are: shoes, cups, a rare silver ring, keys, a glass vessel, writing tools or a sculpture made of amber. As researchers estimate, the findings and foundations of the buildings are dated to about 60 CE. Discovered finds prove that the people who lived here were rich, and Roman objects in this part of England from the first century CE, prove that the Romans were intensely expanding to the north. However, the Roman settlement was inhabited relatively short – 20-30 years. Then in the south a larger city began to emerge – known as Cataractonium, which was famous for making leather items for the army. Probably the inhabitants of the discovered settlements moved to Cataractonium. IMPERIUM ROMANUM is in process of translation over 3300 Polish articles about history of ancient Rome. If you have the opportunity to financially support the further translations – even with smaller amount – I will be very grateful.	255	ENGLISH	1
1. World War One is called a world war not only because many countries from all around the globe were included in it. This Great War was supposed to be quick and almost painless. The countries were prepared, allies were made and strategies were developed. The army forces or many countries were ready for battle and were just waiting. However, not only the military men and women were drawn into this war. “The war involved more than the major European nations and Japan; their colonies participated too, providing massive assistance and serving as battle grounds.” (World History, p. 800) This war pulled everyone in: fighters and civilians. This is why it is called a total war. Economies were changed to help supply the war, civilians learned how to behave and how to do that, which will be most helpful for the soldiers fighting to protect them. Many experts expected this war to last a year or more, but it stayed on for four years. This was very unexpected and many were not prepared for it. Entire societies were mobilized, not just men. During the war, women in the US worked in factories and with the efforts they put in during these times, they earned their voting right. 2. Many experts agree that the treaty of Versailles was made on soft ground. It could not last. The resolution to which the allies came was unreasonable. Everything got blamed on a small number of countries and they were made to pay for all. “In general, the new states were economically and politically weak.” (World History, 816) This is unrealistic. All that this treaty created was a country of people who kept working and not getting anything. The reparations were draining the economy and a rebellion was inevitable. Someone needed to save Germany. Many countries got hit hard by the Great Depression, but none as much as Germany. When kilograms of cash are needed to buy a piece of bread, one realizes that this is not how life should be. The citizens of this poor country wanted change and they got it. Hitler was their savior. And who knows, if the country and its people were not in such a bad state, maybe they would have had enough understanding in them to realize the cruelty of their savior. Hunt. World History. Chapter 25. World war one and its aftermath. 2009	<urn:uuid:cc2a6c04-a79d-4fe6-850f-288d60873af2>	CC-MAIN-2020-05	https://www.wowessays.com/free-samples/other-than-the-fact-that-wwi-involved-so-many-different-nations-what-else-qualifies-critical-thinking/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00171.warc.gz	en	0.994072	470	3.578125	4	[ -0.4047406315803528, 0.35246095061302185, 0.0059134685434401035, -0.0574193149805069, 0.10653307288885117, 0.03909647837281227, 0.0057565863244235516, 0.22308890521526337, 0.05499294772744179, 0.014966773800551891, 0.4335254430770874, 0.1313593089580536, 0.07524066418409348, 0.570425271987...	1	1. World War One is called a world war not only because many countries from all around the globe were included in it. This Great War was supposed to be quick and almost painless. The countries were prepared, allies were made and strategies were developed. The army forces or many countries were ready for battle and were just waiting. However, not only the military men and women were drawn into this war. “The war involved more than the major European nations and Japan; their colonies participated too, providing massive assistance and serving as battle grounds.” (World History, p. 800) This war pulled everyone in: fighters and civilians. This is why it is called a total war. Economies were changed to help supply the war, civilians learned how to behave and how to do that, which will be most helpful for the soldiers fighting to protect them. Many experts expected this war to last a year or more, but it stayed on for four years. This was very unexpected and many were not prepared for it. Entire societies were mobilized, not just men. During the war, women in the US worked in factories and with the efforts they put in during these times, they earned their voting right. 2. Many experts agree that the treaty of Versailles was made on soft ground. It could not last. The resolution to which the allies came was unreasonable. Everything got blamed on a small number of countries and they were made to pay for all. “In general, the new states were economically and politically weak.” (World History, 816) This is unrealistic. All that this treaty created was a country of people who kept working and not getting anything. The reparations were draining the economy and a rebellion was inevitable. Someone needed to save Germany. Many countries got hit hard by the Great Depression, but none as much as Germany. When kilograms of cash are needed to buy a piece of bread, one realizes that this is not how life should be. The citizens of this poor country wanted change and they got it. Hitler was their savior. And who knows, if the country and its people were not in such a bad state, maybe they would have had enough understanding in them to realize the cruelty of their savior. Hunt. World History. Chapter 25. World war one and its aftermath. 2009	475	ENGLISH	1
Whatever you do, don’t expect your child to sort it out for himself. They need your support. Reassure them that they are not alone and that you are there to help Bullying can occur at any age. Each of our children has or will face some form of bullying during the course of their lives. Bullying can be physical, shoving or pushing someone around; verbal, calling someone names or psychological; socially alienating someone or spreading rumours about someone. Bullying can affect the self-confidence and self-esteem of a child. As parents, it’s important that we stay alert and watch for any signs of our children being ‘bullied’. A few years ago, my normally ‘happy to go to school’ eight-year-old child started to display signs of not wanting to go to school. He would complain of tummy aches. At night, when he was being tucked into bed, he would cry and beg to stay home from school. After much convincing and conversation, he finally opened up and told us that he was being picked on by a group of children in school. During recess, a few of the kids would gang up and call him names. They would throw or hide his school things. He didn’t want to tell us about it as he didn’t want ‘his friends’ to get into trouble. He also insisted that we don’t tell anybody about it. We managed to deal with the situation, successfully but there were a few things we learnt in the process. Be involved. Check in with your child regularly. Don’t expect your child to come to you and tell you that he is being teased or picked on. Talk to them about their friends. Have conversations about what makes a good friend. Ask them which friends they get along with and which ones they don’t. Talk to your children about what they can do if someone is mean to them, calls them names or makes them feel left out. They shouldn’t allow a bully to make them feel bad. If someone says something nasty to them, encourage them to think of all the positive things about them. When your child is the bully By discussing their choices with them, it empowers them to take action in a future situation. You can role-play scenarios on what to do if someone bullies them. For example, if they’re in the playground and someone pushes them off the swing. What would they do? Also, talk to them about not being a bystander. If they see someone being bullied, they should stand up against it. Bullies only get away with things when they get tacit approval from an audience. Build your child’s confidence. One of the tools that worked for us was to praise our child’s strengths and make him focus on that instead. My son was a voracious reader and was being picked on for his lack of athletic abilities. We made him take pride in his literacy and vocabulary. We encouraged him to start writing a blog which we shared with friends and family. By encouraging him to focus on his strengths, he slowly built his confidence and self-esteem. In the meantime, we also enrolled him in an athletics class to improve his overall fitness, which further built his confidence. Teach them phrases that they can use to de-escalate a situation. Body language also helps when you’re standing up to a bully. Teach them to look at someone’s eyes when they are talking. Eye contact is seen as a sign of confidence and a person who makes eye contact is less likely to be picked on. Using humour can also help deflect a situation. Talk to the school authorities about the situation. Most times, bullying takes place during recess or on the bus. If your child is reluctant to name children, that’s okay. Respect his decision. Talk to the teachers and let them know that it would be helpful if they could keep an eye out for any situations. If the bullying is persistent, you can approach the parents but only, if you feel that it would help the situation. Use a collaborative approach to find a solution rather than an aggressive, blaming stance. Whatever you do, don’t expect your child to sort it out for himself. They need your support. Reassure them that they are not alone and that you are there to help. By teaching your child skills to cope with a bully, you will give him the confidence to steer his way through difficult situations and people that he will undoubtedly encounter during the course of his life. Source: Read Full Article	<urn:uuid:c19983aa-44af-4d7e-84f1-22a76429673e>	CC-MAIN-2020-05	http://takethehealth.com/kids-health/parenthesis-lessons-i-learnt-when-my-child-was-being-bullied/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00257.warc.gz	en	0.986775	956	3.625	4	[ 0.2632831931114197, -0.09427526593208313, 0.3066408634185791, -0.38629549741744995, -0.3229427635669708, 0.23047345876693726, 0.5894063711166382, -0.29521769285202026, 0.21460852026939392, -0.34262824058532715, 0.3640987277030945, -0.14986538887023926, 0.20597964525222778, 0.13885596394538...	1	Whatever you do, don’t expect your child to sort it out for himself. They need your support. Reassure them that they are not alone and that you are there to help Bullying can occur at any age. Each of our children has or will face some form of bullying during the course of their lives. Bullying can be physical, shoving or pushing someone around; verbal, calling someone names or psychological; socially alienating someone or spreading rumours about someone. Bullying can affect the self-confidence and self-esteem of a child. As parents, it’s important that we stay alert and watch for any signs of our children being ‘bullied’. A few years ago, my normally ‘happy to go to school’ eight-year-old child started to display signs of not wanting to go to school. He would complain of tummy aches. At night, when he was being tucked into bed, he would cry and beg to stay home from school. After much convincing and conversation, he finally opened up and told us that he was being picked on by a group of children in school. During recess, a few of the kids would gang up and call him names. They would throw or hide his school things. He didn’t want to tell us about it as he didn’t want ‘his friends’ to get into trouble. He also insisted that we don’t tell anybody about it. We managed to deal with the situation, successfully but there were a few things we learnt in the process. Be involved. Check in with your child regularly. Don’t expect your child to come to you and tell you that he is being teased or picked on. Talk to them about their friends. Have conversations about what makes a good friend. Ask them which friends they get along with and which ones they don’t. Talk to your children about what they can do if someone is mean to them, calls them names or makes them feel left out. They shouldn’t allow a bully to make them feel bad. If someone says something nasty to them, encourage them to think of all the positive things about them. When your child is the bully By discussing their choices with them, it empowers them to take action in a future situation. You can role-play scenarios on what to do if someone bullies them. For example, if they’re in the playground and someone pushes them off the swing. What would they do? Also, talk to them about not being a bystander. If they see someone being bullied, they should stand up against it. Bullies only get away with things when they get tacit approval from an audience. Build your child’s confidence. One of the tools that worked for us was to praise our child’s strengths and make him focus on that instead. My son was a voracious reader and was being picked on for his lack of athletic abilities. We made him take pride in his literacy and vocabulary. We encouraged him to start writing a blog which we shared with friends and family. By encouraging him to focus on his strengths, he slowly built his confidence and self-esteem. In the meantime, we also enrolled him in an athletics class to improve his overall fitness, which further built his confidence. Teach them phrases that they can use to de-escalate a situation. Body language also helps when you’re standing up to a bully. Teach them to look at someone’s eyes when they are talking. Eye contact is seen as a sign of confidence and a person who makes eye contact is less likely to be picked on. Using humour can also help deflect a situation. Talk to the school authorities about the situation. Most times, bullying takes place during recess or on the bus. If your child is reluctant to name children, that’s okay. Respect his decision. Talk to the teachers and let them know that it would be helpful if they could keep an eye out for any situations. If the bullying is persistent, you can approach the parents but only, if you feel that it would help the situation. Use a collaborative approach to find a solution rather than an aggressive, blaming stance. Whatever you do, don’t expect your child to sort it out for himself. They need your support. Reassure them that they are not alone and that you are there to help. By teaching your child skills to cope with a bully, you will give him the confidence to steer his way through difficult situations and people that he will undoubtedly encounter during the course of his life. Source: Read Full Article	906	ENGLISH	1
Listen to this post Ancient geographers progressed from making maps of cities to maps of the entire world using travel descriptions, surveying and an insane amount of mathematics! Contrary to the popular belief that maps depict places and rivers and roads, the earliest maps were actually representations of the night sky; more precisely, they were visual representations of the night-sky observations that people made. In 1963 in Turkey, a cave painting was discovered that had been drawn around 6200 BC in Catal Hyük in Anatolia. This painting illustrated a town with streets, houses and a volcano. Would you call this a cave painting or an attempt at cartography? It remains unclear whether this illustration is a map or a mere painting, though many scientists have tried to decipher the mystery. However, this means that we, as a species, were keen to represent what we saw, which is what I believe led us to draw maps. Which is the earliest known map? The first known map is from Babylon and was made in 600 BC on a clay tablet. It represents the interpretation of the world known to man at that time. There are multiple speculations about the map. Some think that the map was meant to represent the mythological places in which the Babylonians believed. Others believe that the map actually does represent the ancient world, as this map uniquely illustrates the land beyond oceans, unlike the other maps of this period, which concentrate only on the place in which it was made. It is also speculated that the map was a way to determine how to route the surplus agricultural produce. The actual intent behind the map is still disputed, but the map gives us interesting insight because it accurately represented the nearby cities and topography! Evolution of map-making techniques In the olden days, maps were mostly just a pictorial representation of a singular place. Like the 600 BC map that the Babylonians made, most maps were of a single place, its topography, and the nearby roads and cities. These maps were made with a mix of information available from traveler accounts, science hypotheses, literature and reports from navigators. A world map didn’t come around until the 5th century. Anaximander, the first cartographer made a representation of the world at that time. The original map does not survive, but from Herodotus’ description, it was a circular map wherein land was enclosed in a water body. Habitable Greece was in the center, along with the Mediterranean Sea. The northern part was Europe and the southern past Asia. It was nothing very specific, but still quite impressive! From that point on, maps only became more detailed as more and more areas were explored and written about in the maps. These maps still followed the same pattern of being circular, surrounded by sea on all sides, but these maps had more details about places in Asia and Europe. Map-making was not restricted to the Greeks; the Chinese also made maps on silk and wooden blocks that date back to the 4th century. In the 3rd century, Eratosthenes successfully calculated the circumference of the earth, and it was established that the earth was actually spherical, and not flat. This discovery also led to subsequent changes in the field of cartography. The Greeks used the stade as the measure of distance and it was popular to hire bematists, people who counted the distance between two places by traveling the distance on foot. The time taken by people to travel between places was used as a measure of distance. All of this data gradually helped people know the size and distance of particular places. It might surprise you if I said that map-making was connected more to mathematics than geography during ancient times, but it’s true. Map-making was essentially an art that used mathematical methods like triangulation! If you know the angles and distances between places, it was possible to calculate the distance between them; this was the most commonly used technique during those times. This method of triangulation is still used today but in a far more sophisticated way. Eratosthenes also developed a grid that helped him locate places. He designated a line passing through Rhodes and the Pillars of Hercules (present-day Gibraltar) as one of the chief lines of his grid. This line divided the world into two fairly equal parts and defined the longest east-west extent known. He chose a line through Rhodes as the main axis for the north-south grid lines. Then he drew seven parallel lines to both the main axes, which formed a rectangular grid. It was with this grid’s help that he was able to locate places on the first world map! Ptolemy created a map of the world in the 2nd century AD using the longitudes and latitudes that we still use today. Ptolemy’s work is similar to Eratosthenes’ map, but his work is more recognized, due to the fact that he not only made a map, but also wrote a book about how he drew the map. His work is based on the work of his predecessors, but his book on Geography is extraordinary in the sense that he explained the stepwise procedure to drawing the map so that people could replicate the map-making technique anywhere. His book was later translated and helped the Arabs replicate his map, as well as add details to the world map. Maps gradually became much more more detailed as new regions were explored and put down on paper. Also, mathematical and astronomical advances helped to perfect the world map to what we know and love today! Why did people make maps in ancient times? This shouldn’t be hard to guess, as the purpose of maps hasn’t changed over the years! Maps were made to facilitate navigation and outline the topographical features of a given place. Maps were typically made with the place in question at the center, which means that a world map didn’t initially exist. However, as trade and travel increased, people discovered new regions and thus developed more comprehensive and expansive maps. Mapping was particularly helpful for seafarers, as it helped them mark ports and explore territories without getting lost. Maps provide an alternative to textual description; furthermore, trade routes and passages put on a map can reach wider audiences than what might have spread by word of mouth. It’s actually quite astonishing that maps have been around for so long. In this day and age of GPS and Google Maps, we hardly understand the incredible evolution of Cartography! You might fee that reading a map is hard, but the realization that people spent centuries perfecting this art of making a map is boggles the mind! For starting as an effort to pictorially represent a city, cartography has come a long way to its various representations of the whole world! Even so, we humans certainly have a long way to go!	<urn:uuid:17bc6628-5736-4f0f-8ac6-8eb14819a920>	CC-MAIN-2020-05	https://www.scienceabc.com/eyeopeners/how-did-they-create-maps-in-the-olden-days.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00291.warc.gz	en	0.981084	1,412	4.21875	4	[ -0.1331319808959961, -0.23101893067359924, 0.36651378870010376, -0.009738108143210411, -0.17353151738643646, -0.155855193734169, 0.02736782655119896, 0.09282189607620239, -0.08249208331108093, 0.10300801694393158, -0.3161662220954895, -0.726850152015686, -0.14425554871559143, 0.40348815917...	1	Listen to this post Ancient geographers progressed from making maps of cities to maps of the entire world using travel descriptions, surveying and an insane amount of mathematics! Contrary to the popular belief that maps depict places and rivers and roads, the earliest maps were actually representations of the night sky; more precisely, they were visual representations of the night-sky observations that people made. In 1963 in Turkey, a cave painting was discovered that had been drawn around 6200 BC in Catal Hyük in Anatolia. This painting illustrated a town with streets, houses and a volcano. Would you call this a cave painting or an attempt at cartography? It remains unclear whether this illustration is a map or a mere painting, though many scientists have tried to decipher the mystery. However, this means that we, as a species, were keen to represent what we saw, which is what I believe led us to draw maps. Which is the earliest known map? The first known map is from Babylon and was made in 600 BC on a clay tablet. It represents the interpretation of the world known to man at that time. There are multiple speculations about the map. Some think that the map was meant to represent the mythological places in which the Babylonians believed. Others believe that the map actually does represent the ancient world, as this map uniquely illustrates the land beyond oceans, unlike the other maps of this period, which concentrate only on the place in which it was made. It is also speculated that the map was a way to determine how to route the surplus agricultural produce. The actual intent behind the map is still disputed, but the map gives us interesting insight because it accurately represented the nearby cities and topography! Evolution of map-making techniques In the olden days, maps were mostly just a pictorial representation of a singular place. Like the 600 BC map that the Babylonians made, most maps were of a single place, its topography, and the nearby roads and cities. These maps were made with a mix of information available from traveler accounts, science hypotheses, literature and reports from navigators. A world map didn’t come around until the 5th century. Anaximander, the first cartographer made a representation of the world at that time. The original map does not survive, but from Herodotus’ description, it was a circular map wherein land was enclosed in a water body. Habitable Greece was in the center, along with the Mediterranean Sea. The northern part was Europe and the southern past Asia. It was nothing very specific, but still quite impressive! From that point on, maps only became more detailed as more and more areas were explored and written about in the maps. These maps still followed the same pattern of being circular, surrounded by sea on all sides, but these maps had more details about places in Asia and Europe. Map-making was not restricted to the Greeks; the Chinese also made maps on silk and wooden blocks that date back to the 4th century. In the 3rd century, Eratosthenes successfully calculated the circumference of the earth, and it was established that the earth was actually spherical, and not flat. This discovery also led to subsequent changes in the field of cartography. The Greeks used the stade as the measure of distance and it was popular to hire bematists, people who counted the distance between two places by traveling the distance on foot. The time taken by people to travel between places was used as a measure of distance. All of this data gradually helped people know the size and distance of particular places. It might surprise you if I said that map-making was connected more to mathematics than geography during ancient times, but it’s true. Map-making was essentially an art that used mathematical methods like triangulation! If you know the angles and distances between places, it was possible to calculate the distance between them; this was the most commonly used technique during those times. This method of triangulation is still used today but in a far more sophisticated way. Eratosthenes also developed a grid that helped him locate places. He designated a line passing through Rhodes and the Pillars of Hercules (present-day Gibraltar) as one of the chief lines of his grid. This line divided the world into two fairly equal parts and defined the longest east-west extent known. He chose a line through Rhodes as the main axis for the north-south grid lines. Then he drew seven parallel lines to both the main axes, which formed a rectangular grid. It was with this grid’s help that he was able to locate places on the first world map! Ptolemy created a map of the world in the 2nd century AD using the longitudes and latitudes that we still use today. Ptolemy’s work is similar to Eratosthenes’ map, but his work is more recognized, due to the fact that he not only made a map, but also wrote a book about how he drew the map. His work is based on the work of his predecessors, but his book on Geography is extraordinary in the sense that he explained the stepwise procedure to drawing the map so that people could replicate the map-making technique anywhere. His book was later translated and helped the Arabs replicate his map, as well as add details to the world map. Maps gradually became much more more detailed as new regions were explored and put down on paper. Also, mathematical and astronomical advances helped to perfect the world map to what we know and love today! Why did people make maps in ancient times? This shouldn’t be hard to guess, as the purpose of maps hasn’t changed over the years! Maps were made to facilitate navigation and outline the topographical features of a given place. Maps were typically made with the place in question at the center, which means that a world map didn’t initially exist. However, as trade and travel increased, people discovered new regions and thus developed more comprehensive and expansive maps. Mapping was particularly helpful for seafarers, as it helped them mark ports and explore territories without getting lost. Maps provide an alternative to textual description; furthermore, trade routes and passages put on a map can reach wider audiences than what might have spread by word of mouth. It’s actually quite astonishing that maps have been around for so long. In this day and age of GPS and Google Maps, we hardly understand the incredible evolution of Cartography! You might fee that reading a map is hard, but the realization that people spent centuries perfecting this art of making a map is boggles the mind! For starting as an effort to pictorially represent a city, cartography has come a long way to its various representations of the whole world! Even so, we humans certainly have a long way to go!	1,380	ENGLISH	1
Most often, men play sports in order to build muscle mass or maintain the cardiovascular system in normal conditions. However, American scientists discovered another useful property of physical exertion. Researchers at the University of Missouri (University of Missouri) have found that the strength of bone tissue can be increased during sports training. Scientists examined the medical data of 203 men, whose age was in the range of 30 to 65 years and found that those who regularly exercised in their youth had higher bone density than those who were far from sports at that time. Low bone density in people of mature and elderly age is the main cause of osteoporosis. Osteoporosis is traditionally considered a disease of postmenopausal women. It was at this time that the female bone tissue does not receive the required nutrition and loses its strength. However, scientists estimate the effects of osteoporosis for men are much higher than for women. After all, performing physical work in adulthood a man has a better chance of falling and getting a fracture. Experts noted that even if a man was not fond of sports in his youth, it is never too late to start. An increase in bone density during sports training is also characteristic of middle-aged men. The results of the study are published in the American version of Men's Health magazine.	<urn:uuid:8f625240-8c64-4c33-a915-ebad3faa753a>	CC-MAIN-2020-05	http://www.goolhealth.com/posts/exercise-increases-bone-density	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592261.1/warc/CC-MAIN-20200118052321-20200118080321-00401.warc.gz	en	0.980253	266	3.4375	3	[ -0.3200274109840393, 0.2881828844547272, 0.3061029314994812, -0.3768375813961029, 0.17390385270118713, 0.22090384364128113, -0.21570870280265808, 0.32029080390930176, -0.1402502804994583, -0.0139333326369524, 0.26126182079315186, -0.4728580713272095, -0.07976875454187393, 0.207217842340469...	1	Most often, men play sports in order to build muscle mass or maintain the cardiovascular system in normal conditions. However, American scientists discovered another useful property of physical exertion. Researchers at the University of Missouri (University of Missouri) have found that the strength of bone tissue can be increased during sports training. Scientists examined the medical data of 203 men, whose age was in the range of 30 to 65 years and found that those who regularly exercised in their youth had higher bone density than those who were far from sports at that time. Low bone density in people of mature and elderly age is the main cause of osteoporosis. Osteoporosis is traditionally considered a disease of postmenopausal women. It was at this time that the female bone tissue does not receive the required nutrition and loses its strength. However, scientists estimate the effects of osteoporosis for men are much higher than for women. After all, performing physical work in adulthood a man has a better chance of falling and getting a fracture. Experts noted that even if a man was not fond of sports in his youth, it is never too late to start. An increase in bone density during sports training is also characteristic of middle-aged men. The results of the study are published in the American version of Men's Health magazine.	265	ENGLISH	1
When the ancient Hawaiians first arrived in Hawai‘i, legend has it that they found dams, roads, and fish-ponds that were supposedly built by an ancient race of people known as Menehune. Ancient Hawaiian stories describe the Menehune as mischievous craftsmen who were small in stature – most only growing to be about two feet tall. They lived deep in the valleys and forests of the Hawaiian Islands and were thought to have possessed special powers related to excellent craftsmanship – in fact, they were known for building things in the dark and finishing them overnight. One of the most famous legends of the extraordinary constructions of the Menehune is about the ‘Alekoko Fishpond on Kauaʻi. The pond was estimated to be built over 1,000 years ago and it was supposedly built for a princess and her brother. It is said that one night, as the Menehune were working on the fishpond, the princess and her brother couldn’t resist taking a look at how they were doing it. They watched the workers from the mountains above. When the Menehune discovered that the children were watching, they turned the pair into stone pillars. To this day, there are two gaps left in the fishpond wall because they were interrupted by the princess and her brother – and the pillars still remain in the mountains above. Make sure if you spot a Menehune in the valleys of Hawai'i that you let them continue on with their work, or you might turn to stone! Subscribe & Save Join To Receive 20% OFF Your First Order*	<urn:uuid:b99dfcda-c9d6-43c9-a062-c9b0cb6faccc>	CC-MAIN-2020-05	https://www.hilohattie.com/blogs/news/menehune-the-master-builder	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00308.warc.gz	en	0.990406	338	3.40625	3	[ -0.10549687594175339, 0.5271269679069519, 0.05262358859181404, 0.018134023994207382, -0.40784117579460144, -0.028100932016968727, 0.1769201010465622, -0.04738107696175575, -0.45669499039649963, 0.09660623967647552, 0.11866794526576996, -0.49403703212738037, 0.3163831830024719, 0.1453475207...	2	When the ancient Hawaiians first arrived in Hawai‘i, legend has it that they found dams, roads, and fish-ponds that were supposedly built by an ancient race of people known as Menehune. Ancient Hawaiian stories describe the Menehune as mischievous craftsmen who were small in stature – most only growing to be about two feet tall. They lived deep in the valleys and forests of the Hawaiian Islands and were thought to have possessed special powers related to excellent craftsmanship – in fact, they were known for building things in the dark and finishing them overnight. One of the most famous legends of the extraordinary constructions of the Menehune is about the ‘Alekoko Fishpond on Kauaʻi. The pond was estimated to be built over 1,000 years ago and it was supposedly built for a princess and her brother. It is said that one night, as the Menehune were working on the fishpond, the princess and her brother couldn’t resist taking a look at how they were doing it. They watched the workers from the mountains above. When the Menehune discovered that the children were watching, they turned the pair into stone pillars. To this day, there are two gaps left in the fishpond wall because they were interrupted by the princess and her brother – and the pillars still remain in the mountains above. Make sure if you spot a Menehune in the valleys of Hawai'i that you let them continue on with their work, or you might turn to stone! Subscribe & Save Join To Receive 20% OFF Your First Order*	329	ENGLISH	1
Facts About Clothing Used in Ancient Egypt: Egyptian Clothes Fabrics Used In Egyptian Clothing In Ancient Egypt, fashion was a big part of their culture. Depending on what a person wore and how they wore it, told a story about the person themselves. Men, women, and children all wore different styles of clothing, yet all of them enjoyed adornments such as jewelry and make-up. Due to Egypt's hot, humid weather, the ancient Egyptians preferred lightweight clothes, like linen, although silk was often bought by the wealthy. Those of the lowest status would use cotton or wool. Plant fibers such as flax that grew along the Nile River would be soaked, combed, and then beaten into thread-like fibers to make linen. Once they became threadlike, they would then be spun and placed on a loom. Usually, men were the ones who harvested the flax stalks, while women were the ones who would spin the flax thread and make the garments. Another standard fabric used among Pharaohs and priests was leather. Most leather was thought to be impure; therefore, they did not make most articles of clothing; instead, they made coats out of leather. One exception was that of leopard skin named padelide, which the priests and Pharaohs often wore. Pharaohs would also wear a lion's tail around their waist like a belt. The ancient Egyptians valued clothing, which caused a visual separation of social classes. We still do this today.Do you feel, in order to close that gap in schools, we should have school uniforms? Egyptian Clothing for Men Status was indicated in large part by how a man dressed. The workers, who were the poorest in the community, most often wore loincloths made of cotton and sometimes linen or wool. The rest of the men would usually wear a wraparound skirt made with linen and tie a belt around their waist. This skirt was called Shendyt. They did as little sewing as possible in most of their garments. They also rarely dyed their items and usually wore white, which was in part due to their desire to be clean. White gave a cleaner appearance. Sometimes the skirts would also be wrapped around their legs as well, giving a more pants feel. They did this more often in the winter than in the summer months. The length of the Shendyt worn by men varied throughout history. During Old Kingdom (Before 2055 BC), men wore them above the knee, and the material often gathered in the front or pleated. During the Middle Kingdom (2055 BC to 1650 BC), men wore their Shendyt longer; it would touch their calf. During the New Kingdom (1650 BC to 1069 BC), men also wore tunics that had sleeves, as well as pleated petticoats. Regardless of what era, the richer you were, the lighter the material used on your garments. Some garments worn by Pharaohs and priests, who ranked as the highest class, wore an almost see-through material. Silk and linen were most commonly used in this group, whereas those of poorer status might wear linen, cotton, or even wool. In Tutankhamen's tomb, they found many more items of clothing than was expected, which implied that men might have worn a wider variety of clothing than initially thought. There were items such as underwear, shirts, tunics, aprons, sashes, socks, scarves, and gloves; they wore during the colder months. In contrast, the skirts depicted on many of the Egyptian drawings were more accurate during the warmer periods. Egyptian Clothing for Women Women, like men, also used very lightweight fabrics for their clothing, plus status was just as important. The higher the position, the thinner the material. Unlike the men, women usually wore full-length dresses that would either have one or two shoulder straps, but minimal sewing, if any. These dresses, depending on the period, would sometimes lie below the breast, but most often covered the chest. Regardless of what era, the material was always very simple and usually white. Dresses had a lot of style to them, such as pleating. In the Old Kingdom, they often wore horizontal pleating, whereas, in the New Kingdom, it was generally vertical. During the Middle Kingdom, pleating was much more extensive. Sometimes it would be horizontal with vertical pleating overlapping. How they achieved this pleated look is unknown. Occasionally women would have feathers and beading across the chest area, but mostly the cloth was bare. Over the dress, women would usually wear a robe or cape, with pleats as well. Egyptian Clothing for Children Egyptian children, until the age of six, did not wear clothes during the hottest months. At six years of age, they were allowed to wear clothing for protection from the sun, but they did not begin to wear regular clothes until they hit puberty, in which case they would begin to dress like adults. Although the children were often naked, they still wore jewelry like their parents, especially bracelets, collars, and hair accessories. During the colder months, when temperatures could get as low as ten degrees, they would wear wraps and cloaks. Since it was cold for such a short time, this was not everyday garb. Jewelry was a significant part of Egyptian culture. The style of jewelry one wore indicated one's status. Ancient Egyptians felt jewelry made them appear more appealing to the gods, so they would wear as much as they could. They often wore bracelets, necklaces, rings, fanciful buttons, earrings, neck collars, and pendants. The jewels had an Asian influence with its bulky appearance. The higher class a person was, the more gold and precious gems they would use in the making of the jewelry. The most common gems were Turquoise - a greenish-blue gemstone, Lapiz-lazuli - a brilliantly bright blue gemstone, and Carnelian - a smooth reddish-brown stone. The lower class would still decorate in lots of bulky jewelry, although they used pottery beads or glassware for decoration rather than gems. In ancient Egypt, both men and women wore make-up. Most notable was their dark, heavy eyeliner that they used along both the lower and upper eyelids. The eyeliner was usually made up of black kohl, which is a very common lead ore taken from a mineral called galena. They lined their eyelids not just for beauty, but also because they believed that it protected the eyes from dust and dirt. The Egyptians would use the same black kohl to darken eyebrows and eyelashes. Above their eyelids, they also used eyeshadow, which was usually in a shade of blue or green. Both men and women would color their lips and nails with henna dye. They would use this same dye to put color into their hair and to decorate their skin. Although they often painted their hands with henna, only the lower class got tattoos. The ancient Egyptians also used a red powder called crew on their cheeks and lips when they did not use henna. Unfortunately, there were a lot of harmful substances used in their make-up that had adverse effects, which led to many illnesses, although the Egyptians were unaware of what caused their poor health. Whether they were the poor or the rich, ancient Egyptians were very particular about how clean they were, and this showed in the clothes, jewelry, and make-up they wore. The material used to make their clothes, as well as the style of the clothes, was indicative of whether someone was rich or poor. Since status was very important to the ancient Egyptians, clothing was a way to signify that difference. - "Egyptian Clothing: Pharoahs to Commoners." History. May 11, 2017. Accessed January 27, 2018. http://historyonthenet.com/Egyptians/clothing.htm. - "Garments." Ancient Egypt: Clothing. Accessed January 27, 2018. http://www.reshafim.org.il/ad/egypt/timelines/topics/clothing.htp Questions & Answers How was a person's social class distinguished in ancient Egypt? The best way to tell the difference in social classes was by the quality of their clothes. Those of a higher social class would use lighter, more delicate materials such as silk, while those in the lower classes would have worn cotton, flax, or linen. Also, those in the higher classes would have more ornaments on their clothing as well as wear more jewelry. The difference in classes was more pronounced in women than in men. The six social classes in ancient Egypt from highest to lowest were: 1. Pharaohs and gods 2. Government officials 3. Scribes and soldiers 4. Craftsman and merchants 6. FarmersHelpful 16 What did ancient Egyptians wear most of the time? For everyday wear, most Egyptian men in the working class wore a loin cloth or kilt, whereas the woman wore straight dresses. The working class made up the large majority of the society since they lived in a very hierarchical society. The bottom being the largest group. The further up in the society you were, the more ornate your everyday wear would be.Helpful 14 Did the kids in ancient Egypt wear anything to cover up? Until they were six years old, many would just run around naked, unless it was cold. When they got older, but before they were part of the different social classes, their clothing varied.Helpful 12 Did ancient Egyptian children feel embarrassed that people could see their body? I don't think we could really know, but it was the norm, so I don't believe so. Maybe as they got close to being of age, they may have been more self-conscious or even insecure that they were not yet old enough to wear clothes. I don't believe it is possible to truly know the answer. Keep in mind that in different parts of the world, modesty is viewed very differently. Some believe it is important to cover a woman's breasts, whereas others it is completely normal for them to go around topless at all times.Helpful 9 Did both men and women wear jewelry such as necklaces and earrings in ancient Egypt? Yes, they did! Jewelry was a way that they were able to get the attention of their gods. Not only did they wear necklaces and earrings, but some would even wear headdresses. What their jewelry was made of, was dependent on their social standing.Helpful 6 © 2012 Angela Michelle Schultz	<urn:uuid:ca51d9ae-2c1f-4afb-a264-f6dc5111d60f>	CC-MAIN-2020-05	https://owlcation.com/humanities/Clothing-Used-In-Ancient-Egypt	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783621.89/warc/CC-MAIN-20200129010251-20200129040251-00307.warc.gz	en	0.986985	2,199	3.703125	4	[ -0.08378702402114868, 1.1337729692459106, 0.2788509726524353, 0.15584209561347961, -0.20632022619247437, 0.013057214207947254, 0.6462869644165039, -0.22144730389118195, -0.3154265284538269, -0.15391406416893005, 0.07125642895698547, -0.3731321096420288, -0.16175085306167603, 0.263252437114...	1	Facts About Clothing Used in Ancient Egypt: Egyptian Clothes Fabrics Used In Egyptian Clothing In Ancient Egypt, fashion was a big part of their culture. Depending on what a person wore and how they wore it, told a story about the person themselves. Men, women, and children all wore different styles of clothing, yet all of them enjoyed adornments such as jewelry and make-up. Due to Egypt's hot, humid weather, the ancient Egyptians preferred lightweight clothes, like linen, although silk was often bought by the wealthy. Those of the lowest status would use cotton or wool. Plant fibers such as flax that grew along the Nile River would be soaked, combed, and then beaten into thread-like fibers to make linen. Once they became threadlike, they would then be spun and placed on a loom. Usually, men were the ones who harvested the flax stalks, while women were the ones who would spin the flax thread and make the garments. Another standard fabric used among Pharaohs and priests was leather. Most leather was thought to be impure; therefore, they did not make most articles of clothing; instead, they made coats out of leather. One exception was that of leopard skin named padelide, which the priests and Pharaohs often wore. Pharaohs would also wear a lion's tail around their waist like a belt. The ancient Egyptians valued clothing, which caused a visual separation of social classes. We still do this today.Do you feel, in order to close that gap in schools, we should have school uniforms? Egyptian Clothing for Men Status was indicated in large part by how a man dressed. The workers, who were the poorest in the community, most often wore loincloths made of cotton and sometimes linen or wool. The rest of the men would usually wear a wraparound skirt made with linen and tie a belt around their waist. This skirt was called Shendyt. They did as little sewing as possible in most of their garments. They also rarely dyed their items and usually wore white, which was in part due to their desire to be clean. White gave a cleaner appearance. Sometimes the skirts would also be wrapped around their legs as well, giving a more pants feel. They did this more often in the winter than in the summer months. The length of the Shendyt worn by men varied throughout history. During Old Kingdom (Before 2055 BC), men wore them above the knee, and the material often gathered in the front or pleated. During the Middle Kingdom (2055 BC to 1650 BC), men wore their Shendyt longer; it would touch their calf. During the New Kingdom (1650 BC to 1069 BC), men also wore tunics that had sleeves, as well as pleated petticoats. Regardless of what era, the richer you were, the lighter the material used on your garments. Some garments worn by Pharaohs and priests, who ranked as the highest class, wore an almost see-through material. Silk and linen were most commonly used in this group, whereas those of poorer status might wear linen, cotton, or even wool. In Tutankhamen's tomb, they found many more items of clothing than was expected, which implied that men might have worn a wider variety of clothing than initially thought. There were items such as underwear, shirts, tunics, aprons, sashes, socks, scarves, and gloves; they wore during the colder months. In contrast, the skirts depicted on many of the Egyptian drawings were more accurate during the warmer periods. Egyptian Clothing for Women Women, like men, also used very lightweight fabrics for their clothing, plus status was just as important. The higher the position, the thinner the material. Unlike the men, women usually wore full-length dresses that would either have one or two shoulder straps, but minimal sewing, if any. These dresses, depending on the period, would sometimes lie below the breast, but most often covered the chest. Regardless of what era, the material was always very simple and usually white. Dresses had a lot of style to them, such as pleating. In the Old Kingdom, they often wore horizontal pleating, whereas, in the New Kingdom, it was generally vertical. During the Middle Kingdom, pleating was much more extensive. Sometimes it would be horizontal with vertical pleating overlapping. How they achieved this pleated look is unknown. Occasionally women would have feathers and beading across the chest area, but mostly the cloth was bare. Over the dress, women would usually wear a robe or cape, with pleats as well. Egyptian Clothing for Children Egyptian children, until the age of six, did not wear clothes during the hottest months. At six years of age, they were allowed to wear clothing for protection from the sun, but they did not begin to wear regular clothes until they hit puberty, in which case they would begin to dress like adults. Although the children were often naked, they still wore jewelry like their parents, especially bracelets, collars, and hair accessories. During the colder months, when temperatures could get as low as ten degrees, they would wear wraps and cloaks. Since it was cold for such a short time, this was not everyday garb. Jewelry was a significant part of Egyptian culture. The style of jewelry one wore indicated one's status. Ancient Egyptians felt jewelry made them appear more appealing to the gods, so they would wear as much as they could. They often wore bracelets, necklaces, rings, fanciful buttons, earrings, neck collars, and pendants. The jewels had an Asian influence with its bulky appearance. The higher class a person was, the more gold and precious gems they would use in the making of the jewelry. The most common gems were Turquoise - a greenish-blue gemstone, Lapiz-lazuli - a brilliantly bright blue gemstone, and Carnelian - a smooth reddish-brown stone. The lower class would still decorate in lots of bulky jewelry, although they used pottery beads or glassware for decoration rather than gems. In ancient Egypt, both men and women wore make-up. Most notable was their dark, heavy eyeliner that they used along both the lower and upper eyelids. The eyeliner was usually made up of black kohl, which is a very common lead ore taken from a mineral called galena. They lined their eyelids not just for beauty, but also because they believed that it protected the eyes from dust and dirt. The Egyptians would use the same black kohl to darken eyebrows and eyelashes. Above their eyelids, they also used eyeshadow, which was usually in a shade of blue or green. Both men and women would color their lips and nails with henna dye. They would use this same dye to put color into their hair and to decorate their skin. Although they often painted their hands with henna, only the lower class got tattoos. The ancient Egyptians also used a red powder called crew on their cheeks and lips when they did not use henna. Unfortunately, there were a lot of harmful substances used in their make-up that had adverse effects, which led to many illnesses, although the Egyptians were unaware of what caused their poor health. Whether they were the poor or the rich, ancient Egyptians were very particular about how clean they were, and this showed in the clothes, jewelry, and make-up they wore. The material used to make their clothes, as well as the style of the clothes, was indicative of whether someone was rich or poor. Since status was very important to the ancient Egyptians, clothing was a way to signify that difference. - "Egyptian Clothing: Pharoahs to Commoners." History. May 11, 2017. Accessed January 27, 2018. http://historyonthenet.com/Egyptians/clothing.htm. - "Garments." Ancient Egypt: Clothing. Accessed January 27, 2018. http://www.reshafim.org.il/ad/egypt/timelines/topics/clothing.htp Questions & Answers How was a person's social class distinguished in ancient Egypt? The best way to tell the difference in social classes was by the quality of their clothes. Those of a higher social class would use lighter, more delicate materials such as silk, while those in the lower classes would have worn cotton, flax, or linen. Also, those in the higher classes would have more ornaments on their clothing as well as wear more jewelry. The difference in classes was more pronounced in women than in men. The six social classes in ancient Egypt from highest to lowest were: 1. Pharaohs and gods 2. Government officials 3. Scribes and soldiers 4. Craftsman and merchants 6. FarmersHelpful 16 What did ancient Egyptians wear most of the time? For everyday wear, most Egyptian men in the working class wore a loin cloth or kilt, whereas the woman wore straight dresses. The working class made up the large majority of the society since they lived in a very hierarchical society. The bottom being the largest group. The further up in the society you were, the more ornate your everyday wear would be.Helpful 14 Did the kids in ancient Egypt wear anything to cover up? Until they were six years old, many would just run around naked, unless it was cold. When they got older, but before they were part of the different social classes, their clothing varied.Helpful 12 Did ancient Egyptian children feel embarrassed that people could see their body? I don't think we could really know, but it was the norm, so I don't believe so. Maybe as they got close to being of age, they may have been more self-conscious or even insecure that they were not yet old enough to wear clothes. I don't believe it is possible to truly know the answer. Keep in mind that in different parts of the world, modesty is viewed very differently. Some believe it is important to cover a woman's breasts, whereas others it is completely normal for them to go around topless at all times.Helpful 9 Did both men and women wear jewelry such as necklaces and earrings in ancient Egypt? Yes, they did! Jewelry was a way that they were able to get the attention of their gods. Not only did they wear necklaces and earrings, but some would even wear headdresses. What their jewelry was made of, was dependent on their social standing.Helpful 6 © 2012 Angela Michelle Schultz	2,177	ENGLISH	1
The theme of Hucks development from a young boy to a young man is heavily portrayed in the Adventures of Huckleberry Finn by its author Mark Twain. The gradual growth and maturity of Huck since he was a young boy helps to build on theme and depicts him as a young protagonist. Generally, it gives a clear picture of his adventures with Negro Jim and the Mississippi river. Don’t waste time! Our writers will create an original "The Theme of Huck’s Development" essay for youCreate order Hucks growth is mostly embodied on the independent choices that he makes through changing his attitude that helps and contributes to his moral growth. Just like many other young men he is split between the societal status quo and the beliefs it holds and making conscious decisions on his own (Twai, 2003) From being uncivilized Huck continuously learns the art of following his instincts to make the right decision and not allowing both the internal and external factors to play the major role in shaping his decisions. The paper will categorically analyze three scenes that show how Huck development from being a young boy to a young man is progressively depicted in the novel. During the first parts of the play Huck is portrayed to be very immature and mostly complies with the societal standards that had been set. Before meeting with Jim, Huck suffered from inferiority complex that had resulted from living with a drunken father whom was also abusive. During this point and stage it was very difficult for him to have any concept of morality since he was very young. After meeting with Negro Jim he undergoes several events that enables him to make his own judgments and also become a critical thinker as well. At first Jim is not so clever and intelligent but he is very honest and trustworthy and always aims to help others. He played an important role in teaching Huck the true definition of friendship and loyalty which helps him to undergo a transformation in his early stages. First Jim loves his family very much and hence treats the little man as his own son. This helps to bring out real change and transformation considering the fact that, Huck always felt alone and came from an abusive family that did not care a lot. This helps to build his trust and loyalty and even realize the importance of friendship. Overcoming the slavery mentality where the society never cared about each other was an attitude change that Jim wanted to impact on Hucks. During their adventure a fog separates the two and Jim is filled with a lot of joy to see Huck alive again. At this point it is clear that Jim was willing to sacrifice a lot in order to ensure that his friends safety was maintained. Jim also has a strong sense of self-esteem that makes him to believe that everyone is equal in the society despite their background. Even though after the fog that separated them, Huck later fooled him, he gained his respect and trust. Therefore, this scene is of ultimate importance in helping to shape the young man mentality and also how he treats others. At first he did not reciprocate by treating his friend well and even fooled him; however this paved way for his later transformation in life after he was able to make individual decisions. The external factors of coming from an abusive family would have been the major contributors of his actions but he learned that he had to control them, and do the right thing to people and the society as a whole. There is always a very thin line between a teenagers decision to do good or bad. There are always faced with a big dilemma and more so if their role models and people they look up to succeed by doing evil. During these scene Tom Sawyer was Hucks role model and he was a member of a local gang that killed and terrorized people. In order for someone to be enrolled as member they have to agree with the group rules where you are required to kill your family members if you break any of the rules. One of the boys however realized that Huck did not have a real family and hence would not have anyone to kill incase he broke any of the group rules. It was therefore very unfair to them in case he joined them. However, Huck had to find his way in into the group and therefore he offered Miss Watson to be killed in order to join the group offering an innocent person to be killed in order to join a gang is very unethical and hence at this very point his immorality was at the peak. He had to make a conscious decision to do good or bad and this was a vital point of his moral transformation. Huck also encountered a major dilemma when he and his friend Jim were sailing on small boat came across a wrecked steamboat that had three criminals. At this very point Huck decided to sail away and left the three criminals stranded. However he realized that he had left them to die and even if they were criminals they also deserved to be offered some help. Huck also thought that he may also become a murderer one day and probably find himself in the very same situation and need some help as well. This is the very first occasion that he considers what how actions could probably affect other people and hence he decided to call the captain who investigates the wrecked steam boats and helps the three men to get out of the situation. Although these three men were murderers he could not justify their death and hence the right thing to do at this point was to help them and leave the rest to them to decide. His moral progression from being a young boy to a young man had taken place in this scene. His major role was to make a conscious decision based on his instincts of whether to do good or evil to the men. If he left them to die their deaths would be on him justifiably because he was the only one who saw them but never did anything to solve the problem. This improved his moral judgment and problem solving capability as well. Through the entire book both Jim and Huck are good friends and Jim plays a major role in his moral progression and helping him makes right decisions. His loyalty to him is undivided and always wished Huck well. However, upon arrival to Cairo Huck is faced with moral dilemma that differentiates a boy from a man. He either had to keep his promise to his friend Jim or turn him in as a runaway slave. There was a thin line between complying with the societal standards and fighting for his friends freedom. Jim had been a loyal friend all along but the society could change anytime and leave him alone. At this point he felt guilty and does not think it is right to help Jim steal his family considering he was a slave. However, he was finally able to make the right decision, that proved that he had progressed from being a boy to a man. He states that he would rather go to hell but get his friend the ultimate freedom. At this point he was able to set his own moral standards that were different from societal expectation. The ability to become a critical thinker and make the right decision was proving that he had finally progressed from being a boy to a man. It would be very unfair and ethical if he complied with the society and left his all time friend Jim alone to suffer and his family to die in slavery. This was the true test of his loyalty and moral intelligence. We will send an essay sample to you in 2 Hours. If you need help faster you can always use our custom writing service.Get help with my paper	<urn:uuid:48b96a48-ff81-4982-a70f-a3b7a1fd9048>	CC-MAIN-2020-05	https://studydriver.com/the-theme-of-hucks-development/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00494.warc.gz	en	0.992795	1,475	3.390625	3	[ -0.30277958512306213, 0.14756235480308533, 0.11193437874317169, -0.28670722246170044, -0.6335344314575195, 0.3257623016834259, 0.15399670600891113, -0.019405890256166458, -0.32412636280059814, -0.09320518374443054, 0.15983857214450836, -0.1333337426185608, 0.56821209192276, 0.3224246501922...	1	The theme of Hucks development from a young boy to a young man is heavily portrayed in the Adventures of Huckleberry Finn by its author Mark Twain. The gradual growth and maturity of Huck since he was a young boy helps to build on theme and depicts him as a young protagonist. Generally, it gives a clear picture of his adventures with Negro Jim and the Mississippi river. Don’t waste time! Our writers will create an original "The Theme of Huck’s Development" essay for youCreate order Hucks growth is mostly embodied on the independent choices that he makes through changing his attitude that helps and contributes to his moral growth. Just like many other young men he is split between the societal status quo and the beliefs it holds and making conscious decisions on his own (Twai, 2003) From being uncivilized Huck continuously learns the art of following his instincts to make the right decision and not allowing both the internal and external factors to play the major role in shaping his decisions. The paper will categorically analyze three scenes that show how Huck development from being a young boy to a young man is progressively depicted in the novel. During the first parts of the play Huck is portrayed to be very immature and mostly complies with the societal standards that had been set. Before meeting with Jim, Huck suffered from inferiority complex that had resulted from living with a drunken father whom was also abusive. During this point and stage it was very difficult for him to have any concept of morality since he was very young. After meeting with Negro Jim he undergoes several events that enables him to make his own judgments and also become a critical thinker as well. At first Jim is not so clever and intelligent but he is very honest and trustworthy and always aims to help others. He played an important role in teaching Huck the true definition of friendship and loyalty which helps him to undergo a transformation in his early stages. First Jim loves his family very much and hence treats the little man as his own son. This helps to bring out real change and transformation considering the fact that, Huck always felt alone and came from an abusive family that did not care a lot. This helps to build his trust and loyalty and even realize the importance of friendship. Overcoming the slavery mentality where the society never cared about each other was an attitude change that Jim wanted to impact on Hucks. During their adventure a fog separates the two and Jim is filled with a lot of joy to see Huck alive again. At this point it is clear that Jim was willing to sacrifice a lot in order to ensure that his friends safety was maintained. Jim also has a strong sense of self-esteem that makes him to believe that everyone is equal in the society despite their background. Even though after the fog that separated them, Huck later fooled him, he gained his respect and trust. Therefore, this scene is of ultimate importance in helping to shape the young man mentality and also how he treats others. At first he did not reciprocate by treating his friend well and even fooled him; however this paved way for his later transformation in life after he was able to make individual decisions. The external factors of coming from an abusive family would have been the major contributors of his actions but he learned that he had to control them, and do the right thing to people and the society as a whole. There is always a very thin line between a teenagers decision to do good or bad. There are always faced with a big dilemma and more so if their role models and people they look up to succeed by doing evil. During these scene Tom Sawyer was Hucks role model and he was a member of a local gang that killed and terrorized people. In order for someone to be enrolled as member they have to agree with the group rules where you are required to kill your family members if you break any of the rules. One of the boys however realized that Huck did not have a real family and hence would not have anyone to kill incase he broke any of the group rules. It was therefore very unfair to them in case he joined them. However, Huck had to find his way in into the group and therefore he offered Miss Watson to be killed in order to join the group offering an innocent person to be killed in order to join a gang is very unethical and hence at this very point his immorality was at the peak. He had to make a conscious decision to do good or bad and this was a vital point of his moral transformation. Huck also encountered a major dilemma when he and his friend Jim were sailing on small boat came across a wrecked steamboat that had three criminals. At this very point Huck decided to sail away and left the three criminals stranded. However he realized that he had left them to die and even if they were criminals they also deserved to be offered some help. Huck also thought that he may also become a murderer one day and probably find himself in the very same situation and need some help as well. This is the very first occasion that he considers what how actions could probably affect other people and hence he decided to call the captain who investigates the wrecked steam boats and helps the three men to get out of the situation. Although these three men were murderers he could not justify their death and hence the right thing to do at this point was to help them and leave the rest to them to decide. His moral progression from being a young boy to a young man had taken place in this scene. His major role was to make a conscious decision based on his instincts of whether to do good or evil to the men. If he left them to die their deaths would be on him justifiably because he was the only one who saw them but never did anything to solve the problem. This improved his moral judgment and problem solving capability as well. Through the entire book both Jim and Huck are good friends and Jim plays a major role in his moral progression and helping him makes right decisions. His loyalty to him is undivided and always wished Huck well. However, upon arrival to Cairo Huck is faced with moral dilemma that differentiates a boy from a man. He either had to keep his promise to his friend Jim or turn him in as a runaway slave. There was a thin line between complying with the societal standards and fighting for his friends freedom. Jim had been a loyal friend all along but the society could change anytime and leave him alone. At this point he felt guilty and does not think it is right to help Jim steal his family considering he was a slave. However, he was finally able to make the right decision, that proved that he had progressed from being a boy to a man. He states that he would rather go to hell but get his friend the ultimate freedom. At this point he was able to set his own moral standards that were different from societal expectation. The ability to become a critical thinker and make the right decision was proving that he had finally progressed from being a boy to a man. It would be very unfair and ethical if he complied with the society and left his all time friend Jim alone to suffer and his family to die in slavery. This was the true test of his loyalty and moral intelligence. We will send an essay sample to you in 2 Hours. If you need help faster you can always use our custom writing service.Get help with my paper	1,472	ENGLISH	1
The lottery is a short story that revolves around life in an agricultural village, whose setting is in summer; when flowers are blossoming and lawns exceedingly green. The village is composed of a population of about three hundred people, who know each other very well. The men are generally farmers, while the women are homemakers and school teachers. The build up to the lottery draw, keeps the reader in suspense as to who is going to win the prize that is expected to be material in nature, but sadly enough turns out to be a death sentence; which begs the question as to why one would subscribe to such a lottery in the first place. There is plenty of irony in the literature, that is observed where Bill Hutchinson, who won the lottery in the first round; by picking the paper with the black spot, is adjudged by his wife not to be the true winner, because of technical reasons. What is strikingly odd is that his wife Tessie, purports that Mr. Summers did not give her husband enough time to pick a paper of his choice, yet the whole village asserts that everyone was given the same amount of time, to pick a piece of paper from the box. One wonders why a second draw should be made, to pick another winner yet a winner had been expressly identified. This is a deviation from the normal rules of a conventional lottery. The sentiments are echoed by old man Warner who intimates that, “It’s not the way it used to be” (Jackson 19). Evidently, the annual lottery conducted by the village is not a typical lottery in the sense that, the person running the lottery is also a participant. Mr. Summers and his assistant Mr. Graves, take part in the ill fated lottery too. Additionally, Mr. Summers is charged with the responsibility of preparing the lottery materials, giving him the opportunity for foul play, by carefully engineering a ploy to avert picking the condemned lottery ticket; since all the materials are kept under his care at the coal factory, a yearly routine he engages in. There is some bit of satire in the literature, where we see the names of certain characters, coinciding with the events that are unfolding in the village. For instance, Mr. Summers’ name; who is the organizer of the lottery, coincides with the period that the aforesaid event is supposed to take place. Furthermore, the annual event takes place on June 27th of every year, during summer time. Furthermore, his assistant’s name, Mr. Graves, coincides with the penultimate outcome of the lottery; the stoning of the winner, who in this case is Mrs. Hutchinson. Due protocol was not followed in the second draw of the lottery, where Bill Hutchinson unfolded his lottery ticket, before his name was called out. Ordinarily, one ought to unfold his or her lottery ticket, after the calling out of names by Mr. Summers. In the first draw, Bill was overly cautious when unfolding his ticket because he did not know the contents of the paper, but we can see clearly that he was beaming with confidence when unfolding his lottery ticket in the second draw; showing that he knew his fate with regard to the second draw. This is clearly evidenced by his snatching of the lottery ticket from his condemned wife, Tessie. We can see from the first draw that Tessie is quite empathetic to Bill when he picks the winning ticket , and tries to defend her husband, by claiming that the process was not fair to him; because he wasn’t given ample time to pick a ticket of his choice. What is strange about this is that when Tessie gets into the same predicament, her husband does not come to her defense. Seemingly, the village chooses to give the other rituals of the black box a wide berth; like the recital and the ritual salute, but is never oblivious of the grotesque act, of stoning the winner of the lottery to death. This goes to show that people are not interested in the credibility of the lottery process, but are solely interested in the aftermath of the entire process. “The original paraphernalia of the lottery had been lost long ago” (Jackson 7). The lottery ritual had been stopped in other towns, which have a very large population; where people could take up to two days to conduct the lottery, yet this village with a marginal population, chooses to adhere to this yearly ritual that robs them of a member every year. Conventional wisdom would dictate that, a town with a small population quit this ritual before the one with a big population, because the population of the former has closer personal relations that the latter. The oldest man in the village, Mr. Warner, has participated in the lottery on seventy seven occasions, but has never been unlucky enough to win the lottery (Murphy 105). Mathematically speaking, men start participating in the lottery at the age of sixteen, so if we do some bit of arithmetic; old Warner is ninety three years old. Why would one want to stone a ninety three year old man to death, yet he is in his sunset years and can die at any time? Mrs. Delacroix, who is the first person Mrs. Hutchinson greets when she joins the villagers, is the one who picks the largest stone to kill her; yet they appear to be close friends in their earlier interaction (Bloom 27). One is left wondering, whether the farewell tap that Mrs. Hutchinson gave Mrs. Delacroix was a final one. It is also questionable as to whether Mrs. Hutchinson had an intuition that something would go wrong, since she was the last person to join the crowd, and she was the one who won the condemned prize. Given that her intuition was right, she ought to have had second thoughts about taking part in the lottery. In all odds, the villagers do not seem to be disturbed by what they do; they want the process to be hastened, so that they can complete their barbaric and sadistic mission, in time to have their noon dinner. To them, it is normal for one of their own to die after the lottery, for it to be successful. The title of the book itself is ironical, in the sense that; one expects that the winner will be given a reward in material terms, but what is observed in the end is worth being called a death game. The lottery is a captivating short story, which elicits a lot of feelings of suspense to the reader. It starts with a very flowery description of a village and its residents, but ends tragically with the death of Mrs. Hutchinson; a village member with a very magnetic personality. The death is as a result of inhuman acts of the village members, who don not show any remorse for their misconduct. This narrative makes one wonder where this kind of ritual originated from, and why the villagers still adhere to it; yet it is clear that everybody fears winning. Every village member is tense when unfolding a lottery ticket; as we see when Mr. Hutchinson, wins the first round of the lottery. All in all, it is a thoughtfully written piece of literature, which is academically invoking in all aspects. Bloom, Harold. Comprehensive Research and Study Guide: Bloom’s Major, Short Story Writers. Broomall: Chelsea House Publishers, 2001. Print. Jackson, Shirley. The Lottery. Mankato: Creative Education, 2008. Print. Murphy, M., Bernice. Shirley Jackson’s Essays on the Literary Legacy. Jefferson: McFarland and Company, 2005. Print.	<urn:uuid:5a710214-0f37-4af8-b781-fe0aff15f575>	CC-MAIN-2020-05	https://lucasdipasquale.com/the-lottery/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594391.21/warc/CC-MAIN-20200119093733-20200119121733-00057.warc.gz	en	0.981143	1,556	3.3125	3	[ -0.32019540667533875, 0.047847867012023926, -0.22720980644226074, 0.13532087206840515, -0.12404240667819977, 0.33174610137939453, 0.4518947899341583, -0.04936385899782181, 0.3990907371044159, 0.005503972992300987, 0.007382761687040329, 0.30035465955734253, 0.07749767601490021, 0.1262736916...	3	The lottery is a short story that revolves around life in an agricultural village, whose setting is in summer; when flowers are blossoming and lawns exceedingly green. The village is composed of a population of about three hundred people, who know each other very well. The men are generally farmers, while the women are homemakers and school teachers. The build up to the lottery draw, keeps the reader in suspense as to who is going to win the prize that is expected to be material in nature, but sadly enough turns out to be a death sentence; which begs the question as to why one would subscribe to such a lottery in the first place. There is plenty of irony in the literature, that is observed where Bill Hutchinson, who won the lottery in the first round; by picking the paper with the black spot, is adjudged by his wife not to be the true winner, because of technical reasons. What is strikingly odd is that his wife Tessie, purports that Mr. Summers did not give her husband enough time to pick a paper of his choice, yet the whole village asserts that everyone was given the same amount of time, to pick a piece of paper from the box. One wonders why a second draw should be made, to pick another winner yet a winner had been expressly identified. This is a deviation from the normal rules of a conventional lottery. The sentiments are echoed by old man Warner who intimates that, “It’s not the way it used to be” (Jackson 19). Evidently, the annual lottery conducted by the village is not a typical lottery in the sense that, the person running the lottery is also a participant. Mr. Summers and his assistant Mr. Graves, take part in the ill fated lottery too. Additionally, Mr. Summers is charged with the responsibility of preparing the lottery materials, giving him the opportunity for foul play, by carefully engineering a ploy to avert picking the condemned lottery ticket; since all the materials are kept under his care at the coal factory, a yearly routine he engages in. There is some bit of satire in the literature, where we see the names of certain characters, coinciding with the events that are unfolding in the village. For instance, Mr. Summers’ name; who is the organizer of the lottery, coincides with the period that the aforesaid event is supposed to take place. Furthermore, the annual event takes place on June 27th of every year, during summer time. Furthermore, his assistant’s name, Mr. Graves, coincides with the penultimate outcome of the lottery; the stoning of the winner, who in this case is Mrs. Hutchinson. Due protocol was not followed in the second draw of the lottery, where Bill Hutchinson unfolded his lottery ticket, before his name was called out. Ordinarily, one ought to unfold his or her lottery ticket, after the calling out of names by Mr. Summers. In the first draw, Bill was overly cautious when unfolding his ticket because he did not know the contents of the paper, but we can see clearly that he was beaming with confidence when unfolding his lottery ticket in the second draw; showing that he knew his fate with regard to the second draw. This is clearly evidenced by his snatching of the lottery ticket from his condemned wife, Tessie. We can see from the first draw that Tessie is quite empathetic to Bill when he picks the winning ticket , and tries to defend her husband, by claiming that the process was not fair to him; because he wasn’t given ample time to pick a ticket of his choice. What is strange about this is that when Tessie gets into the same predicament, her husband does not come to her defense. Seemingly, the village chooses to give the other rituals of the black box a wide berth; like the recital and the ritual salute, but is never oblivious of the grotesque act, of stoning the winner of the lottery to death. This goes to show that people are not interested in the credibility of the lottery process, but are solely interested in the aftermath of the entire process. “The original paraphernalia of the lottery had been lost long ago” (Jackson 7). The lottery ritual had been stopped in other towns, which have a very large population; where people could take up to two days to conduct the lottery, yet this village with a marginal population, chooses to adhere to this yearly ritual that robs them of a member every year. Conventional wisdom would dictate that, a town with a small population quit this ritual before the one with a big population, because the population of the former has closer personal relations that the latter. The oldest man in the village, Mr. Warner, has participated in the lottery on seventy seven occasions, but has never been unlucky enough to win the lottery (Murphy 105). Mathematically speaking, men start participating in the lottery at the age of sixteen, so if we do some bit of arithmetic; old Warner is ninety three years old. Why would one want to stone a ninety three year old man to death, yet he is in his sunset years and can die at any time? Mrs. Delacroix, who is the first person Mrs. Hutchinson greets when she joins the villagers, is the one who picks the largest stone to kill her; yet they appear to be close friends in their earlier interaction (Bloom 27). One is left wondering, whether the farewell tap that Mrs. Hutchinson gave Mrs. Delacroix was a final one. It is also questionable as to whether Mrs. Hutchinson had an intuition that something would go wrong, since she was the last person to join the crowd, and she was the one who won the condemned prize. Given that her intuition was right, she ought to have had second thoughts about taking part in the lottery. In all odds, the villagers do not seem to be disturbed by what they do; they want the process to be hastened, so that they can complete their barbaric and sadistic mission, in time to have their noon dinner. To them, it is normal for one of their own to die after the lottery, for it to be successful. The title of the book itself is ironical, in the sense that; one expects that the winner will be given a reward in material terms, but what is observed in the end is worth being called a death game. The lottery is a captivating short story, which elicits a lot of feelings of suspense to the reader. It starts with a very flowery description of a village and its residents, but ends tragically with the death of Mrs. Hutchinson; a village member with a very magnetic personality. The death is as a result of inhuman acts of the village members, who don not show any remorse for their misconduct. This narrative makes one wonder where this kind of ritual originated from, and why the villagers still adhere to it; yet it is clear that everybody fears winning. Every village member is tense when unfolding a lottery ticket; as we see when Mr. Hutchinson, wins the first round of the lottery. All in all, it is a thoughtfully written piece of literature, which is academically invoking in all aspects. Bloom, Harold. Comprehensive Research and Study Guide: Bloom’s Major, Short Story Writers. Broomall: Chelsea House Publishers, 2001. Print. Jackson, Shirley. The Lottery. Mankato: Creative Education, 2008. Print. Murphy, M., Bernice. Shirley Jackson’s Essays on the Literary Legacy. Jefferson: McFarland and Company, 2005. Print.	1,554	ENGLISH	1
As one sits in a lecture hall filled with hundreds of people it is found that many have a hard time focusing on the actual lesson being taught. Now, this situation is not just found in college lecture halls it is throughout the nation and in the middle, elementary and high schools alike. Due to many distractions including people talking, phones buzzing and the internet at our fingertips, it can cause teachers to lose the interest of students. Seeing this a prominent issue in today’s schooling society, a third-grade teacher has decided to make a lesson plan as interesting as possible. Knowing that Ms. Verónice Duque had to teach her students the anatomy of the human body, she went online and started browsing the web. Duque came upon a bodysuit that she could wear, which has a detailed outline of the anatomy of the human body. This teacher automatically took this an opportunity for her little ones to become engaged in the lesson plan. So what did she do, Duque bought the suit and wore it the day of her anatomy lesson… The results of the suit were tremendous, students were able to visualize the internal organs of the body by just looking at the body itself.	<urn:uuid:72fe18bf-3a53-4a91-8eff-37f29ea24e1f>	CC-MAIN-2020-05	https://theimperfective.com/a-creative-way-to-teach-anatomy/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00154.warc.gz	en	0.981518	242	3.28125	3	[ -0.14192581176757812, -0.08231654018163681, 0.5601239204406738, -0.11553265154361725, -0.3227068781852722, 0.12191900610923767, 0.16435135900974274, 0.28368937969207764, 0.05506105720996857, -0.07862724363803864, 0.35279935598373413, -0.19979281723499298, 0.07688764482736588, 0.44770264625...	12	As one sits in a lecture hall filled with hundreds of people it is found that many have a hard time focusing on the actual lesson being taught. Now, this situation is not just found in college lecture halls it is throughout the nation and in the middle, elementary and high schools alike. Due to many distractions including people talking, phones buzzing and the internet at our fingertips, it can cause teachers to lose the interest of students. Seeing this a prominent issue in today’s schooling society, a third-grade teacher has decided to make a lesson plan as interesting as possible. Knowing that Ms. Verónice Duque had to teach her students the anatomy of the human body, she went online and started browsing the web. Duque came upon a bodysuit that she could wear, which has a detailed outline of the anatomy of the human body. This teacher automatically took this an opportunity for her little ones to become engaged in the lesson plan. So what did she do, Duque bought the suit and wore it the day of her anatomy lesson… The results of the suit were tremendous, students were able to visualize the internal organs of the body by just looking at the body itself.	235	ENGLISH	1
ALMA MAHLER AND HER MUSIC The life and music of Alma Mahler by author, historian and documentary film director Cate Haste... From an early age, Alma Mahler was obsessed with music. Through it she expressed her passion and her pain. In music she found glory, and refuge when tragedy overtook her. Alma lived at the hub of fin de siècle Vienna’s vibrant intellectual and artistic life. Her artist father, Emil Jacob Schindler, had died tragically when she was 13. Her social circle was at the era’s avant garde, the Vienna Secession, cofounded by her stepfather, Carl Moll and the artist Gustav Klimt, who would be Alma’s first kiss. Intelligent, beautiful, and renowned as ‘the loveliest girl in Vienna, Alma absorbed culture eagerly, like a flower open to the sun. As often as three times a week she went to the opera and was overwhelmed by the grandeur and passion. Wagner’s Tristan and Isolde – ‘incomparable, unearthly’ with its ‘mad passion and boundless longing for the unknown ’ was her favourite. She was an accomplished pianist, took music lessons with the blind composer, Josef Labor, from the age of 15, and focused on composition. By 1897 she was producing two or three piano pieces each week, variations or song arrangements based on works by her favourite poets. By 18, Alma had crystallised her astonishingly bold ambition to be a composer. Women were then barred from the music academies and female composers were unknown. Alma was undeterred. She wanted ultimately to do something no woman had ever achieved – to compose a really good opera. But she was plagued by crippling self-doubt. She saw her femininity as ‘weakness’, and feared that she lacked sufficient application – and education: ‘Why are boys taught to use their brains, but not girls?’ she railed. In the rising young composer, Alexander Zemlinsky, she found the exacting teacher she needed. He heard her music, decided that she had real talent but lacked technical ability, and agreed to teach her, alongside his other pupils Arnold Schoenberg and Anton Webern. Zemlinsky was exacting but encouraging, could be cruel and sarcastic, but he believed in her talent and was ‘stimulating beyond measure’ to her. Alma’s most productive period was between 1897 and 1901, when she was aged 18 to 21 and already showed distinctive range and ability. Her songs, often written in response to rejected love, intense loneliness, grief at her father’s death, are sensitive renderings of poetic texts, emotional and technically complex, skilful in their range of colour, harmonies and textures. Alma’s relationship with Zemlinsky deepened as they fell in love. Lessons dissolved into passionate embraces. They talked of marriage. But when she met the composer Gustav Mahler at a friend’s dinner party in November 1901, her life was thrown into turmoil. Within days, Mahler, the director of Vienna’s Court Opera, was declaring his love for her and, despite his concern about their age difference – he was 42, she 21 – talking of marriage. Alma spent weeks in anguish, torn between Zemlinsky, who believed in her, and Mahler, whose passionate intensity was overwhelming. She chose Mahler, but in December a passing comment about her work provoked a 20-page letter in which Mahler effectively declared that there was room for only one composer in their marriage. If they were to marry, could she not abandon her music and take possession of his? For the role of composer was his; hers was to be ‘the loving partner and sympathetic comrade.’ Though Alma was initially shattered – ‘as if a cold hand had torn the heart from my breast,’ within 24 hours, she accepted the terms. She would renounce her music for a higher cause , to nurture and support his great talent and make him happy. Alma stuck by her promise. But regret haunted her. ‘I buried my dream and perhaps it was for the best’, she wrote later. ‘It has been my privilege to give my creative gifts another life in minds greater than my own.’ And yet she added, ‘the iron had entered my soul and the wound was never healed.’ Even as Alma dedicated herself to her husband and to his music, which she grew to revere, music still ran through her head, sometimes ‘so loud and insistent that I hear it between every word I speak’. Quite often she fell into depression, and knew that music could have cured it. She resented Mahler’s indifference: ‘Gustav, why did you bind to you this splendid bird so happy in flight, when a grey, heavy one would have suited you better?’ she pleaded. By then she had ‘dragged’ her hundred songs with her ‘wherever I went like a coffin into which I dared not look.’ Then one day, as she neared home from a walk with her daughter, after a crisis in their marriage precipitated by her affair with Walter Gropius, she heard her ‘poor forgotten songs’ being played. She stopped, petrified ‘overwhelmed with shame and also angry.’ Mahler rushed out exclaiming , “What have I done? These songs are good. Really excellent.....God, how blind and selfish I was in those days”. He insisted they must be published, and arranged for the most eminent singers to perform them. Alma blossomed in his new-found admiration for her talents and achievement. When Mahler became terminally ill in 1911 her composing ended as she devoted her life to nursing him over the months of his slow decline. When he died in May 1911, she was stricken with grief. Playing music was again her salvation. When she recovered, composing no longer consumed her. From then on, Alma perfected her skills as the nurturer to creative talent, ‘filling my garden with geniuses’, as she put it. Of an output of perhaps up to a hundred works by Alma, only seventeen songs survive in published form. Most were lost when Alma fled Austria with her Jewish husband in 1938, leaving behind everything she possessed.But as interest in neglected women composers grows, Alma’s distinctive talent steadily gains renewed recognition. HEAR IT LIVE ALMA & GUSTAV MAHLER WITH KAREN CARGILL Conducted by Mark Wigglesworth 30 & 31 January in Edinburgh and Glasgow Our Edinburgh concert is proudly sponsored by Turcan Connell	<urn:uuid:f883296a-5a2d-4119-95e7-fbd05d7c561d>	CC-MAIN-2020-05	https://www.sco.org.uk/latest/1746-alma-mahler-and-her-music	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589560.16/warc/CC-MAIN-20200117123339-20200117151339-00103.warc.gz	en	0.987572	1,419	3.4375	3	[ 0.2832670211791992, 0.36459866166114807, 0.12055428326129913, -0.15026862919330597, -0.3817615509033203, 0.05763900279998779, -0.3329988718032837, 0.18389615416526794, 0.04021840542554855, -0.824891209602356, 0.17502395808696747, -0.3805600106716156, -0.0890757143497467, 0.1183998137712478...	1	ALMA MAHLER AND HER MUSIC The life and music of Alma Mahler by author, historian and documentary film director Cate Haste... From an early age, Alma Mahler was obsessed with music. Through it she expressed her passion and her pain. In music she found glory, and refuge when tragedy overtook her. Alma lived at the hub of fin de siècle Vienna’s vibrant intellectual and artistic life. Her artist father, Emil Jacob Schindler, had died tragically when she was 13. Her social circle was at the era’s avant garde, the Vienna Secession, cofounded by her stepfather, Carl Moll and the artist Gustav Klimt, who would be Alma’s first kiss. Intelligent, beautiful, and renowned as ‘the loveliest girl in Vienna, Alma absorbed culture eagerly, like a flower open to the sun. As often as three times a week she went to the opera and was overwhelmed by the grandeur and passion. Wagner’s Tristan and Isolde – ‘incomparable, unearthly’ with its ‘mad passion and boundless longing for the unknown ’ was her favourite. She was an accomplished pianist, took music lessons with the blind composer, Josef Labor, from the age of 15, and focused on composition. By 1897 she was producing two or three piano pieces each week, variations or song arrangements based on works by her favourite poets. By 18, Alma had crystallised her astonishingly bold ambition to be a composer. Women were then barred from the music academies and female composers were unknown. Alma was undeterred. She wanted ultimately to do something no woman had ever achieved – to compose a really good opera. But she was plagued by crippling self-doubt. She saw her femininity as ‘weakness’, and feared that she lacked sufficient application – and education: ‘Why are boys taught to use their brains, but not girls?’ she railed. In the rising young composer, Alexander Zemlinsky, she found the exacting teacher she needed. He heard her music, decided that she had real talent but lacked technical ability, and agreed to teach her, alongside his other pupils Arnold Schoenberg and Anton Webern. Zemlinsky was exacting but encouraging, could be cruel and sarcastic, but he believed in her talent and was ‘stimulating beyond measure’ to her. Alma’s most productive period was between 1897 and 1901, when she was aged 18 to 21 and already showed distinctive range and ability. Her songs, often written in response to rejected love, intense loneliness, grief at her father’s death, are sensitive renderings of poetic texts, emotional and technically complex, skilful in their range of colour, harmonies and textures. Alma’s relationship with Zemlinsky deepened as they fell in love. Lessons dissolved into passionate embraces. They talked of marriage. But when she met the composer Gustav Mahler at a friend’s dinner party in November 1901, her life was thrown into turmoil. Within days, Mahler, the director of Vienna’s Court Opera, was declaring his love for her and, despite his concern about their age difference – he was 42, she 21 – talking of marriage. Alma spent weeks in anguish, torn between Zemlinsky, who believed in her, and Mahler, whose passionate intensity was overwhelming. She chose Mahler, but in December a passing comment about her work provoked a 20-page letter in which Mahler effectively declared that there was room for only one composer in their marriage. If they were to marry, could she not abandon her music and take possession of his? For the role of composer was his; hers was to be ‘the loving partner and sympathetic comrade.’ Though Alma was initially shattered – ‘as if a cold hand had torn the heart from my breast,’ within 24 hours, she accepted the terms. She would renounce her music for a higher cause , to nurture and support his great talent and make him happy. Alma stuck by her promise. But regret haunted her. ‘I buried my dream and perhaps it was for the best’, she wrote later. ‘It has been my privilege to give my creative gifts another life in minds greater than my own.’ And yet she added, ‘the iron had entered my soul and the wound was never healed.’ Even as Alma dedicated herself to her husband and to his music, which she grew to revere, music still ran through her head, sometimes ‘so loud and insistent that I hear it between every word I speak’. Quite often she fell into depression, and knew that music could have cured it. She resented Mahler’s indifference: ‘Gustav, why did you bind to you this splendid bird so happy in flight, when a grey, heavy one would have suited you better?’ she pleaded. By then she had ‘dragged’ her hundred songs with her ‘wherever I went like a coffin into which I dared not look.’ Then one day, as she neared home from a walk with her daughter, after a crisis in their marriage precipitated by her affair with Walter Gropius, she heard her ‘poor forgotten songs’ being played. She stopped, petrified ‘overwhelmed with shame and also angry.’ Mahler rushed out exclaiming , “What have I done? These songs are good. Really excellent.....God, how blind and selfish I was in those days”. He insisted they must be published, and arranged for the most eminent singers to perform them. Alma blossomed in his new-found admiration for her talents and achievement. When Mahler became terminally ill in 1911 her composing ended as she devoted her life to nursing him over the months of his slow decline. When he died in May 1911, she was stricken with grief. Playing music was again her salvation. When she recovered, composing no longer consumed her. From then on, Alma perfected her skills as the nurturer to creative talent, ‘filling my garden with geniuses’, as she put it. Of an output of perhaps up to a hundred works by Alma, only seventeen songs survive in published form. Most were lost when Alma fled Austria with her Jewish husband in 1938, leaving behind everything she possessed.But as interest in neglected women composers grows, Alma’s distinctive talent steadily gains renewed recognition. HEAR IT LIVE ALMA & GUSTAV MAHLER WITH KAREN CARGILL Conducted by Mark Wigglesworth 30 & 31 January in Edinburgh and Glasgow Our Edinburgh concert is proudly sponsored by Turcan Connell	1,383	ENGLISH	1
William Tecumseh Sherman was born on January 11 1820, in Lancaster, Ohio. His father, a successful Ohio lawyer, named him after the famous Shawnee leader Tecumseh. William's father died in 1829, and he was left to the care of his mother (who had 10 other children) and family friends. Many of these family friends were influential community and political leaders. At the age of 16, William received an appointment to the U.S. Military Academy at West Point, New York. The appointment was secured by Senator Thomas Ewing, a family friend. Sherman graduated at the age of 20 and entered the Army as a second lieutenant in the 3rd U.S. Artillery. Like many future Civil War generals, he saw action in the Seminole Wars. He did not see military action in the Mexican War, but rather, performed administrative duties in the maintenance of the war. Banker; Lawyer, Military Man In 1850, Sherman was promoted to Captain and married Ewing's daughter, Eleanor Boyle ("Ellen") Ewing. Together. they would have eight children. In 1853, Sherman resigned from the U.S. military and became president of a bank in San Francisco. The bank failed in 1857, at which point he moved to Leavenworth, Kansas where he unsuccessfully embarked on a career in law. In 1859, he became superintendent of the Louisiana State Seminary of Learning & Military Academy, which later became Louisiana State University. In 1861, just before the start of the Civil War, Sherman resigned as superintendent and returned North. He strongly opposed the secession of the southern states and warned of the horrors the South would experience during a war with the North. He correctly predicted that the Southern states couldn't possibly hope to match the industrial and manufacturing powers of the North, and that they would be cut off from trade with Europe. Sherman accepted a commission as a colonel in the 13th U.S. Infantry regiment, effective May 14, 1861. He was quickly promoted to brigadier general and was sent to serve in Kentucky and Tennessee. A Decision to Serve Under (Rather than Above) Grant Sherman grew increasingly pessimistic as the war progressed. He often complained to the Government about their strategies in the war. In 1861, he was put on administrative leave and returned to Ohio. Many believed he had experienced a nervous breakdown. Nevertheless, Sherman recovered and returned for military duty. In 1862, he was assigned to serve under Ulysses S. Grant in west Tennessee. This was an unusual assignment as Sherman actually outranked Grant and was offered Grant's position. Sherman declined the invitation stating that he would rather serve under Grant. The two would share a close friendship for the remainder of their lives and called on each other for military strategies often. On April 7, 1862 Sherman led a successful counterattack against Confederate forces at The Battle of Shiloh, in west Tennessee, after Union forces were surprise attacked the day before. In the decisive battle, Sherman was wounded and had three of his horses shot out from under him. Sherman's performance was praised and he was promoted to brigadier general and helped lead the occupation of Corinth, Mississippi. Sherman was next put in charge of the Union Army of Tennessee, and saw action at the Battle of Chattanooga. Sherman's March and "Total War" From Chattanooga, Grant gave Sherman permission to invade Georgia. In 1864, Sherman led three separate armies numbering nearly 100,000 soldiers into the state under a "scorched earth" policy. In short, the policy entailed destroying the state. On September 2, 1864, Sherman occupied the city of Atlanta. Confederate resistance led by John Bell Hood was useless. After burning the Georgia capital city to the ground, Sherman's army cut a devastating swath through the heart of Georgia, living off the land, and destroying various towns on the way to Savannah. The purpose of this "total war" was to crush the morale of what was left of the southern resistance. In what came to be known as "Sherman's Match to the Sea," Savannah was captured on December 22, 1864. Savannah was spared the razing suffered by Atlanta. In fact, Sherman telegraphed President Lincoln offering it as a Christmas present. Sherman instantly became a national hero in the North and probably ensured President Lincoln's re-election bid in 1864. He proceeded to march through the Carolinas and destroyed Columbia, South Carolina on February 17, 1865. Sherman and his men had particular disdain for the state of South Carolina, the perceived culprit in the start of the war known as the "cockpit of rebellion." After the Civil War In 1869, four years after the Civil War, president Ulysses S. Grant named Sherman Commander of the United States Army. Today, there are many monuments and statues dedicated to General Sherman, including one at the entrance of Central Park in New York City. The General Sherman tree, a giant sequoia tree in California, is the world's tallest tree. In 1875, he became the first Civil War General to publish his memoirs. Sherman retired from military service in 1883 and lived out the rest of this life in New York City, enjoying theater and art. He died in New York City in 1891. He is buried in St. Louis, Missouri.	<urn:uuid:1d989706-e802-416e-97dc-fc3d747229f9>	CC-MAIN-2020-05	https://mrnussbaum.com/william-t-sherman-biography	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251737572.61/warc/CC-MAIN-20200127235617-20200128025617-00546.warc.gz	en	0.984112	1,087	3.703125	4	[ -0.06569226831197739, 0.3822970390319824, 0.33860692381858826, -0.213251531124115, -0.2941451072692871, -0.5740764141082764, 0.037488896399736404, -0.009714745916426182, -0.4827578067779541, -0.18408256769180298, 0.07655837386846542, -0.19179767370224, -0.026674563065171242, 0.340950429439...	3	William Tecumseh Sherman was born on January 11 1820, in Lancaster, Ohio. His father, a successful Ohio lawyer, named him after the famous Shawnee leader Tecumseh. William's father died in 1829, and he was left to the care of his mother (who had 10 other children) and family friends. Many of these family friends were influential community and political leaders. At the age of 16, William received an appointment to the U.S. Military Academy at West Point, New York. The appointment was secured by Senator Thomas Ewing, a family friend. Sherman graduated at the age of 20 and entered the Army as a second lieutenant in the 3rd U.S. Artillery. Like many future Civil War generals, he saw action in the Seminole Wars. He did not see military action in the Mexican War, but rather, performed administrative duties in the maintenance of the war. Banker; Lawyer, Military Man In 1850, Sherman was promoted to Captain and married Ewing's daughter, Eleanor Boyle ("Ellen") Ewing. Together. they would have eight children. In 1853, Sherman resigned from the U.S. military and became president of a bank in San Francisco. The bank failed in 1857, at which point he moved to Leavenworth, Kansas where he unsuccessfully embarked on a career in law. In 1859, he became superintendent of the Louisiana State Seminary of Learning & Military Academy, which later became Louisiana State University. In 1861, just before the start of the Civil War, Sherman resigned as superintendent and returned North. He strongly opposed the secession of the southern states and warned of the horrors the South would experience during a war with the North. He correctly predicted that the Southern states couldn't possibly hope to match the industrial and manufacturing powers of the North, and that they would be cut off from trade with Europe. Sherman accepted a commission as a colonel in the 13th U.S. Infantry regiment, effective May 14, 1861. He was quickly promoted to brigadier general and was sent to serve in Kentucky and Tennessee. A Decision to Serve Under (Rather than Above) Grant Sherman grew increasingly pessimistic as the war progressed. He often complained to the Government about their strategies in the war. In 1861, he was put on administrative leave and returned to Ohio. Many believed he had experienced a nervous breakdown. Nevertheless, Sherman recovered and returned for military duty. In 1862, he was assigned to serve under Ulysses S. Grant in west Tennessee. This was an unusual assignment as Sherman actually outranked Grant and was offered Grant's position. Sherman declined the invitation stating that he would rather serve under Grant. The two would share a close friendship for the remainder of their lives and called on each other for military strategies often. On April 7, 1862 Sherman led a successful counterattack against Confederate forces at The Battle of Shiloh, in west Tennessee, after Union forces were surprise attacked the day before. In the decisive battle, Sherman was wounded and had three of his horses shot out from under him. Sherman's performance was praised and he was promoted to brigadier general and helped lead the occupation of Corinth, Mississippi. Sherman was next put in charge of the Union Army of Tennessee, and saw action at the Battle of Chattanooga. Sherman's March and "Total War" From Chattanooga, Grant gave Sherman permission to invade Georgia. In 1864, Sherman led three separate armies numbering nearly 100,000 soldiers into the state under a "scorched earth" policy. In short, the policy entailed destroying the state. On September 2, 1864, Sherman occupied the city of Atlanta. Confederate resistance led by John Bell Hood was useless. After burning the Georgia capital city to the ground, Sherman's army cut a devastating swath through the heart of Georgia, living off the land, and destroying various towns on the way to Savannah. The purpose of this "total war" was to crush the morale of what was left of the southern resistance. In what came to be known as "Sherman's Match to the Sea," Savannah was captured on December 22, 1864. Savannah was spared the razing suffered by Atlanta. In fact, Sherman telegraphed President Lincoln offering it as a Christmas present. Sherman instantly became a national hero in the North and probably ensured President Lincoln's re-election bid in 1864. He proceeded to march through the Carolinas and destroyed Columbia, South Carolina on February 17, 1865. Sherman and his men had particular disdain for the state of South Carolina, the perceived culprit in the start of the war known as the "cockpit of rebellion." After the Civil War In 1869, four years after the Civil War, president Ulysses S. Grant named Sherman Commander of the United States Army. Today, there are many monuments and statues dedicated to General Sherman, including one at the entrance of Central Park in New York City. The General Sherman tree, a giant sequoia tree in California, is the world's tallest tree. In 1875, he became the first Civil War General to publish his memoirs. Sherman retired from military service in 1883 and lived out the rest of this life in New York City, enjoying theater and art. He died in New York City in 1891. He is buried in St. Louis, Missouri.	1,170	ENGLISH	1
Julius Caesar was in a precarious situation. It could be interpreted that he deserved the fate that pursued him for ambition or some other reason, or that it was a cold murder for which he did not deserve. Both Shakespeare and Plutarch wrote about Julius Caesar. Each tells the story a little differently. Plutarchs version is more sympathetic to Caear’s situation. Shakespeare shows him to be an insensitive and conceited person thinking only of himself. This is shown by his reaction to Calpurnia’s dream. After her escription of her dream he says, “Caesar shall forth. The things that threatened me Ne’er looked but on my back; when they shall see the face of Caesar, they are vanished. ” This attitude to a warning implying that he was given fair warning and his death was partially due to his over confidence. On the other hand Plutarch gives him a more sensitive reaction to the dream in saying, “Caesar himself, it seems was affected and by no means easy in his mind. ” Moreover, Plutarch’s writings show the long string of coincidences almost s Fate were deeming it necessary for him to die, and that he had no control over it. … the scene of the final struggle and of the assassination made it perfectly clear that some heavenly power was involved… directing that it” (the assassination) “should take place just here. For here stood a statue of Pompey… ” This stating that Caesar’s murder was the deceased Pompey’s revenge for he was killed by Caesar. Whereas, Shakespeare does not say anything about the statue and hows the same coincidences in the play as warnings to him that out of his own stupidity he did not take. Lastly, after Caesar’s death the Romans were enraged to revenge him at the sight of his body and out of their love for him, in Plutarch’s writing. In Shakespeare’s the Roman were enraged but quelled by Brutus’ speech and enraged again by Antony’s. This showing the Roman to be mindless, moved only by a good speech and not by their feelings for Caesar. This again showing Plutarch’s writing to be more sympathetic to Caesar than Shakespear’s.	<urn:uuid:45718e4e-d8ce-4c70-b5fd-2a65c72fac94>	CC-MAIN-2020-05	https://mypaynetapps.com/difference-between-plutarchs-and-shakespeares-julius-caesar/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593295.11/warc/CC-MAIN-20200118164132-20200118192132-00362.warc.gz	en	0.986532	480	3.46875	3	[ -0.1037895604968071, 0.08439765870571136, 0.35204407572746277, 0.1398426592350006, -0.4011678397655487, -0.16188150644302368, 0.6115292310714722, 0.38049814105033875, 0.5193547010421753, -0.11938200145959854, 0.07425485551357269, -0.28056734800338745, -0.20223669707775116, 0.15676328539848...	2	Julius Caesar was in a precarious situation. It could be interpreted that he deserved the fate that pursued him for ambition or some other reason, or that it was a cold murder for which he did not deserve. Both Shakespeare and Plutarch wrote about Julius Caesar. Each tells the story a little differently. Plutarchs version is more sympathetic to Caear’s situation. Shakespeare shows him to be an insensitive and conceited person thinking only of himself. This is shown by his reaction to Calpurnia’s dream. After her escription of her dream he says, “Caesar shall forth. The things that threatened me Ne’er looked but on my back; when they shall see the face of Caesar, they are vanished. ” This attitude to a warning implying that he was given fair warning and his death was partially due to his over confidence. On the other hand Plutarch gives him a more sensitive reaction to the dream in saying, “Caesar himself, it seems was affected and by no means easy in his mind. ” Moreover, Plutarch’s writings show the long string of coincidences almost s Fate were deeming it necessary for him to die, and that he had no control over it. … the scene of the final struggle and of the assassination made it perfectly clear that some heavenly power was involved… directing that it” (the assassination) “should take place just here. For here stood a statue of Pompey… ” This stating that Caesar’s murder was the deceased Pompey’s revenge for he was killed by Caesar. Whereas, Shakespeare does not say anything about the statue and hows the same coincidences in the play as warnings to him that out of his own stupidity he did not take. Lastly, after Caesar’s death the Romans were enraged to revenge him at the sight of his body and out of their love for him, in Plutarch’s writing. In Shakespeare’s the Roman were enraged but quelled by Brutus’ speech and enraged again by Antony’s. This showing the Roman to be mindless, moved only by a good speech and not by their feelings for Caesar. This again showing Plutarch’s writing to be more sympathetic to Caesar than Shakespear’s.	447	ENGLISH	1
Darwin Sets Foot on Galapagos Islands The 18th of September 1835 AD HMS Beagle, on a five year mission to explore the waters of South America and the Pacific that had begun in 1831, arrived at the Galapagos Islands on September 15 1835. More precisely, the ship reached San Cristobal Island, known then by the British as Chatham Island, named for William Pitt the Elder who was the 1st Earl of Chatham . With rather more hesitation than previous compatriots who had visited the Islands, such as Richard Hawkins and others even more overtly piratical, Charles Darwin waited until September 18 before actually setting foot on dry land there. Careful preparation was part of his character, most tellingly seen in the time it took him from first sparking the idea of natural selection as causing different species to evolve – the Galapagos mockingbirds now known as Darwin’s finches and the tortoises which differed island by island were key to that theory – to finally publishing his great work On the Origin of Species in November 1859 . Perhaps we should see rather than reticence the same thoroughness that enabled his grandfather Josiah Wedgwood to make his fortune. Darwin was not quite without spontaneity, though with contemporary sensitivities we may question his judgement in riding on the backs of giant tortoises on San Cristobal. Some of their number suffered a worse fate during the Beagle’s visit – the crew, hungry for fresh meat, collected some for the pot. More famous dates here 5757 views since 7th September 2010 On this day:	<urn:uuid:0a9c621b-80c0-4d21-aa86-df733b3fe162>	CC-MAIN-2020-05	http://www.information-britain.co.uk/famdates.php?id=1099	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251669967.70/warc/CC-MAIN-20200125041318-20200125070318-00018.warc.gz	en	0.980284	332	3.4375	3	[ -0.03209462761878967, 0.06123267859220505, 0.48263126611709595, -0.10372090339660645, 0.018898094072937965, -0.23680119216442108, 0.11127112805843353, 0.28621602058410645, -0.4192914068698883, 0.2369036078453064, 0.29492005705833435, -0.5319721698760986, -0.05728139728307724, 0.49475914239...	1	Darwin Sets Foot on Galapagos Islands The 18th of September 1835 AD HMS Beagle, on a five year mission to explore the waters of South America and the Pacific that had begun in 1831, arrived at the Galapagos Islands on September 15 1835. More precisely, the ship reached San Cristobal Island, known then by the British as Chatham Island, named for William Pitt the Elder who was the 1st Earl of Chatham . With rather more hesitation than previous compatriots who had visited the Islands, such as Richard Hawkins and others even more overtly piratical, Charles Darwin waited until September 18 before actually setting foot on dry land there. Careful preparation was part of his character, most tellingly seen in the time it took him from first sparking the idea of natural selection as causing different species to evolve – the Galapagos mockingbirds now known as Darwin’s finches and the tortoises which differed island by island were key to that theory – to finally publishing his great work On the Origin of Species in November 1859 . Perhaps we should see rather than reticence the same thoroughness that enabled his grandfather Josiah Wedgwood to make his fortune. Darwin was not quite without spontaneity, though with contemporary sensitivities we may question his judgement in riding on the backs of giant tortoises on San Cristobal. Some of their number suffered a worse fate during the Beagle’s visit – the crew, hungry for fresh meat, collected some for the pot. More famous dates here 5757 views since 7th September 2010 On this day:	355	ENGLISH	1
One stormy night in 1838, Grace Darling spied a ship, the Forfarshire, coming into trouble. Grace and her father, the lighthouse keeper, rowed out in treacherous conditions and the saved the lives of nine people. Grace was a hero. This week we have been learning all about Grace and her heroic actions. It culminated in an independent writing task. Independent writing can be tricky, the children work completely on our own,without written examples and ideas. However, I shouldn’t have worries, everybody worked their socks off and produced some fantastic work! Below are some examples of our hard work from Huw, Erin and Noah McG. Well done! This week we have been recounting the events of our own fire and writing newspaper reports. This has been a complete change from our previous diaries, which are all written in first person. The newspaper reports are in third person and tell us information about the event. We even wrote our own headlines to grab the attention of the reader. To help us write our own reports, we used this example. First, we looked for different features of a newspaper report including: – headline – a photo – caption – a quote This helped us to know what we would need to include when we wrote our own newspaper reports. Below are some examples of our reports from Kareem, Daisy and Valerio. This week we have used drama to inform our writing. We have been writing some diary entries as Samuel Pepys this week. One feature of diary writing is the use of first person, i.e. using “I” – This can be tricky. So… To get into the character of Mr Pepys, we became him through the technique hot seating. This is where someone pretends to be a character and they are asked questions and they respond as that character. Obviously, you can’t be Samuel Pepys without a proper periwig. This really helped us to become Samuel Pepys and helped the writing process. Below are some examples of our diaries, from Elijah, Lily, Caitlyn, Pippa and Isaac Samuel Pepys came to talk to us, and tell us all about life in 1666. We heard about the periwIg he wore, which was made from real hair (!) as well as the music that written and performed in 1666. This was written by composer, Henry Purcell. We also learned about how the Great Fire of London started. We learned about Thomas Farriner’s Bakery, and how the fire spread from Pudding Lane across London. We also learned how Londoners of the day tried to put the fire out, using a waterchain. This was when buckets of water were passed along rows of people from the Thames to the fire. We also learned how the fire was put out. There were two main factors to this, the strong winds died down so the fire was not being blown as quickly across the city and the authorities had started exploding houses strategically around the fire to stop the fire from spreading to others. This afternoon was a really interesting start to our Great Fire of London topic and we’re really looking forward to exploring further. This half term we will learn all about the Great Fire of London. This week, we have been getting to grips with what fire is and how it behaves. To do this, we had our own fire in the fire pit. We watched how the fire destroyed the wood and paper and how anything in the fire pit was irretrievable. This made us think about the destructive nature of fire and how important the emergency services are to help us stay safe this time of year during different festivals and celebrations. We have used fire as inspiration to write some ‘verb noun’ poems. A noun is word which names a person, place or thing. Verbs are words which convey action, they tell us what a noun is doing, having or being. We thought of verbs and nouns about fire as a class and used these to create our own poems. What a fantastic first half term in 1GA! We are all tired, but it has been such an exciting 8 weeks of new routines and new things to learn. Here we are, celebrating 8 weeks of success! We have also created some amazing pieces of art today to celebrate one very notorious character we have come to know this half term – the big bad wolf. We sat for 20 minutes today, looking at pictures of real wolves and noticing the shapes and textures of their faces and bodies. We used these noticing skills to draw and create our own in our sketch books. I have included a few below. Have an amazing and well deserved half term break. See you in November! Our new book hook features a boy that uses his knowledge of cooking to outsmart a wolf. This week we have been inspired by the recipe for “Boy Soup” to make some soup of our own. This time with autumn vegetable, not children… With the help of Mrs Walker in the children have all had a go at making soup this week. We even had a taste of our soup on Thursday. The soup was warming and delicious, we’re definitely looking forward to writing our own soup recipes next week.	<urn:uuid:abb06ca4-ec97-4e38-be0f-adc01de3f864>	CC-MAIN-2020-05	http://1ga.aceprimary.uk/category/2019-20/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00093.warc.gz	en	0.980182	1,088	3.296875	3	[ -0.23584097623825073, -0.1791108250617981, -0.13765954971313477, -0.14983920753002167, 0.15346646308898926, -0.04747913405299187, 0.2769168019294739, 0.13092412054538727, -0.1156344935297966, -0.1706131398677826, -0.025019820779561996, 0.024806875735521317, -0.29314756393432617, 0.07279314...	1	One stormy night in 1838, Grace Darling spied a ship, the Forfarshire, coming into trouble. Grace and her father, the lighthouse keeper, rowed out in treacherous conditions and the saved the lives of nine people. Grace was a hero. This week we have been learning all about Grace and her heroic actions. It culminated in an independent writing task. Independent writing can be tricky, the children work completely on our own,without written examples and ideas. However, I shouldn’t have worries, everybody worked their socks off and produced some fantastic work! Below are some examples of our hard work from Huw, Erin and Noah McG. Well done! This week we have been recounting the events of our own fire and writing newspaper reports. This has been a complete change from our previous diaries, which are all written in first person. The newspaper reports are in third person and tell us information about the event. We even wrote our own headlines to grab the attention of the reader. To help us write our own reports, we used this example. First, we looked for different features of a newspaper report including: – headline – a photo – caption – a quote This helped us to know what we would need to include when we wrote our own newspaper reports. Below are some examples of our reports from Kareem, Daisy and Valerio. This week we have used drama to inform our writing. We have been writing some diary entries as Samuel Pepys this week. One feature of diary writing is the use of first person, i.e. using “I” – This can be tricky. So… To get into the character of Mr Pepys, we became him through the technique hot seating. This is where someone pretends to be a character and they are asked questions and they respond as that character. Obviously, you can’t be Samuel Pepys without a proper periwig. This really helped us to become Samuel Pepys and helped the writing process. Below are some examples of our diaries, from Elijah, Lily, Caitlyn, Pippa and Isaac Samuel Pepys came to talk to us, and tell us all about life in 1666. We heard about the periwIg he wore, which was made from real hair (!) as well as the music that written and performed in 1666. This was written by composer, Henry Purcell. We also learned about how the Great Fire of London started. We learned about Thomas Farriner’s Bakery, and how the fire spread from Pudding Lane across London. We also learned how Londoners of the day tried to put the fire out, using a waterchain. This was when buckets of water were passed along rows of people from the Thames to the fire. We also learned how the fire was put out. There were two main factors to this, the strong winds died down so the fire was not being blown as quickly across the city and the authorities had started exploding houses strategically around the fire to stop the fire from spreading to others. This afternoon was a really interesting start to our Great Fire of London topic and we’re really looking forward to exploring further. This half term we will learn all about the Great Fire of London. This week, we have been getting to grips with what fire is and how it behaves. To do this, we had our own fire in the fire pit. We watched how the fire destroyed the wood and paper and how anything in the fire pit was irretrievable. This made us think about the destructive nature of fire and how important the emergency services are to help us stay safe this time of year during different festivals and celebrations. We have used fire as inspiration to write some ‘verb noun’ poems. A noun is word which names a person, place or thing. Verbs are words which convey action, they tell us what a noun is doing, having or being. We thought of verbs and nouns about fire as a class and used these to create our own poems. What a fantastic first half term in 1GA! We are all tired, but it has been such an exciting 8 weeks of new routines and new things to learn. Here we are, celebrating 8 weeks of success! We have also created some amazing pieces of art today to celebrate one very notorious character we have come to know this half term – the big bad wolf. We sat for 20 minutes today, looking at pictures of real wolves and noticing the shapes and textures of their faces and bodies. We used these noticing skills to draw and create our own in our sketch books. I have included a few below. Have an amazing and well deserved half term break. See you in November! Our new book hook features a boy that uses his knowledge of cooking to outsmart a wolf. This week we have been inspired by the recipe for “Boy Soup” to make some soup of our own. This time with autumn vegetable, not children… With the help of Mrs Walker in the children have all had a go at making soup this week. We even had a taste of our soup on Thursday. The soup was warming and delicious, we’re definitely looking forward to writing our own soup recipes next week.	1,060	ENGLISH	1
For centuries, scholars assumed that Greek myths about fierce warrior women they called Amazons were just that — myths. But new archaeology confirms what modern historians like Adrienne Mayor from Stanford University had begun to suspect: Amazons were very much real, and they were actually Scythian nomads. Earlier this month in Russia, archaeologists found the gravesites of four female warrior women — buried together along with their weapons. Mayor says it's the first time archaeologists have discovered remains of warrior women within a range of ages, from about 45 to 50 years old down to about 12 years old. “These four women were companions in warfare, probably died in a skirmish and were buried together,” she says. Notorious ancient Greek historians never doubted that Amazon women existed, she says, but modern historians and scholars haven’t been able to track down the myth’s origins and ultimately believed the warriors were products of the Greeks’ imagination. Historians thought the Amazons mentioned in mythology were a variety of things: stand-ins for Persians, invented just to be slaughtered by Greek male warriors, or used to serve as propaganda to oppress Greek women, Mayor says. “They thought of them as symbols of a sort of monstrous women because their lifestyle was the opposite of proper Greek female roles,” she says. But the new discovery proves otherwise. “I think all those are sort of questionable,” she says. “Now, of course, we have compelling evidence that real women living the lifestyle of Amazons in myth really existed.” On the culture of Amazon women, who are thought to have been Scythian nomads 2,500 years ago “They belong to tribes of nomads, of the steps. They roamed the vast territory of the region known in antiquity as Scythia. That was a land stretching from the Black Sea all the way east to Mongolia. The Chinese built the Great Wall of China to keep them out. So these were fierce warlike tribes. They were the first people to domesticate and then ride horses, and they perfected the invention of the recurve bow. So their lives centered on horses and archery. And they taught boys and girls how to ride and shoot from childhood so that everyone in the tribe could hunt and defend the tribe.” On how the Greek mythology portrayed Amazon women “Well, Homer did first describe them in his epic poem about the Trojan War, the ‘Iliad,’ that was written in about 750 to 650 B.C., and Homer called the Amazons 'the equals of men.' One ancient historian from Greece said that these tribes in Scythia were so savage that even the women went to war. So there were several ancient historians, such as Herodotus in the 5th century B.C. and then later Strabo and Plato ... They never doubted that Amazons really existed, and they related them to the real women of the nomadic tribes. “But the myths, we don't know the origin of the myths. They were first written down by Homer. They were the mythic archenemies of the Greeks, the greatest heroes of myth — Pericles or Hercules, Theseus, Achilles. They all to prove their valor and skills in duels with Amazon queens. And remember all you can only win honor if you fight and defeat a really powerful and strong adversary. So Amazons fit that role. Theseus of Athens, he captured the Amazon Antiope, brought her back to Greece to be his bride, and then, according to myth, a huge Amazon army vowed revenge and they invaded Athens to rescue her. That monumental mythic battle against the Amazons was Athens’ proudest victory. They portrayed images of that hard-won victory everywhere in their city, in the Acropolis and on the shield of Athena. Amazons played a role in the legendary Trojan War. As we know, Penthesilea was the queen of the Amazons. She brought a band of female warriors to fight on the side of the Trojans, and she dueled with the Greek champion Achilles. He won, but in the myth he regretted killing such a brave and beautiful enemy. And there are vase paintings from the 5th century B.C. that show him killing her and then making eye contact and supposedly falling in love with the dying Amazon.” On the myth that the Amazons were so dedicated to their warcraft that they would cut off one of their breasts to shoot their bows better “That is a libel. It's a fake fact that has stuck like super glue for more than 2,500 years. If people think they know anything about Amazons, it's that supposed fact. That story first surfaced in about 490 B.C. A patriotic Greek historian attempted to force a Greek meaning on the word Amazon. Amazon is not a Greek word originally, and it was borrowed from some other ancient culture. We don't know which, but because it sounded a little bit like the word for breast — ‘mazos’ — and if you put an ‘A’ in front of it, it means 'without.' So they thought he suggested it meant 'without breast' and that demanded a story. So people said, ‘Well, maybe they cut off one breast so they could draw a bow, shoot arrows.’ And that's a physiologically silly idea. “And in fact, it was rejected by other Greek writers in antiquity, and even more significantly, not one ancient artist ever bought that idea. All Amazons in Greek and Roman art are double-breasted, and anyone who practices archery knows that breasts are not a hindrance.” On the fascination with Amazon women warriors, like those depicted in the "Wonder Woman" film “Well, the ancient Greeks, they were fascinated because it was so different from their own mothers and wives and daughters. And the idea that women could be equals of men was sort of disturbing to them, but also attractive. They had very ambivalent feelings about it. I think many people do today still have ambivalent, mixed feelings about that. I kind of think for the ancient Greeks, the stories of those audacious Amazons that fought their biggest heroes, that sort of gave them a kind of safe place, an exciting way to imagine equality between the sexes in a sort of myth. “I think today, the struggles to find balance and harmony between men and women, that's just universal, you can see it in Greece and Persia and Egypt and China and India in their stories of warrior women. And now the fact that we can read the myths and now know the realities about an egalitarian culture that not only gives us sort of romantic, thrilling stories about men and women who could be equals, but now we know that there was a kernel of truth underlying those stories. I think there's sort of always been Amazons in myths. Sometimes they're hidden, sometimes they're out in full view. But now the historical reality is coming to light and it's thanks to archaeological discoveries like the one reported this month.” This segment aired on January 14, 2020. Support the news Support the news	<urn:uuid:ea180bab-123c-4085-81dc-46a38f658ce0>	CC-MAIN-2020-05	https://www.wbur.org/hereandnow/2020/01/14/amazon-women-archaeology-myths	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594209.12/warc/CC-MAIN-20200119035851-20200119063851-00067.warc.gz	en	0.981111	1,509	3.515625	4	[ -0.08032406866550446, 0.1837519407272339, 0.3688477575778961, 0.5489075183868408, -0.3607954680919647, -0.3126688003540039, -0.24302221834659576, 0.40878140926361084, -0.0455317422747612, 0.020362071692943573, 0.016460755839943886, -0.21706125140190125, -0.18909186124801636, 0.187918514013...	2	For centuries, scholars assumed that Greek myths about fierce warrior women they called Amazons were just that — myths. But new archaeology confirms what modern historians like Adrienne Mayor from Stanford University had begun to suspect: Amazons were very much real, and they were actually Scythian nomads. Earlier this month in Russia, archaeologists found the gravesites of four female warrior women — buried together along with their weapons. Mayor says it's the first time archaeologists have discovered remains of warrior women within a range of ages, from about 45 to 50 years old down to about 12 years old. “These four women were companions in warfare, probably died in a skirmish and were buried together,” she says. Notorious ancient Greek historians never doubted that Amazon women existed, she says, but modern historians and scholars haven’t been able to track down the myth’s origins and ultimately believed the warriors were products of the Greeks’ imagination. Historians thought the Amazons mentioned in mythology were a variety of things: stand-ins for Persians, invented just to be slaughtered by Greek male warriors, or used to serve as propaganda to oppress Greek women, Mayor says. “They thought of them as symbols of a sort of monstrous women because their lifestyle was the opposite of proper Greek female roles,” she says. But the new discovery proves otherwise. “I think all those are sort of questionable,” she says. “Now, of course, we have compelling evidence that real women living the lifestyle of Amazons in myth really existed.” On the culture of Amazon women, who are thought to have been Scythian nomads 2,500 years ago “They belong to tribes of nomads, of the steps. They roamed the vast territory of the region known in antiquity as Scythia. That was a land stretching from the Black Sea all the way east to Mongolia. The Chinese built the Great Wall of China to keep them out. So these were fierce warlike tribes. They were the first people to domesticate and then ride horses, and they perfected the invention of the recurve bow. So their lives centered on horses and archery. And they taught boys and girls how to ride and shoot from childhood so that everyone in the tribe could hunt and defend the tribe.” On how the Greek mythology portrayed Amazon women “Well, Homer did first describe them in his epic poem about the Trojan War, the ‘Iliad,’ that was written in about 750 to 650 B.C., and Homer called the Amazons 'the equals of men.' One ancient historian from Greece said that these tribes in Scythia were so savage that even the women went to war. So there were several ancient historians, such as Herodotus in the 5th century B.C. and then later Strabo and Plato ... They never doubted that Amazons really existed, and they related them to the real women of the nomadic tribes. “But the myths, we don't know the origin of the myths. They were first written down by Homer. They were the mythic archenemies of the Greeks, the greatest heroes of myth — Pericles or Hercules, Theseus, Achilles. They all to prove their valor and skills in duels with Amazon queens. And remember all you can only win honor if you fight and defeat a really powerful and strong adversary. So Amazons fit that role. Theseus of Athens, he captured the Amazon Antiope, brought her back to Greece to be his bride, and then, according to myth, a huge Amazon army vowed revenge and they invaded Athens to rescue her. That monumental mythic battle against the Amazons was Athens’ proudest victory. They portrayed images of that hard-won victory everywhere in their city, in the Acropolis and on the shield of Athena. Amazons played a role in the legendary Trojan War. As we know, Penthesilea was the queen of the Amazons. She brought a band of female warriors to fight on the side of the Trojans, and she dueled with the Greek champion Achilles. He won, but in the myth he regretted killing such a brave and beautiful enemy. And there are vase paintings from the 5th century B.C. that show him killing her and then making eye contact and supposedly falling in love with the dying Amazon.” On the myth that the Amazons were so dedicated to their warcraft that they would cut off one of their breasts to shoot their bows better “That is a libel. It's a fake fact that has stuck like super glue for more than 2,500 years. If people think they know anything about Amazons, it's that supposed fact. That story first surfaced in about 490 B.C. A patriotic Greek historian attempted to force a Greek meaning on the word Amazon. Amazon is not a Greek word originally, and it was borrowed from some other ancient culture. We don't know which, but because it sounded a little bit like the word for breast — ‘mazos’ — and if you put an ‘A’ in front of it, it means 'without.' So they thought he suggested it meant 'without breast' and that demanded a story. So people said, ‘Well, maybe they cut off one breast so they could draw a bow, shoot arrows.’ And that's a physiologically silly idea. “And in fact, it was rejected by other Greek writers in antiquity, and even more significantly, not one ancient artist ever bought that idea. All Amazons in Greek and Roman art are double-breasted, and anyone who practices archery knows that breasts are not a hindrance.” On the fascination with Amazon women warriors, like those depicted in the "Wonder Woman" film “Well, the ancient Greeks, they were fascinated because it was so different from their own mothers and wives and daughters. And the idea that women could be equals of men was sort of disturbing to them, but also attractive. They had very ambivalent feelings about it. I think many people do today still have ambivalent, mixed feelings about that. I kind of think for the ancient Greeks, the stories of those audacious Amazons that fought their biggest heroes, that sort of gave them a kind of safe place, an exciting way to imagine equality between the sexes in a sort of myth. “I think today, the struggles to find balance and harmony between men and women, that's just universal, you can see it in Greece and Persia and Egypt and China and India in their stories of warrior women. And now the fact that we can read the myths and now know the realities about an egalitarian culture that not only gives us sort of romantic, thrilling stories about men and women who could be equals, but now we know that there was a kernel of truth underlying those stories. I think there's sort of always been Amazons in myths. Sometimes they're hidden, sometimes they're out in full view. But now the historical reality is coming to light and it's thanks to archaeological discoveries like the one reported this month.” This segment aired on January 14, 2020. Support the news Support the news	1,472	ENGLISH	1
One of the first martyrs to the cause of American patriotism was Crispus Attucks, a former slave who was killed by British soldiers during the Boston Massacre of Some 5, black soldiers and sailors fought on the American side during the Revolutionary War. But after the Revolutionary Warthe new U. Cotton Gin In the late 18th century, with the land used to grow tobacco nearly exhausted, the South faced an economic crisis, and the continued growth of slavery in America seemed in doubt. About half these slaves were unfortunates in their own societies: It is sometimes hypothesized that at some moment it was decided that persons detained for a crime or as a result of warfare would be more useful if put to work in some way rather than if killed outright and discarded or eaten. But both if and when that first occurred is unknown. Slave-owning societies Slavery is known to have existed as early as the Shang dynasty 18th—12th century bce in China. It has been studied thoroughly in ancient Han China bce—25 cewhere perhaps 5 percent of the population was enslaved. Slavery continued to be a feature of Chinese society down to the 20th century. For most of that period it appears that slaves were generated in the same ways they were elsewhere, including capture in war, slave raiding, and the sale of insolvent debtors. In addition, the Chinese practiced self-sale into slavery, the sale of women and children to satisfy debts or because the seller could not feed themand the sale of the relatives of executed criminals. Finally, kidnapping seems to have produced a regular flow of slaves at some times. The go-between or middleman was an important figure in the sale of local people into slavery; he provided the distance that made such slaves into outsiders, for the purchasers did not know their origins. History of Slavery in America. Follow the timeline to learn more about the history of slavery in the United States, including the arrival of the first African slaves to America, the federal banishment of slave importation, and the abolishment of slavery in the United States. The Atlantic Slave Trade used different routes to the Cape Slave Trade. Slavery affected the economy of the Cape, as well as the lives of almost everyone living there. Its influence also lasted long after the abolition of slavery in Slavery: Slavery, condition in which one human being was owned by another. A slave was considered by law as property, or chattel, and was deprived of most of the rights ordinarily held by free persons. There is no consensus on what a slave was or on how the institution of slavery should be defined. Chinese family boundaries were relatively permeable, and some owners established kinlike relations with their slaves; male slaves were appointed as heirs when no natural offspring existed. As was also the case in other slave-owning societies, slaves in China were often luxury consumption items who constituted a drain on the economy. The reasons China never developed into a slave society are many and complex, but certainly an abundance of non-slave labour at low prices was one of the major ones. Korea had a very large slave population, ranging from a third to half of the entire population for most of the millennium between the Silla period and the midth century. Most of the Korean slaves were indigenously generated. In spite of their numbers, slaves seem to have had little impact on other institutions, and thus the society can be categorized as a slave-owning one. Slavery existed in ancient Indiawhere it is recorded in the Sanskrit Laws of Manu of the 1st century bce. The institution was little documented until the British colonials in the 19th century made it an object of study because of their desire to abolish it. In there were an estimated eight million or nine million slaves in India, many of whom were agrestic or predial slaves—that is, slaves who were attached to the land they worked on but who nevertheless could be alienated from it. Malabar had the largest proportion of slaves, about 15 percent of the total population. The agrestic slaves initially were subjugated communities. The remainder of the slaves was recruited individually by purchase from dealers or parents or by self-sale of the starving, and they can be classified as household slaves.Breadcrumb. Home; Cite. History of Slavery in America. Follow the timeline to learn more about the history of slavery in the United States, including the arrival of the first African slaves to America, the federal banishment of slave importation, and the abolishment of slavery in the United States. Greene’s research focuses on the history of slavery in West Africa, especially Ghana, where warring political communities in the eighteenth and nineteenth centuries enslaved their enemies, and the impact can still be felt today. Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Nov 12, · Slaves in the antebellum South constituted about one-third of the southern population. Most slaves lived on large plantations or small farms; many masters owned fewer than 50 slaves. Already slaves had been introduced into Georgia from South Carolina as hired servants, under indentures for life, or for ninety-nine years; and at Savannah the continual toast was, " The one thing needful," which meant negro slaves. Nov 12, · Slavery was practiced throughout the American colonies in the 17th and 18th centuries, and African slaves helped build the new nation into an economic powerhouse through the production of.	<urn:uuid:fb6de2d1-a416-42f4-abff-b3c94d58cf98>	CC-MAIN-2020-05	https://kojimujekulafyra.caninariojana.com/history-slavery-19606lj.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00204.warc.gz	en	0.981929	1,163	4.21875	4	[ -0.22922144830226898, 0.6843117475509644, 0.3544616103172302, -0.14906619489192963, -0.018313350155949593, -0.03139721602201462, 0.15239942073822021, -0.01560008991509676, 0.13884562253952026, 0.005323763005435467, 0.509190559387207, 0.010325711220502853, -0.2233293652534485, 0.28716531395...	2	One of the first martyrs to the cause of American patriotism was Crispus Attucks, a former slave who was killed by British soldiers during the Boston Massacre of Some 5, black soldiers and sailors fought on the American side during the Revolutionary War. But after the Revolutionary Warthe new U. Cotton Gin In the late 18th century, with the land used to grow tobacco nearly exhausted, the South faced an economic crisis, and the continued growth of slavery in America seemed in doubt. About half these slaves were unfortunates in their own societies: It is sometimes hypothesized that at some moment it was decided that persons detained for a crime or as a result of warfare would be more useful if put to work in some way rather than if killed outright and discarded or eaten. But both if and when that first occurred is unknown. Slave-owning societies Slavery is known to have existed as early as the Shang dynasty 18th—12th century bce in China. It has been studied thoroughly in ancient Han China bce—25 cewhere perhaps 5 percent of the population was enslaved. Slavery continued to be a feature of Chinese society down to the 20th century. For most of that period it appears that slaves were generated in the same ways they were elsewhere, including capture in war, slave raiding, and the sale of insolvent debtors. In addition, the Chinese practiced self-sale into slavery, the sale of women and children to satisfy debts or because the seller could not feed themand the sale of the relatives of executed criminals. Finally, kidnapping seems to have produced a regular flow of slaves at some times. The go-between or middleman was an important figure in the sale of local people into slavery; he provided the distance that made such slaves into outsiders, for the purchasers did not know their origins. History of Slavery in America. Follow the timeline to learn more about the history of slavery in the United States, including the arrival of the first African slaves to America, the federal banishment of slave importation, and the abolishment of slavery in the United States. The Atlantic Slave Trade used different routes to the Cape Slave Trade. Slavery affected the economy of the Cape, as well as the lives of almost everyone living there. Its influence also lasted long after the abolition of slavery in Slavery: Slavery, condition in which one human being was owned by another. A slave was considered by law as property, or chattel, and was deprived of most of the rights ordinarily held by free persons. There is no consensus on what a slave was or on how the institution of slavery should be defined. Chinese family boundaries were relatively permeable, and some owners established kinlike relations with their slaves; male slaves were appointed as heirs when no natural offspring existed. As was also the case in other slave-owning societies, slaves in China were often luxury consumption items who constituted a drain on the economy. The reasons China never developed into a slave society are many and complex, but certainly an abundance of non-slave labour at low prices was one of the major ones. Korea had a very large slave population, ranging from a third to half of the entire population for most of the millennium between the Silla period and the midth century. Most of the Korean slaves were indigenously generated. In spite of their numbers, slaves seem to have had little impact on other institutions, and thus the society can be categorized as a slave-owning one. Slavery existed in ancient Indiawhere it is recorded in the Sanskrit Laws of Manu of the 1st century bce. The institution was little documented until the British colonials in the 19th century made it an object of study because of their desire to abolish it. In there were an estimated eight million or nine million slaves in India, many of whom were agrestic or predial slaves—that is, slaves who were attached to the land they worked on but who nevertheless could be alienated from it. Malabar had the largest proportion of slaves, about 15 percent of the total population. The agrestic slaves initially were subjugated communities. The remainder of the slaves was recruited individually by purchase from dealers or parents or by self-sale of the starving, and they can be classified as household slaves.Breadcrumb. Home; Cite. History of Slavery in America. Follow the timeline to learn more about the history of slavery in the United States, including the arrival of the first African slaves to America, the federal banishment of slave importation, and the abolishment of slavery in the United States. Greene’s research focuses on the history of slavery in West Africa, especially Ghana, where warring political communities in the eighteenth and nineteenth centuries enslaved their enemies, and the impact can still be felt today. Slavery in the United States was the legal institution of human chattel enslavement, primarily of Africans and African Americans, that existed in the United States of America in the 18th and 19th centuries. Nov 12, · Slaves in the antebellum South constituted about one-third of the southern population. Most slaves lived on large plantations or small farms; many masters owned fewer than 50 slaves. Already slaves had been introduced into Georgia from South Carolina as hired servants, under indentures for life, or for ninety-nine years; and at Savannah the continual toast was, " The one thing needful," which meant negro slaves. Nov 12, · Slavery was practiced throughout the American colonies in the 17th and 18th centuries, and African slaves helped build the new nation into an economic powerhouse through the production of.	1,166	ENGLISH	1
In his 54 years of life, King David Kalakaua certainly lived up to his nickname, “The Merrie Monarch.” He had a passion for music, dancing, parties, and the finest food and drinks. The king’s reign, however, was also marked by tragedy, pain and dark clouds hovering over the Hawaiian kingdom. Kalakaua was born on November 16, 1836, in Honolulu. His parents were the high chief Kahana Kapaakea and the high chiefess Analea Keohokalole. Per Hawaiian custom, the infant was adopted by the chiefess Haaheo Kaniu, who took him to the court of King Kamehameha III on the island of Maui. When Kalakaua was four, he returned to Oahu to begin his education at the Royal School. Fluent in English and Hawaiian, Kalakaua took to studying law at the age of 16. His various government positions, however, prevented him from fully completing his legal training. Instead, by 1856, the young Hawaiian was a major on the staff of King Kamehameha IV. He had also been a leader of a political organization known as the Young Hawaiians; the group’s motto was “Hawaii for the Hawaiians.” In addition to his military duties, Kalakaua served in the Department of the Interior and, in 1863, was appointed postmaster general. When Kamehameha V died in December 1872 without having designated an heir, an election was held to determine his successor. Prince William Charles Lunalilo emerged victorious over Kalakaua by a wide margin. On February 3, 1874, however, Lunalilo also died without naming a successor. Another election was held, and Kalakaua won handily over Queen Emma, widow of Kamehameha IV. Supporters of the queen rioted. Kalakaua requested help from American and British warships in the harbor, and the uprising was quelled. Because of the ill feelings, however, the new king’s plans for a lavish celebration were put on hold and his reign began on a modest note. In late 1874, Kalakaua sailed to the United States amid much fanfare. In Washington, he negotiated the Reciprocity Treaty of 1875, which eliminated the tariff on sugar and other Hawaiian products. As a result, Hawaii’s sugar industry boomed and the kingdom enjoyed a period of economic prosperity. Upon his return, Kalakaua moved into his palace with his wife, Queen Kapiolani, the granddaughter of King Kaumualii of Kauai. He decided he needed a more luxurious home, however, and had Iolani Palace built at a cost of $350,000—an unheard-of sum at the time. The Hawaiian culture enjoyed a revival of sorts under Kalakaua, including hula and chants. In July 1887, however, an organization called the Hawaiian League forcibly took control of the government and presented the king with a new constitution. Called the “Bayonet Constitution” (for obvious reasons), Kalakaua had little choice but to sign it. The new constitution severely restricted his powers and signaled the end of the monarchy. In November 1890, an ill Kalakaua sailed to California for medical treatment. He died at a hotel in San Francisco on January 20, 1891. His final words were, “Tell my people I tried.”	<urn:uuid:eaa3c8fb-e35b-4c23-a42e-b33ef623f23f>	CC-MAIN-2020-05	http://www.aloha-hawaii.com/hawaii/king-kalakaua/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00151.warc.gz	en	0.986618	733	3.296875	3	[ -0.4884459674358368, 0.5960338115692139, 0.2721702754497528, -0.09416183084249496, -0.298068106174469, 0.3729768395423889, 0.25450801849365234, -0.10226623713970184, -0.2913842797279358, 0.3530997037887573, -0.07107751071453094, -0.22079721093177795, 0.37718337774276733, 0.1903034746646881...	19	In his 54 years of life, King David Kalakaua certainly lived up to his nickname, “The Merrie Monarch.” He had a passion for music, dancing, parties, and the finest food and drinks. The king’s reign, however, was also marked by tragedy, pain and dark clouds hovering over the Hawaiian kingdom. Kalakaua was born on November 16, 1836, in Honolulu. His parents were the high chief Kahana Kapaakea and the high chiefess Analea Keohokalole. Per Hawaiian custom, the infant was adopted by the chiefess Haaheo Kaniu, who took him to the court of King Kamehameha III on the island of Maui. When Kalakaua was four, he returned to Oahu to begin his education at the Royal School. Fluent in English and Hawaiian, Kalakaua took to studying law at the age of 16. His various government positions, however, prevented him from fully completing his legal training. Instead, by 1856, the young Hawaiian was a major on the staff of King Kamehameha IV. He had also been a leader of a political organization known as the Young Hawaiians; the group’s motto was “Hawaii for the Hawaiians.” In addition to his military duties, Kalakaua served in the Department of the Interior and, in 1863, was appointed postmaster general. When Kamehameha V died in December 1872 without having designated an heir, an election was held to determine his successor. Prince William Charles Lunalilo emerged victorious over Kalakaua by a wide margin. On February 3, 1874, however, Lunalilo also died without naming a successor. Another election was held, and Kalakaua won handily over Queen Emma, widow of Kamehameha IV. Supporters of the queen rioted. Kalakaua requested help from American and British warships in the harbor, and the uprising was quelled. Because of the ill feelings, however, the new king’s plans for a lavish celebration were put on hold and his reign began on a modest note. In late 1874, Kalakaua sailed to the United States amid much fanfare. In Washington, he negotiated the Reciprocity Treaty of 1875, which eliminated the tariff on sugar and other Hawaiian products. As a result, Hawaii’s sugar industry boomed and the kingdom enjoyed a period of economic prosperity. Upon his return, Kalakaua moved into his palace with his wife, Queen Kapiolani, the granddaughter of King Kaumualii of Kauai. He decided he needed a more luxurious home, however, and had Iolani Palace built at a cost of $350,000—an unheard-of sum at the time. The Hawaiian culture enjoyed a revival of sorts under Kalakaua, including hula and chants. In July 1887, however, an organization called the Hawaiian League forcibly took control of the government and presented the king with a new constitution. Called the “Bayonet Constitution” (for obvious reasons), Kalakaua had little choice but to sign it. The new constitution severely restricted his powers and signaled the end of the monarchy. In November 1890, an ill Kalakaua sailed to California for medical treatment. He died at a hotel in San Francisco on January 20, 1891. His final words were, “Tell my people I tried.”	751	ENGLISH	1
"And now there came both mist and snow, And it grew wondrous cold." B ESIDES Howard, Drake, and Hawkins, no one had been of more use in pursuing the Spanish Armada than Martin Frobisher. Born in 1535, he had been at sea all his life; for he was one of the first among early explorers to sail amid the ice of the far north in search of a passage to China by North America. For years past it had been the dream of every voyager to find a short way to the East by which English wares could be exchanged for the pearls and spice of India without the long voyage by the Cape of Good Hope. It had been the dream of Cabot, and the dream of Sir Hugh Willoughby, who had perished in the attempt. It was now the dream of Martin Frobisher. The discovery of the north-west passage, he said, was "the only thing of the world that was yet left undone by which a notable mind might be made famous and fortunate." He did not care for plundering Spanish ships laden with treasure. Rather did he look for honour for his country, fame for himself, knowledge of new lands for the whole world. The idea did not appeal to his countrymen, and, like Columbus before him, he asked for ships and money in vain. For thirteen long years he toiled, until at last a patron arose to supply the necessary funds, and in the year 1576 two little ships, the Gabriel and Michael, left England for the ice-bound regions of the north. Wondrous, indeed, was the courage of the man who set forth on such an expedition of danger, with two small ships and a crew of only thirty-five men. Queen Elizabeth stood at an open window of her palace at Greenwich waving farewell to the captain of this little fleet bound for unknown seas of ice. She recognised the greatness of his spirit and the daring of his adventure, but she had not stirred a finger to get him new ships for his perilous undertaking. So Frobisher sailed away to the north by the eastern coast of England and the north of Scotland. Here a furious storm broke over the little ships, and before ever Frobisher had reached the icy coast of Greenland the Gabriel was alone. The Michael had deserted and gone home with the story that Frobisher himself had perished in a storm. Meanwhile the captain was sailing bravely onwards with his storm-shattered ship and his diminished crew of eighteen. "I will sacrifice my life to God rather than return home without discovering a north-west passage to Cathay," he said to his men with that enthusiasm which alone can carry a man through great enterprises. And the men, catching his spirit of courage, sailed their battered ship across to the shores of Labrador. Amid a group of American islands he entered what seemed to be a strait that might lead to the East. Bearing in mind Magellan's Straits, leading from the Atlantic to the Pacific by South America, he named these Frobisher's Straits, hoping they might lead from ocean to ocean by North America. Further than all former mariners he sailed into this unknown sea. Yet for all his courage, the expedition failed: man after man died, the weather grew very cold, snow fell heavily, and reluctantly he sailed home. A curious thing now happened. A stone which he had brought from the frozen regions to England was said to contain gold. Martin Frobisher sprang into fame. A new fleet was at once fitted out, not for the discovery of the north-west passage, but for the discovery of more gold. The queen sent a large ship of her own this time; men offered their services by the score; Frobisher was made High Admiral of all seas and waters, countries, lands, and isles, of the icy north, and in 1577 he sailed off on his second expedition. The fleet did not go far, but it returned laden with supposed gold. Kneeling on the frozen snow, the little party of Englishmen had taken possession of the country in the name of the queen, leaving a cross of stones and the English flag flying. While Drake was sailing round the world, Martin Frobisher was being given command of a yet more famous fleet of fifteen ships, so that he should sail to the frozen land of gold, and leave there a little colony of Englishmen to protect English interests from strangers. Away sailed the magnificent fleet, away once more to the northern coast of America, towards Frobisher's Straits. Amid snow and ice, fogs and gales, the ships made their way. One vessel was crushed between mighty icebergs. In a thick fog the ships lost their course, but Frobisher now made the greatest discovery of his life. He had found out that Frobisher's Straits were no straits, but a bay. Now, to the north of Frobisher's Bay he was sailing west, through another channel, which might lead on into the open sea beyond. In reality he was sailing up the straits known later as Hudson's Straits, and he was close on the entrance to the great inland sea of North America, when he turned back to fulfill his orders and search for gold. The ships returned home with their freight of stones, but by this time England was raging with disappointment, for little enough gold had been produced from the black stones of the frozen north, and no more ships were sent in search of it. The plan of a colony was given up. It was three hundred years before the north-west passage into the Pacific Ocean was found, after many a ship had been lost and many a life laid down. Intricate enough was the channel that led from sea to sea, and far to the north of anything that Martin Frobisher, with all his courage and with all his enthusiasm, could ever have found with the imperfect ships at his command.	<urn:uuid:6ba5a42d-528f-4a09-a3e8-de125b62b826>	CC-MAIN-2020-05	http://www.gatewaytotheclassics.com/browse/displayitem.php?item=books/synge/awakening/icebergs	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251684146.65/warc/CC-MAIN-20200126013015-20200126043015-00282.warc.gz	en	0.987288	1,220	3.53125	4	[ -0.33626556396484375, 0.21469125151634216, 0.4718104600906372, 0.24957233667373657, 0.194614440202713, -0.07936663925647736, 0.266426146030426, 0.0380382314324379, -0.007011430338025093, -0.1799348145723343, 0.12014967948198318, -0.4388880133628845, 0.13875654339790344, 0.16967067122459412...	6	"And now there came both mist and snow, And it grew wondrous cold." B ESIDES Howard, Drake, and Hawkins, no one had been of more use in pursuing the Spanish Armada than Martin Frobisher. Born in 1535, he had been at sea all his life; for he was one of the first among early explorers to sail amid the ice of the far north in search of a passage to China by North America. For years past it had been the dream of every voyager to find a short way to the East by which English wares could be exchanged for the pearls and spice of India without the long voyage by the Cape of Good Hope. It had been the dream of Cabot, and the dream of Sir Hugh Willoughby, who had perished in the attempt. It was now the dream of Martin Frobisher. The discovery of the north-west passage, he said, was "the only thing of the world that was yet left undone by which a notable mind might be made famous and fortunate." He did not care for plundering Spanish ships laden with treasure. Rather did he look for honour for his country, fame for himself, knowledge of new lands for the whole world. The idea did not appeal to his countrymen, and, like Columbus before him, he asked for ships and money in vain. For thirteen long years he toiled, until at last a patron arose to supply the necessary funds, and in the year 1576 two little ships, the Gabriel and Michael, left England for the ice-bound regions of the north. Wondrous, indeed, was the courage of the man who set forth on such an expedition of danger, with two small ships and a crew of only thirty-five men. Queen Elizabeth stood at an open window of her palace at Greenwich waving farewell to the captain of this little fleet bound for unknown seas of ice. She recognised the greatness of his spirit and the daring of his adventure, but she had not stirred a finger to get him new ships for his perilous undertaking. So Frobisher sailed away to the north by the eastern coast of England and the north of Scotland. Here a furious storm broke over the little ships, and before ever Frobisher had reached the icy coast of Greenland the Gabriel was alone. The Michael had deserted and gone home with the story that Frobisher himself had perished in a storm. Meanwhile the captain was sailing bravely onwards with his storm-shattered ship and his diminished crew of eighteen. "I will sacrifice my life to God rather than return home without discovering a north-west passage to Cathay," he said to his men with that enthusiasm which alone can carry a man through great enterprises. And the men, catching his spirit of courage, sailed their battered ship across to the shores of Labrador. Amid a group of American islands he entered what seemed to be a strait that might lead to the East. Bearing in mind Magellan's Straits, leading from the Atlantic to the Pacific by South America, he named these Frobisher's Straits, hoping they might lead from ocean to ocean by North America. Further than all former mariners he sailed into this unknown sea. Yet for all his courage, the expedition failed: man after man died, the weather grew very cold, snow fell heavily, and reluctantly he sailed home. A curious thing now happened. A stone which he had brought from the frozen regions to England was said to contain gold. Martin Frobisher sprang into fame. A new fleet was at once fitted out, not for the discovery of the north-west passage, but for the discovery of more gold. The queen sent a large ship of her own this time; men offered their services by the score; Frobisher was made High Admiral of all seas and waters, countries, lands, and isles, of the icy north, and in 1577 he sailed off on his second expedition. The fleet did not go far, but it returned laden with supposed gold. Kneeling on the frozen snow, the little party of Englishmen had taken possession of the country in the name of the queen, leaving a cross of stones and the English flag flying. While Drake was sailing round the world, Martin Frobisher was being given command of a yet more famous fleet of fifteen ships, so that he should sail to the frozen land of gold, and leave there a little colony of Englishmen to protect English interests from strangers. Away sailed the magnificent fleet, away once more to the northern coast of America, towards Frobisher's Straits. Amid snow and ice, fogs and gales, the ships made their way. One vessel was crushed between mighty icebergs. In a thick fog the ships lost their course, but Frobisher now made the greatest discovery of his life. He had found out that Frobisher's Straits were no straits, but a bay. Now, to the north of Frobisher's Bay he was sailing west, through another channel, which might lead on into the open sea beyond. In reality he was sailing up the straits known later as Hudson's Straits, and he was close on the entrance to the great inland sea of North America, when he turned back to fulfill his orders and search for gold. The ships returned home with their freight of stones, but by this time England was raging with disappointment, for little enough gold had been produced from the black stones of the frozen north, and no more ships were sent in search of it. The plan of a colony was given up. It was three hundred years before the north-west passage into the Pacific Ocean was found, after many a ship had been lost and many a life laid down. Intricate enough was the channel that led from sea to sea, and far to the north of anything that Martin Frobisher, with all his courage and with all his enthusiasm, could ever have found with the imperfect ships at his command.	1,211	ENGLISH	1
Emile Durkheim Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Emile Durkheim was a French sociologist, philosopher, teacher, and psychologist. He was extremely remarkable in what he did and is credited with being one of the inventors and foundation layers for the modern sociological theory. He indeed is the principal architect on sociology and was revolutionary in the sector, by introducing a new scientific approach to it. Emile became France’s first professor in sociology and is responsible for setting up the first European department of sociology. More so, Emile is viewed as one of the greatest intellectuals to have ever lived and remained a force to reckon with in the French intellectual scene for all his life. Childhood And Early Life David Emile Durkheim was born on 15 April 1858. He was born in Epinal, Loraine to Moise Durkheim and Melanie Isidor. His families are believed to have originated from a French Jew Ancestry and were the rabbi. As the tradition, Emile was first enrolled in a rabbinical school for his early studies, but he soon changed schools and did not go down this path. From these early days, he is said to have led a secular life. He held views that religious phenomena were based on social factors as opposed to the common belief of social factors. In 1879, Emile joined Ecole Normale Superieure to pursue his studies, after trying unsuccessfully for two times previously. While there, he shared the class with some of the most intelligent people that are recognized from his time. An example is Jean Jaures and Henri Bergson. Emile studied and classicist Fustel de collages. He developed a different approach to sociology and became more interested in its scientific method. The French system did not have any curriculum at the time. Emile found sociology more interesting compared to philosophy, ethics, and psychology. In 1881, Emile suffered from a severe illness that affected his studies and led to his aggregation in philosophy as he graduated the following year. After graduation, he worked as a teacher in provincial schools up until 1887 Emile moved to a university of Marburg in Berlin Germany for further studies in psychology. In the year 1886, Emile Durkheim was already coming up with the scientific approach to sociology. He was done with a draft of `The division of labor in the society.’ This was part of his doctoral dissertation. He came up with articles on German social science and philosophy during his time in Leipzig. These were much due to the inspiration of German philosopher and Psychologist Wilhelm Wundt. The reports drew a lot of attention in France and brought along great recognition and fame. In the year 1887, Emile’s career, especially in the teaching part, took a big step forward. He was employed at the University of Bordeaux, who had just introduced a social science course in their curriculum. And became a lecturer. More so, he was awarded an honorary title. Following this, he spread out this social science curriculum to the French school system. This caused major reforms in the order, as there was no such curriculum before. As stated earlier, he held a contradictory belief that religion was based on social causes rather than divine causes which invited a lot of critics his way. Emile Durkheim also researched and studied various cases in the sociological sector. In 1897, he studied a model of a proposed communal monograph and published its case study named `Suicide.’ Here, he focused on rates of committing suicide and concentrated on Protestants and Catholics as his case study. More so, Emile came up with quantitative methods for studying causes and relative distribution of crime during this case study. Emile founded the earliest ever French social science journal in 1898. Its name was L’Annee sociologique. He had gained a large number of students and other socialists who coincided with his views and helped him develop his sociological program. He founded the journal mainly because of these students and collaborators, to help them publish and publicize their work. In 1902, Emile Durkheim became the chair of education at Sorbonne in Paris. He was held in high regard and had significant influence on the new generation of teachers and the ministry of education. In 1912, he documented his views that religion was mainly based on social causes, on a publication called `The Elementary Forms of the Religious life.’ Emile Durkheim was extremely devastated by the start of the world I war. It is alleged that many of his students were taken up in the army and died during the war. More so, his son called Andre died on the war front, and this broke his spirit even more. He became emotionally devastated and succumbed to a stroke in Paris on November 15, 1977. His burial took place at Montparnasse cemetery, Paris. -Publication of `The division of labor in society’ in 1892. This was concerned with nature of human society. -Came up with `Rules of the Sociological Method.’ This brought a scientific approach to sociology. Emile Durkheim got married to Louise Dreyfus in 1897. The couple had two children Marie and Andre. His wife became his secretary and helped him in proofreading. As stated earlier, he lost his son Andre during World War I, at the battlefront. More People From France	<urn:uuid:4050b49b-9346-4b5c-a6fc-c5b7d4240142>	CC-MAIN-2020-05	https://www.sunsigns.org/famousbirthdays/profile/emile-durkheim/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00287.warc.gz	en	0.986837	1,128	3.421875	3	[ 0.04732254892587662, 0.4369392991065979, -0.15564396977424622, -0.29152774810791016, -0.35282301902770996, 0.31843873858451843, 0.16169574856758118, 0.25265389680862427, 0.37871265411376953, 0.04272636026144028, 0.1106378361582756, -0.08328589051961899, 0.06913326680660248, 0.4226323664188...	1	Emile Durkheim Biography, Life, Interesting Facts Died On : Also Known For : Birth Place : Emile Durkheim was a French sociologist, philosopher, teacher, and psychologist. He was extremely remarkable in what he did and is credited with being one of the inventors and foundation layers for the modern sociological theory. He indeed is the principal architect on sociology and was revolutionary in the sector, by introducing a new scientific approach to it. Emile became France’s first professor in sociology and is responsible for setting up the first European department of sociology. More so, Emile is viewed as one of the greatest intellectuals to have ever lived and remained a force to reckon with in the French intellectual scene for all his life. Childhood And Early Life David Emile Durkheim was born on 15 April 1858. He was born in Epinal, Loraine to Moise Durkheim and Melanie Isidor. His families are believed to have originated from a French Jew Ancestry and were the rabbi. As the tradition, Emile was first enrolled in a rabbinical school for his early studies, but he soon changed schools and did not go down this path. From these early days, he is said to have led a secular life. He held views that religious phenomena were based on social factors as opposed to the common belief of social factors. In 1879, Emile joined Ecole Normale Superieure to pursue his studies, after trying unsuccessfully for two times previously. While there, he shared the class with some of the most intelligent people that are recognized from his time. An example is Jean Jaures and Henri Bergson. Emile studied and classicist Fustel de collages. He developed a different approach to sociology and became more interested in its scientific method. The French system did not have any curriculum at the time. Emile found sociology more interesting compared to philosophy, ethics, and psychology. In 1881, Emile suffered from a severe illness that affected his studies and led to his aggregation in philosophy as he graduated the following year. After graduation, he worked as a teacher in provincial schools up until 1887 Emile moved to a university of Marburg in Berlin Germany for further studies in psychology. In the year 1886, Emile Durkheim was already coming up with the scientific approach to sociology. He was done with a draft of `The division of labor in the society.’ This was part of his doctoral dissertation. He came up with articles on German social science and philosophy during his time in Leipzig. These were much due to the inspiration of German philosopher and Psychologist Wilhelm Wundt. The reports drew a lot of attention in France and brought along great recognition and fame. In the year 1887, Emile’s career, especially in the teaching part, took a big step forward. He was employed at the University of Bordeaux, who had just introduced a social science course in their curriculum. And became a lecturer. More so, he was awarded an honorary title. Following this, he spread out this social science curriculum to the French school system. This caused major reforms in the order, as there was no such curriculum before. As stated earlier, he held a contradictory belief that religion was based on social causes rather than divine causes which invited a lot of critics his way. Emile Durkheim also researched and studied various cases in the sociological sector. In 1897, he studied a model of a proposed communal monograph and published its case study named `Suicide.’ Here, he focused on rates of committing suicide and concentrated on Protestants and Catholics as his case study. More so, Emile came up with quantitative methods for studying causes and relative distribution of crime during this case study. Emile founded the earliest ever French social science journal in 1898. Its name was L’Annee sociologique. He had gained a large number of students and other socialists who coincided with his views and helped him develop his sociological program. He founded the journal mainly because of these students and collaborators, to help them publish and publicize their work. In 1902, Emile Durkheim became the chair of education at Sorbonne in Paris. He was held in high regard and had significant influence on the new generation of teachers and the ministry of education. In 1912, he documented his views that religion was mainly based on social causes, on a publication called `The Elementary Forms of the Religious life.’ Emile Durkheim was extremely devastated by the start of the world I war. It is alleged that many of his students were taken up in the army and died during the war. More so, his son called Andre died on the war front, and this broke his spirit even more. He became emotionally devastated and succumbed to a stroke in Paris on November 15, 1977. His burial took place at Montparnasse cemetery, Paris. -Publication of `The division of labor in society’ in 1892. This was concerned with nature of human society. -Came up with `Rules of the Sociological Method.’ This brought a scientific approach to sociology. Emile Durkheim got married to Louise Dreyfus in 1897. The couple had two children Marie and Andre. His wife became his secretary and helped him in proofreading. As stated earlier, he lost his son Andre during World War I, at the battlefront. More People From France	1,146	ENGLISH	1
\|SERMONS, ESSAYS AND OPINIONS\|\| The Hussites were a group of Christian who followed the teachings of Jan Hus, in Bohemia (modern-day Czech Republic) in the fifteenth century. Their movement was one of the fore-runners of the Protestant Reformation. This religious movement was also propelled by social issues and increasing Czech nationalism. Churches existing today that are related to the Hussite movement include the Moravian Brethren churches and the Czechoslovak Hussite Church. The Hussites had a number of doctrinal differences from the dominant church of the day, the Roman Catholic Church, including their understanding of the definition of the church. Jan Hus taught in his work entitled "Concerning the Church" that the church consisted of believers. Furthermore, church bishops and priests, according to Hussite theology, were only validly in position as long as they led godly lives, and argued against simony, the practice of buying a clerical position. Hus also taught about the final authority of the Bible over tradition, and denied the abiity of the Pope to forgive sins teaching that only Jesus was the judge and only Jesus could bestow forgivness. As such, Hussites denied the efficacy of indulgences, and it was this denial that eventually led to his execution. Hussites supported the idea of transubstantiation, unlike the subsequent reformers. However Hussites believed that all believers should receive both the bread and the wine in Communion rather than the bread only as was the practice in the church of the day.	<urn:uuid:b4248d94-756a-4a75-acc9-5352af22403f>	CC-MAIN-2020-05	http://www.wikichristian.org/wiki/en/Hussite	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694908.82/warc/CC-MAIN-20200127051112-20200127081112-00542.warc.gz	en	0.981236	322	4	4	[ 0.2672637104988098, 0.5028522610664368, -0.4655213952064514, -0.21216638386249542, 0.009193516336381435, 0.19616997241973877, -0.35247790813446045, 0.020376980304718018, 0.2658524513244629, 0.2290787547826767, -0.1457364708185196, -0.31241855025291443, 0.3076117932796478, 0.035189103335142...	2	\|SERMONS, ESSAYS AND OPINIONS\|\| The Hussites were a group of Christian who followed the teachings of Jan Hus, in Bohemia (modern-day Czech Republic) in the fifteenth century. Their movement was one of the fore-runners of the Protestant Reformation. This religious movement was also propelled by social issues and increasing Czech nationalism. Churches existing today that are related to the Hussite movement include the Moravian Brethren churches and the Czechoslovak Hussite Church. The Hussites had a number of doctrinal differences from the dominant church of the day, the Roman Catholic Church, including their understanding of the definition of the church. Jan Hus taught in his work entitled "Concerning the Church" that the church consisted of believers. Furthermore, church bishops and priests, according to Hussite theology, were only validly in position as long as they led godly lives, and argued against simony, the practice of buying a clerical position. Hus also taught about the final authority of the Bible over tradition, and denied the abiity of the Pope to forgive sins teaching that only Jesus was the judge and only Jesus could bestow forgivness. As such, Hussites denied the efficacy of indulgences, and it was this denial that eventually led to his execution. Hussites supported the idea of transubstantiation, unlike the subsequent reformers. However Hussites believed that all believers should receive both the bread and the wine in Communion rather than the bread only as was the practice in the church of the day.	315	ENGLISH	1
REEDSPORT — Reedsport Community Charter School's computers class received two 3D printers last Monday, opening the door to learning about a world of manufacturing, programming and creation through 3D modeling. The printers are being used in Bill Shaw's computers class, where students have been learning how to use the new technology. The printers came with a variety of colored filament as well as programs and software the students can learn to use. Shaw recalled that one was a standard 3D model program, while another lets the user draw out what they want with a digital pencil and have a 3D model built from that. There are also websites with projects for students to try at different difficulties. One of Reedsport Community Charter School's 3D printers works on printing models designed by the students. Four individual pieces were set to … "It's one thing to be able to watch a printer head put colored ink on paper and write out what you've typed up," said Shaw of how impressive the technology is. "It's a whole different thing to take a picture, turn it into a three-dimensional model, and it to create that model for you." The printers are a learning experience for Shaw as well. He said he's been working out how to do everything with the machines and added that he's been trying to keep ahead of the students as they come up with new ideas of what to make. One area where everyone learned was the need for scaffolding. As the printer runs, the plastic is laid out in a liquid state, which led to early attempts at some models collapsing or elements not forming properly. The machines can be told to build scaffolding around the final model to support it. The scaffolding is made of simple strands and easy to remove. "I think the hardest thing for kids to conceptualize is that when you're building in 3D you're building in different planes, so you have to really move your piece around," Shaw said, noting that it's possible to make a model where things don't align quite right or aren't attached. Shaw is excited for the future possibilities that 3D printing offers in the classroom. He said it's similar to the possibilities in woodshop and metal shop classes, with plasma cutters and similar automated manufacturing technology. These tools allow students to get a foot in the door for experience in manufacturing and computer development, expanding their knowledge base for the future. It also offers the opportunity for students to discover a passion that could turn into a future career. "There's a pretty good chain of learning," Shaw said. "The fun part kinda baits (students) in, and the good part of that is that means I'm gonna get to stretch their mind a bit and make them learn something." During January's school board meeting, Principal Jerry Uhling showed the board members some of the early designs made by students. One model was a jet airplane that a freshman student designed and programmed on his own. You have free articles remaining. "Needless to say, there's been a lot of buzz in Mr. Shaw's class over the last couple of days," said Uhling of how interested the students are. Uhling plans to have students from the class come to a future school board meeting to present what they've learned and experienced to the board members. Students are expected to design and print their own custom project by the time they move on to other lessons. Using the printers opens students to thinking about process design, resource management, production time, and other manufacturing considerations. It can also branch into learning about assembly line manufacturing as students print projects in separate pieces. Shaw said he would like to see this get into a production and manufacturing model where they make and sell things to raise money for the school. He suggested they could start building models or art and suggested making chess pieces on the printers and a board in the woodshop class. Shaw said he saw the value of 3D printers to CTE classes and asked Uhling and Zwemke to get the printers. He said they were interested enough to give it a shot. Shaw added that the students are also learning about the printers themselves and how they work. He said the kids are interested in how the printers function and are excited by the idea of taking an old 3D printer and trying to get it working again. Shaw said he would love to see growth in the school's technology programs. He said the programs are fun and interesting for the kids, who have grown up in a tech-heavy world, but also gives them hands on experience in practical skills while they're young. These skills could spark in interest in something as a hobby and maybe even a career. "This is kind of where industry is going," Shaw said. "There's so many different avenues where this can go." Shaw added that growing tech skills is also important as a way to grow Reedsport's industry. With the mills closing, and timber industries moving away from the area, finding something to replace the job growth and income potential with becomes critical. "It's just nice to give them all the skills we can, because there's not gonna just be a mill job they can go to once they graduate," Shaw said. He added that he would love to see the students burn these printers out with how many projects they make.	<urn:uuid:3587bc4f-ab0c-4b75-9f25-24b4aefd04c0>	CC-MAIN-2020-05	https://theworldlink.com/community/reedsport/d-printing-opens-new-avenues-at-rccs/article_d205d3a0-c3e2-5bca-87ef-8f409f0cbba4.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592565.2/warc/CC-MAIN-20200118110141-20200118134141-00252.warc.gz	en	0.982379	1,093	3.28125	3	[ -0.15897038578987122, -0.3105015158653259, -0.10290662199258804, 0.08623842895030975, -0.17590996623039246, 0.022639108821749687, -0.40748149156570435, 0.4045984745025635, -0.5199999809265137, 0.18968263268470764, 0.028654057532548904, 0.34308144450187683, 0.17221777141094208, 0.1471094489...	1	REEDSPORT — Reedsport Community Charter School's computers class received two 3D printers last Monday, opening the door to learning about a world of manufacturing, programming and creation through 3D modeling. The printers are being used in Bill Shaw's computers class, where students have been learning how to use the new technology. The printers came with a variety of colored filament as well as programs and software the students can learn to use. Shaw recalled that one was a standard 3D model program, while another lets the user draw out what they want with a digital pencil and have a 3D model built from that. There are also websites with projects for students to try at different difficulties. One of Reedsport Community Charter School's 3D printers works on printing models designed by the students. Four individual pieces were set to … "It's one thing to be able to watch a printer head put colored ink on paper and write out what you've typed up," said Shaw of how impressive the technology is. "It's a whole different thing to take a picture, turn it into a three-dimensional model, and it to create that model for you." The printers are a learning experience for Shaw as well. He said he's been working out how to do everything with the machines and added that he's been trying to keep ahead of the students as they come up with new ideas of what to make. One area where everyone learned was the need for scaffolding. As the printer runs, the plastic is laid out in a liquid state, which led to early attempts at some models collapsing or elements not forming properly. The machines can be told to build scaffolding around the final model to support it. The scaffolding is made of simple strands and easy to remove. "I think the hardest thing for kids to conceptualize is that when you're building in 3D you're building in different planes, so you have to really move your piece around," Shaw said, noting that it's possible to make a model where things don't align quite right or aren't attached. Shaw is excited for the future possibilities that 3D printing offers in the classroom. He said it's similar to the possibilities in woodshop and metal shop classes, with plasma cutters and similar automated manufacturing technology. These tools allow students to get a foot in the door for experience in manufacturing and computer development, expanding their knowledge base for the future. It also offers the opportunity for students to discover a passion that could turn into a future career. "There's a pretty good chain of learning," Shaw said. "The fun part kinda baits (students) in, and the good part of that is that means I'm gonna get to stretch their mind a bit and make them learn something." During January's school board meeting, Principal Jerry Uhling showed the board members some of the early designs made by students. One model was a jet airplane that a freshman student designed and programmed on his own. You have free articles remaining. "Needless to say, there's been a lot of buzz in Mr. Shaw's class over the last couple of days," said Uhling of how interested the students are. Uhling plans to have students from the class come to a future school board meeting to present what they've learned and experienced to the board members. Students are expected to design and print their own custom project by the time they move on to other lessons. Using the printers opens students to thinking about process design, resource management, production time, and other manufacturing considerations. It can also branch into learning about assembly line manufacturing as students print projects in separate pieces. Shaw said he would like to see this get into a production and manufacturing model where they make and sell things to raise money for the school. He suggested they could start building models or art and suggested making chess pieces on the printers and a board in the woodshop class. Shaw said he saw the value of 3D printers to CTE classes and asked Uhling and Zwemke to get the printers. He said they were interested enough to give it a shot. Shaw added that the students are also learning about the printers themselves and how they work. He said the kids are interested in how the printers function and are excited by the idea of taking an old 3D printer and trying to get it working again. Shaw said he would love to see growth in the school's technology programs. He said the programs are fun and interesting for the kids, who have grown up in a tech-heavy world, but also gives them hands on experience in practical skills while they're young. These skills could spark in interest in something as a hobby and maybe even a career. "This is kind of where industry is going," Shaw said. "There's so many different avenues where this can go." Shaw added that growing tech skills is also important as a way to grow Reedsport's industry. With the mills closing, and timber industries moving away from the area, finding something to replace the job growth and income potential with becomes critical. "It's just nice to give them all the skills we can, because there's not gonna just be a mill job they can go to once they graduate," Shaw said. He added that he would love to see the students burn these printers out with how many projects they make.	1,073	ENGLISH	1
In 1606, King James the First of England granted two companies the right to colonize Virginia. He sent three ships under the command of Captain Christopher Newport. The three ships were named the Discovery, the Goodspeed, and the Susan Constant. Virginia was founded on May 14, 1607, and was the first colony out of the thirteen. It was named after the Virgin Queen, Elizabeth the first. Some of the well-know people are Captain Christopher Newport, John Smith, Chief Powhatan, and his daughter, Pocahontas. People settled in Viriginia because they wanted to find gold. Instead they found Native American people. There were two Native American tribes: the Algonquin, and the Iroquoian. They helped people in many ways. One was to help the people learn to grow corn to eat. They also grew beans, squash , and other vegetables. In 1607, the major Native American tribe in Virginia was the Powhaten confederacy of the Algonquin tribe. Fighting between the Native Americans and colonists arose when the new settlers began taking land belonging to Chief Powhaten and his people. In 1614 , Pocahontas, his daughter, married John Rolfe,one of the settlers, and there was an eight year peace between the Native Americans and colonists. Pocahantas and John Rolfe sailed to England where she died in 1617. Powhaten died the following year in 1618.	<urn:uuid:12d319b1-2516-47b0-a34c-18c520209d2b>	CC-MAIN-2020-05	http://www.germantownacademy.org/academics/LS/4/sstudies/Colonial/4R/4r98/Katie.htm	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00314.warc.gz	en	0.981473	302	3.78125	4	[ 0.042712341994047165, 0.35509297251701355, 0.6058503985404968, -0.3274049460887909, -0.4280718266963959, -0.06145637109875679, 0.21051082015037537, -0.026772961020469666, -0.26361197233200073, 0.07654498517513275, 0.15471990406513214, -0.3318096101284027, -0.0038087128195911646, -0.1028145...	1	In 1606, King James the First of England granted two companies the right to colonize Virginia. He sent three ships under the command of Captain Christopher Newport. The three ships were named the Discovery, the Goodspeed, and the Susan Constant. Virginia was founded on May 14, 1607, and was the first colony out of the thirteen. It was named after the Virgin Queen, Elizabeth the first. Some of the well-know people are Captain Christopher Newport, John Smith, Chief Powhatan, and his daughter, Pocahontas. People settled in Viriginia because they wanted to find gold. Instead they found Native American people. There were two Native American tribes: the Algonquin, and the Iroquoian. They helped people in many ways. One was to help the people learn to grow corn to eat. They also grew beans, squash , and other vegetables. In 1607, the major Native American tribe in Virginia was the Powhaten confederacy of the Algonquin tribe. Fighting between the Native Americans and colonists arose when the new settlers began taking land belonging to Chief Powhaten and his people. In 1614 , Pocahontas, his daughter, married John Rolfe,one of the settlers, and there was an eight year peace between the Native Americans and colonists. Pocahantas and John Rolfe sailed to England where she died in 1617. Powhaten died the following year in 1618.	319	ENGLISH	1
Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work! Bill Clinton, byname of William Jefferson Clinton, original name William Jefferson Blythe III, (born August 19, 1946, Hope, Arkansas, U.S.), 42nd president of the United States (1993–2001), who oversaw the country’s longest peacetime economic expansion. In 1998 he became the second U.S. president to be impeached; he was acquitted by the Senate in 1999. (For a discussion of the history and nature of the presidency, see presidency of the United States of America.) Why is Bill Clinton important? What was Bill Clinton’s childhood like? What is Bill Clinton’s family like? What is Bill Clinton’s occupation? Where was Bill Clinton educated? Bill Clinton’s father was a traveling salesman who died in an automobile accident three months before his son was born. His widow, Virginia Dell Blythe, married Roger Clinton, and, despite their unstable union (they divorced and then remarried) and her husband’s alcoholism, her son eventually took his stepfather’s name. Reared in part by his maternal grandmother, Bill Clinton developed political aspirations at an early age; they were solidified (by his own account) in July 1963, when he met and shook hands with Pres. John F. Kennedy. Clinton enrolled at Georgetown University in Washington, D.C., in 1964 and graduated in 1968 with a degree in international affairs. During his freshman and sophomore years he was elected student president, and during his junior and senior years he worked as an intern for Sen. J. William Fulbright, the Arkansas Democrat who chaired the U.S. Senate Committee on Foreign Relations. Fulbright was a vocal critic of the Vietnam War, and Clinton, like many young men of his generation, opposed the war as well. He received a draft deferment for the first year of his studies as a Rhodes Scholar at the University of Oxford in 1968 and later attempted to extend the deferment by applying to the Reserve Officers’ Training Corps (ROTC) program at the University of Arkansas School of Law. Although he soon changed his plans and returned to Oxford, thus making himself eligible for the draft, he was not chosen. While at Oxford, Clinton wrote a letter to the director of the Arkansas ROTC program thanking the director for “saving” him from the draft and explaining his concern that his opposition to the war could ruin his future “political viability.” During this period Clinton also experimented with marijuana; his later claim that he “didn’t inhale” would become the subject of much ridicule. After graduating from Yale University Law School in 1973, Clinton joined the faculty of the University of Arkansas School of Law, where he taught until 1976. In 1974 he ran unsuccessfully for a seat in the U.S. House of Representatives. In 1975 he married a fellow Yale Law graduate, attorney Hillary Rodham (Hillary Clinton), who thereafter took an active role in his political career. In the following year he was elected attorney general of Arkansas, and in 1978 he won the governorship, becoming the youngest governor the country had seen in 40 years. Governor of Arkansas After an eventful two-year term as governor, Clinton failed in his reelection bid in 1980, the year his daughter and only child, Chelsea, was born. After apologizing to voters for unpopular decisions he had made as governor (such as highway-improvement projects funded by increases in the state gasoline tax and automobile licensing fees), he regained the governor’s office in 1982 and was successively reelected three more times by substantial margins. A pragmatic, centrist Democrat, he imposed mandatory competency testing for teachers and students and encouraged investment in the state by granting tax breaks to industries. He became a prominent member of the Democratic Leadership Council, a group that sought to recast the party’s agenda away from its traditional liberalism and move it closer to what it perceived as the centre of American political life. Clinton declared his candidacy for president while still governor of Arkansas. Just before the New Hampshire presidential primary, his campaign was nearly derailed by widespread press coverage of his alleged 12-year affair with an Arkansas woman, Gennifer Flowers. In a subsequent interview watched by millions of viewers on the television news program 60 Minutes, Clinton and his wife admitted to having marital problems. Clinton’s popularity soon rebounded, and he scored a strong second-place showing in New Hampshire—a performance for which he labeled himself the “Comeback Kid.” On the strength of his middle-of-the-road approach, his apparent sympathy for the concerns of ordinary Americans (his statement “I feel your pain” became a well-known phrase), and his personal warmth, he eventually won the Democratic presidential nomination in 1992. Facing incumbent Pres. George Bush, Clinton and his running mate, Tennessee Sen. Al Gore, argued that 12 years of Republican leadership had led to political and economic stagnation. In November the Clinton-Gore ticket defeated both Bush and independent candidate Ross Perot with 43 percent of the popular vote to 37 percent for Bush and 19 percent for Perot; Clinton defeated Bush in the electoral college by a vote of 370 to 168.	<urn:uuid:e11ac478-6a56-41be-b8d2-6946ca875c31>	CC-MAIN-2020-05	https://www.britannica.com/biography/Bill-Clinton	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783621.89/warc/CC-MAIN-20200129010251-20200129040251-00335.warc.gz	en	0.983152	1,112	3.265625	3	[ -0.493455171585083, 0.07834705710411072, 0.4755514860153198, -0.02970312535762787, 0.061869680881500244, 0.21618768572807312, 0.05337102711200714, 0.005535444710403681, -0.2031172662973404, 0.18768776953220367, 0.2281799465417862, 0.4763491153717041, 0.17922210693359375, 0.0960071235895156...	2	Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work! Bill Clinton, byname of William Jefferson Clinton, original name William Jefferson Blythe III, (born August 19, 1946, Hope, Arkansas, U.S.), 42nd president of the United States (1993–2001), who oversaw the country’s longest peacetime economic expansion. In 1998 he became the second U.S. president to be impeached; he was acquitted by the Senate in 1999. (For a discussion of the history and nature of the presidency, see presidency of the United States of America.) Why is Bill Clinton important? What was Bill Clinton’s childhood like? What is Bill Clinton’s family like? What is Bill Clinton’s occupation? Where was Bill Clinton educated? Bill Clinton’s father was a traveling salesman who died in an automobile accident three months before his son was born. His widow, Virginia Dell Blythe, married Roger Clinton, and, despite their unstable union (they divorced and then remarried) and her husband’s alcoholism, her son eventually took his stepfather’s name. Reared in part by his maternal grandmother, Bill Clinton developed political aspirations at an early age; they were solidified (by his own account) in July 1963, when he met and shook hands with Pres. John F. Kennedy. Clinton enrolled at Georgetown University in Washington, D.C., in 1964 and graduated in 1968 with a degree in international affairs. During his freshman and sophomore years he was elected student president, and during his junior and senior years he worked as an intern for Sen. J. William Fulbright, the Arkansas Democrat who chaired the U.S. Senate Committee on Foreign Relations. Fulbright was a vocal critic of the Vietnam War, and Clinton, like many young men of his generation, opposed the war as well. He received a draft deferment for the first year of his studies as a Rhodes Scholar at the University of Oxford in 1968 and later attempted to extend the deferment by applying to the Reserve Officers’ Training Corps (ROTC) program at the University of Arkansas School of Law. Although he soon changed his plans and returned to Oxford, thus making himself eligible for the draft, he was not chosen. While at Oxford, Clinton wrote a letter to the director of the Arkansas ROTC program thanking the director for “saving” him from the draft and explaining his concern that his opposition to the war could ruin his future “political viability.” During this period Clinton also experimented with marijuana; his later claim that he “didn’t inhale” would become the subject of much ridicule. After graduating from Yale University Law School in 1973, Clinton joined the faculty of the University of Arkansas School of Law, where he taught until 1976. In 1974 he ran unsuccessfully for a seat in the U.S. House of Representatives. In 1975 he married a fellow Yale Law graduate, attorney Hillary Rodham (Hillary Clinton), who thereafter took an active role in his political career. In the following year he was elected attorney general of Arkansas, and in 1978 he won the governorship, becoming the youngest governor the country had seen in 40 years. Governor of Arkansas After an eventful two-year term as governor, Clinton failed in his reelection bid in 1980, the year his daughter and only child, Chelsea, was born. After apologizing to voters for unpopular decisions he had made as governor (such as highway-improvement projects funded by increases in the state gasoline tax and automobile licensing fees), he regained the governor’s office in 1982 and was successively reelected three more times by substantial margins. A pragmatic, centrist Democrat, he imposed mandatory competency testing for teachers and students and encouraged investment in the state by granting tax breaks to industries. He became a prominent member of the Democratic Leadership Council, a group that sought to recast the party’s agenda away from its traditional liberalism and move it closer to what it perceived as the centre of American political life. Clinton declared his candidacy for president while still governor of Arkansas. Just before the New Hampshire presidential primary, his campaign was nearly derailed by widespread press coverage of his alleged 12-year affair with an Arkansas woman, Gennifer Flowers. In a subsequent interview watched by millions of viewers on the television news program 60 Minutes, Clinton and his wife admitted to having marital problems. Clinton’s popularity soon rebounded, and he scored a strong second-place showing in New Hampshire—a performance for which he labeled himself the “Comeback Kid.” On the strength of his middle-of-the-road approach, his apparent sympathy for the concerns of ordinary Americans (his statement “I feel your pain” became a well-known phrase), and his personal warmth, he eventually won the Democratic presidential nomination in 1992. Facing incumbent Pres. George Bush, Clinton and his running mate, Tennessee Sen. Al Gore, argued that 12 years of Republican leadership had led to political and economic stagnation. In November the Clinton-Gore ticket defeated both Bush and independent candidate Ross Perot with 43 percent of the popular vote to 37 percent for Bush and 19 percent for Perot; Clinton defeated Bush in the electoral college by a vote of 370 to 168.	1,143	ENGLISH	1
Born in obscurity to a peasant family, she travelled to the uncrowned Dauphin of France, advising him to reclaim his French throne and defeat the English. The painting is in the Louvre Museum in Paris. She was subsequently handed over to forces loyal to English King Henry VI and after a trial she was condemned and burned at the stake in May At her trial, Joan said that she thought her age was Charles VII refused to recognize this treaty and continued resistance albeit as an uncrowned ruler. Her reputation was such that the English, led in France by the regent John, Duke of Bedford, blamed their defeats on her alleged supernatural powers. To Joan and her supporters, her mission of driving the English out of France and crowning Charles was one that was called upon her by God. Modern-day medical doctors have speculated that she may have suffered from a medical condition, such as schizophrenia or a form of epilepsy, which made her hear voices. At the time she lived, it was a settlement on the border between France and the Holy Roman Empire. It was also a place of conflicting loyalties. While the people of the village were generally loyal to Charles VII, many of the nearby territories were loyal to the Duchy of Burgundy, which was allied with the English. The ringing of church bells would sometimes trigger them. Inher village was attacked by Anglo-Burgundian forces and her family fled, returning after the attack was over. After this, she left home for the last time, going to Vaucouleurs and eventually persuading a reluctant local official named Robert de Baudricourt to give her an escort to take her to see Charles VII at his castle at Chinon. A Spiritual Biography" Crossroad Publishing, that the journey was more than miles kilometerstaking them through territory controlled by the enemy and bandits. Traveling by night, avoiding towns, and at times going through the wilderness they reached the castle. Warner notes that at her trial, Joan asked not to be pressed on what happened at Chinon, and when questioned said that Charles received a sign, of some form, to signify that her story was true. Warner points out that, contrary to popular belief, Joan was not in command of this force. Rather, the force was led by the Count of Dunois. It is the help of the King of Heaven. Even though the French now outnumbered their besiegers, their commanders were reluctant to attack the Anglo-Burgundian forces until more help arrived. Joan pressed for an assault, and eventually an attack was launched against the most isolated of the enemy fortifications to the east. With French confidence growing, the soldiers attacked one besieging fort after another, eventually breaking the siege of the city. Nash-Marshall points out that the morale boost Joan gave cannot be underestimated. More often than not, they simply preferred to stay off the battlefield. French kings were crowned at Reims, a city that at the time was under control of the Anglo-Burgundians. Despite it being behind enemy lines, Joan begged Charles to go, and the king eventually set off with a party that encountered surprisingly little resistance, actually gaining the support of several towns held by the enemy on the way. When they arrived in Reims, they held the ceremony as quickly as possible, with Charles being knighted, anointed and crowned as best as could be done under the circumstances. Joan, along with other commanders, pushed for this, but the king was hesitant. Nash-Marshall pointed out that the king actually agreed to a day truce with his enemies, a mere ruse, as it turned out, to give them time to fortify Paris. When the attack on Paris finally happened, the king was hesitant to commit the bulk of his forces to it and it ultimately failed. Furthermore, it happened on Sept. The king made a truce with the Burgundians, the allies of the English, which was to last until Christmas. Furthermore, before winter set in, Charles VII disbanded his army. Katarzyna Mazurowska Shutterstock Capture, trial and execution Without the backing of the king, Joan was unable to launch any more major attacks. On May 23 one of these attacks failed, the enemy having sufficient warning to give chase to her much smaller force.Joan of Arc was born on January 6th around the year to Jacques d'Arc and his wife Isabelle in the little village of Domremy, within the Barrois region (now . Joan of Arc Biography. Joan of Arc () is a French heroine and Roman Catholic saint. Born in obscurity to a peasant family, she travelled to the uncrowned Dauphin of France, advising him to reclaim his French throne and defeat the English. Joan of Arc is the modern-day name of a teenage woman who, driven by voices she heard, fought to drive the English out of France and crown Charles VII as the French king. Jean Auguste Dominique. Watch video · Joan of Arc, nicknamed "The Maid of Orléans," was born in in Domrémy, Bar, France. A national heroine of France, at age 18 she led the French army to . Joan of Arc (French: Jeanne d'Arc; Joan of Arc has remained a popular figure in literature, painting, sculpture, a historical theme park, for £, There is no conclusive proof that she owned the ring, but its unusual design closely matches Joan's own words about her ring at her trial. Venerated in: Roman Catholic Church, Anglican Communion. Joan of Arc – () – French saint. Jean d’Arc was a young peasant girl who inspired the Dauphin of France to renew the fight against the English. Jean d’Arc was a young peasant girl who inspired the Dauphin of France to renew the fight against the English.	<urn:uuid:163ac7f6-0c8c-4760-bfdc-44e90be50c26>	CC-MAIN-2020-05	https://puwazye.vetconnexx.com/a-biography-of-joan-of-arc-a-french-historical-figure-3428dl.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251678287.60/warc/CC-MAIN-20200125161753-20200125190753-00434.warc.gz	en	0.985	1,215	3.484375	3	[ -0.4031323194503784, 0.4359499216079712, -0.013716752640902996, 0.05494305491447449, -0.23366020619869232, -0.019093049690127373, 0.23832949995994568, 0.04804638773202896, -0.05804751440882683, -0.16919872164726257, -0.05852833390235901, -0.4396144151687622, 0.18636763095855713, 0.07541251...	1	Born in obscurity to a peasant family, she travelled to the uncrowned Dauphin of France, advising him to reclaim his French throne and defeat the English. The painting is in the Louvre Museum in Paris. She was subsequently handed over to forces loyal to English King Henry VI and after a trial she was condemned and burned at the stake in May At her trial, Joan said that she thought her age was Charles VII refused to recognize this treaty and continued resistance albeit as an uncrowned ruler. Her reputation was such that the English, led in France by the regent John, Duke of Bedford, blamed their defeats on her alleged supernatural powers. To Joan and her supporters, her mission of driving the English out of France and crowning Charles was one that was called upon her by God. Modern-day medical doctors have speculated that she may have suffered from a medical condition, such as schizophrenia or a form of epilepsy, which made her hear voices. At the time she lived, it was a settlement on the border between France and the Holy Roman Empire. It was also a place of conflicting loyalties. While the people of the village were generally loyal to Charles VII, many of the nearby territories were loyal to the Duchy of Burgundy, which was allied with the English. The ringing of church bells would sometimes trigger them. Inher village was attacked by Anglo-Burgundian forces and her family fled, returning after the attack was over. After this, she left home for the last time, going to Vaucouleurs and eventually persuading a reluctant local official named Robert de Baudricourt to give her an escort to take her to see Charles VII at his castle at Chinon. A Spiritual Biography" Crossroad Publishing, that the journey was more than miles kilometerstaking them through territory controlled by the enemy and bandits. Traveling by night, avoiding towns, and at times going through the wilderness they reached the castle. Warner notes that at her trial, Joan asked not to be pressed on what happened at Chinon, and when questioned said that Charles received a sign, of some form, to signify that her story was true. Warner points out that, contrary to popular belief, Joan was not in command of this force. Rather, the force was led by the Count of Dunois. It is the help of the King of Heaven. Even though the French now outnumbered their besiegers, their commanders were reluctant to attack the Anglo-Burgundian forces until more help arrived. Joan pressed for an assault, and eventually an attack was launched against the most isolated of the enemy fortifications to the east. With French confidence growing, the soldiers attacked one besieging fort after another, eventually breaking the siege of the city. Nash-Marshall points out that the morale boost Joan gave cannot be underestimated. More often than not, they simply preferred to stay off the battlefield. French kings were crowned at Reims, a city that at the time was under control of the Anglo-Burgundians. Despite it being behind enemy lines, Joan begged Charles to go, and the king eventually set off with a party that encountered surprisingly little resistance, actually gaining the support of several towns held by the enemy on the way. When they arrived in Reims, they held the ceremony as quickly as possible, with Charles being knighted, anointed and crowned as best as could be done under the circumstances. Joan, along with other commanders, pushed for this, but the king was hesitant. Nash-Marshall pointed out that the king actually agreed to a day truce with his enemies, a mere ruse, as it turned out, to give them time to fortify Paris. When the attack on Paris finally happened, the king was hesitant to commit the bulk of his forces to it and it ultimately failed. Furthermore, it happened on Sept. The king made a truce with the Burgundians, the allies of the English, which was to last until Christmas. Furthermore, before winter set in, Charles VII disbanded his army. Katarzyna Mazurowska Shutterstock Capture, trial and execution Without the backing of the king, Joan was unable to launch any more major attacks. On May 23 one of these attacks failed, the enemy having sufficient warning to give chase to her much smaller force.Joan of Arc was born on January 6th around the year to Jacques d'Arc and his wife Isabelle in the little village of Domremy, within the Barrois region (now . Joan of Arc Biography. Joan of Arc () is a French heroine and Roman Catholic saint. Born in obscurity to a peasant family, she travelled to the uncrowned Dauphin of France, advising him to reclaim his French throne and defeat the English. Joan of Arc is the modern-day name of a teenage woman who, driven by voices she heard, fought to drive the English out of France and crown Charles VII as the French king. Jean Auguste Dominique. Watch video · Joan of Arc, nicknamed "The Maid of Orléans," was born in in Domrémy, Bar, France. A national heroine of France, at age 18 she led the French army to . Joan of Arc (French: Jeanne d'Arc; Joan of Arc has remained a popular figure in literature, painting, sculpture, a historical theme park, for £, There is no conclusive proof that she owned the ring, but its unusual design closely matches Joan's own words about her ring at her trial. Venerated in: Roman Catholic Church, Anglican Communion. Joan of Arc – () – French saint. Jean d’Arc was a young peasant girl who inspired the Dauphin of France to renew the fight against the English. Jean d’Arc was a young peasant girl who inspired the Dauphin of France to renew the fight against the English.	1,190	ENGLISH	1
“The Internet has so far been a means to connect computers. Now it can also be a means to connect brains,” says Andrea Stocco, member of the research team at the University of Washington. The study is the first to show a non-invasive method for connecting the brains of two people. It comes a few months after the announcement of Harvard researchers about the connection between the brain of a human and an animal. The first successful experiment of the kind was made earlier in rats and was presented last February. The ultimate goal of the experiments is to “transfer knowledge directly from one brain to another,” says Dr. Stocco now. However, the latest research concerns the transmission of much simpler signals. The researcher Rajesh Rao, Dr. Stocco’s associate, was sitting in his laboratory wearing an electroencephalographic cap, which was recording the electrical activity in specific brain areas. The EEG signals were transmitted via Skype in the laboratory of Dr. Stocco on the other side of the campus. He did not see or listen to his colleague but was wearing a transcranial magnetic stimulation (or TMS) device, which was placed over his motor cortex, the brain area that coordinates the movements of the limbs. When Rao was watching a video game and thinking he was moving his index finger to press a keyboard button, the signals were transmitted to the brain of Stocco and forced him to move his index finger just like he was pressing a button. He describes the involuntary movements as “nervous tics”. “It was both fascinating and weird to see the move I imagined being translated into a real move by a different brain,” says Rao. “It was actually a one-way information flow from my brain to his. The next step is to establish a more equal communication between the two brains”. Copyright © 2012-2020 Learning Mind. All rights reserved. For permission to reprint, contact us.	<urn:uuid:d97db11d-a865-4969-912e-f52612c02d61>	CC-MAIN-2020-05	https://www.learning-mind.com/direct-human-brain-to-brain-communication-has-become-possible/?replytocom=18070	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783342.96/warc/CC-MAIN-20200128215526-20200129005526-00254.warc.gz	en	0.98222	412	3.625	4	[ -0.08492925763130188, -0.14170916378498077, -0.10870898514986038, -0.1628960818052292, -0.4216834604740143, 0.0540497712790966, 0.3244651257991791, 0.17725904285907745, 0.13753439486026764, -0.3459263741970062, 0.11926662921905518, -0.02699269726872444, 0.10619259625673294, 0.0711137056350...	2	“The Internet has so far been a means to connect computers. Now it can also be a means to connect brains,” says Andrea Stocco, member of the research team at the University of Washington. The study is the first to show a non-invasive method for connecting the brains of two people. It comes a few months after the announcement of Harvard researchers about the connection between the brain of a human and an animal. The first successful experiment of the kind was made earlier in rats and was presented last February. The ultimate goal of the experiments is to “transfer knowledge directly from one brain to another,” says Dr. Stocco now. However, the latest research concerns the transmission of much simpler signals. The researcher Rajesh Rao, Dr. Stocco’s associate, was sitting in his laboratory wearing an electroencephalographic cap, which was recording the electrical activity in specific brain areas. The EEG signals were transmitted via Skype in the laboratory of Dr. Stocco on the other side of the campus. He did not see or listen to his colleague but was wearing a transcranial magnetic stimulation (or TMS) device, which was placed over his motor cortex, the brain area that coordinates the movements of the limbs. When Rao was watching a video game and thinking he was moving his index finger to press a keyboard button, the signals were transmitted to the brain of Stocco and forced him to move his index finger just like he was pressing a button. He describes the involuntary movements as “nervous tics”. “It was both fascinating and weird to see the move I imagined being translated into a real move by a different brain,” says Rao. “It was actually a one-way information flow from my brain to his. The next step is to establish a more equal communication between the two brains”. Copyright © 2012-2020 Learning Mind. All rights reserved. For permission to reprint, contact us.	389	ENGLISH	1
Claude Monet Biography, Life, Interesting Facts Died On : Birth Place : Oscar-Claude Monet was born on November 14, 1840, in Paris, France. His parents were both second-generation Parisians. The family moved to Le Havre in Normandy for his father’s work in grocery and ship-handling business. Monet didn’t want to follow his father’s career and chose to become an artist. He was supported by his mother, who was a singer. Monet started attending Le Havre secondary school of arts in 1851. He took drawing lessons from Jacques-Francois Ochard and often drew charcoal caricatures that he sold for twenty francs. In 1856, Monet met Eugene Boudin, who became his mentor and taught Monet outdoor techniques. The following year, Monet suffered a personal loss. His mother died, and he had to leave school and go live with an aunt. Life in Paris After his mother's death, Oscar-Claude Monet traveled to Paris to visit Louvre. He ended up staying in Paris for several years. At the time, a lot of artists were copying works from the old masters at the museum, but Monet decided to paint what he saw in nature. He met several young artists and quickly made friends. In 1861, Monet was drafted to serve in the military in Algeria, for seven years. His father could have purchased his exemption but refused since Monet refused giving up painting. During his first year in service, Monet contracted typhoid fever. After this happened, his aunt intervened and tried to get him out of the army. Monet had to agree to complete a course at an art school if he would leave. In 1962, Monet became the student of Charles Gleyre. He and other young painters started working on a new approach to art, which later became known as Impressionism. During this time, Camille Doncieux became the model of several Monet’s paintings, like The Woman in the Green Dress and Women in the Garden. In 1868, she became pregnant and gave birth to their child Jean. They married in 1870. The couple lived in poverty since Monet’s work was not at all recognized. Monet successfully presented his paintings at Le Havre, but creditors seized his silver medal and paintings. In 1870, the Franco-Prussian War broke out, and Oscar-Claude Monet with his family took refuge in England. He studied works of landscape artists, which inspired Monet’s innovative color study. Still, his work was refused authorization to be included in the Royal Academy exhibition. Monet moved to Zaandam in the Netherlands. Over there he was suspected of revolutionary activities and painted 25 paintings. Monet moved back to France in 1871 and lived in a small village Argenteuil until 1878. During this time, Monet painted some of his best-known works. The first exhibition of Impressionist was held in 1974 in Paris. This event not only promoted the work of impressionists but also freed them from constraints of the Salon de Paris and let artists show their work without being judged. Oscar-Claude Monet presented four oil paintings and seven pastels. An estimated 3500 people attended the exhibition, and many works were sold. Still, some artists put too high prices on their work. Monet was asking 1000 francs for his Impression: Sunrise. In 1876 Monet’s wife Camille became ill with tuberculosis. In 1878, she and Monet had their second child, which further weakened her poor health. The same year, she was diagnosed with uterine cancer and died in 1979. Camille was only 32 years old at the time. Her death was tough on Monet. He made a study in oils of his dead wife. Although the first several months were hard on Oscar-Claude Monet, he started to produce his best work. Monet’s children went to live with Alice Hoschede, the wife of Monet’s friend, who became bankrupt and left to live in Belgium. She later moved to Paris and then to Poissy. Monet and his two children and Alice with her six moved to a house in Giverny and got married in 1892. Oscar-Claude Monet focused on landscape and seascape paintings and wanted to document the French countryside. He began painting a series of the same scene, to capture the light changes of passing seasons. Monet’s paintings started to sell for higher prices, and he was able to buy a house with a large garden in Giverny. He projected the garden and gave daily instructions to the gardener for designs and layouts. Oscar-Claude Monet's wife Alice died in 1911. Three years later, his oldest son Jean also died. Monet’s health was declining, and he started to develop cataracts. During World War I, Monet painted a series of weeping willow trees as a symbol for the fallen French soldiers. Monet’s vision was affected by cataracts, and the paintings had a general red tone. He underwent surgery to remove cataracts in 1923. Afterwards, he was able to see specific wavelengths of light, which also affected his color choices. Monet died in 1926, after suffering from lung cancer. He died at the age of 86 and insisted on a small funeral ceremony therefore only about 50 people attended the ceremony. The only heir to Monet’s belongings was his son Michel. He bequeathed his father’s home and garden to the French Academy of Fine Arts in 1966. The house and gardens were restored and opened for visitation in 1980. More People From Île-de-France More People From France Charles VII of France Marquis de Lafayette Louis de Broglie	<urn:uuid:85c45e40-88fc-4c7a-89be-b425bcbe6552>	CC-MAIN-2020-05	https://www.sunsigns.org/famousbirthdays/profile/claude-monet/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00353.warc.gz	en	0.989835	1,233	3.703125	4	[ 0.05752198398113251, 0.4671037197113037, 0.24395829439163208, -0.44007208943367004, -0.16284193098545074, 0.0006373573560267687, 0.6317777037620544, 0.3266412615776062, 0.12242567539215088, -0.203507661819458, 0.3134114742279053, -0.31878459453582764, 0.2548333406448364, 0.3686268627643585...	1	Claude Monet Biography, Life, Interesting Facts Died On : Birth Place : Oscar-Claude Monet was born on November 14, 1840, in Paris, France. His parents were both second-generation Parisians. The family moved to Le Havre in Normandy for his father’s work in grocery and ship-handling business. Monet didn’t want to follow his father’s career and chose to become an artist. He was supported by his mother, who was a singer. Monet started attending Le Havre secondary school of arts in 1851. He took drawing lessons from Jacques-Francois Ochard and often drew charcoal caricatures that he sold for twenty francs. In 1856, Monet met Eugene Boudin, who became his mentor and taught Monet outdoor techniques. The following year, Monet suffered a personal loss. His mother died, and he had to leave school and go live with an aunt. Life in Paris After his mother's death, Oscar-Claude Monet traveled to Paris to visit Louvre. He ended up staying in Paris for several years. At the time, a lot of artists were copying works from the old masters at the museum, but Monet decided to paint what he saw in nature. He met several young artists and quickly made friends. In 1861, Monet was drafted to serve in the military in Algeria, for seven years. His father could have purchased his exemption but refused since Monet refused giving up painting. During his first year in service, Monet contracted typhoid fever. After this happened, his aunt intervened and tried to get him out of the army. Monet had to agree to complete a course at an art school if he would leave. In 1962, Monet became the student of Charles Gleyre. He and other young painters started working on a new approach to art, which later became known as Impressionism. During this time, Camille Doncieux became the model of several Monet’s paintings, like The Woman in the Green Dress and Women in the Garden. In 1868, she became pregnant and gave birth to their child Jean. They married in 1870. The couple lived in poverty since Monet’s work was not at all recognized. Monet successfully presented his paintings at Le Havre, but creditors seized his silver medal and paintings. In 1870, the Franco-Prussian War broke out, and Oscar-Claude Monet with his family took refuge in England. He studied works of landscape artists, which inspired Monet’s innovative color study. Still, his work was refused authorization to be included in the Royal Academy exhibition. Monet moved to Zaandam in the Netherlands. Over there he was suspected of revolutionary activities and painted 25 paintings. Monet moved back to France in 1871 and lived in a small village Argenteuil until 1878. During this time, Monet painted some of his best-known works. The first exhibition of Impressionist was held in 1974 in Paris. This event not only promoted the work of impressionists but also freed them from constraints of the Salon de Paris and let artists show their work without being judged. Oscar-Claude Monet presented four oil paintings and seven pastels. An estimated 3500 people attended the exhibition, and many works were sold. Still, some artists put too high prices on their work. Monet was asking 1000 francs for his Impression: Sunrise. In 1876 Monet’s wife Camille became ill with tuberculosis. In 1878, she and Monet had their second child, which further weakened her poor health. The same year, she was diagnosed with uterine cancer and died in 1979. Camille was only 32 years old at the time. Her death was tough on Monet. He made a study in oils of his dead wife. Although the first several months were hard on Oscar-Claude Monet, he started to produce his best work. Monet’s children went to live with Alice Hoschede, the wife of Monet’s friend, who became bankrupt and left to live in Belgium. She later moved to Paris and then to Poissy. Monet and his two children and Alice with her six moved to a house in Giverny and got married in 1892. Oscar-Claude Monet focused on landscape and seascape paintings and wanted to document the French countryside. He began painting a series of the same scene, to capture the light changes of passing seasons. Monet’s paintings started to sell for higher prices, and he was able to buy a house with a large garden in Giverny. He projected the garden and gave daily instructions to the gardener for designs and layouts. Oscar-Claude Monet's wife Alice died in 1911. Three years later, his oldest son Jean also died. Monet’s health was declining, and he started to develop cataracts. During World War I, Monet painted a series of weeping willow trees as a symbol for the fallen French soldiers. Monet’s vision was affected by cataracts, and the paintings had a general red tone. He underwent surgery to remove cataracts in 1923. Afterwards, he was able to see specific wavelengths of light, which also affected his color choices. Monet died in 1926, after suffering from lung cancer. He died at the age of 86 and insisted on a small funeral ceremony therefore only about 50 people attended the ceremony. The only heir to Monet’s belongings was his son Michel. He bequeathed his father’s home and garden to the French Academy of Fine Arts in 1966. The house and gardens were restored and opened for visitation in 1980. More People From Île-de-France More People From France Charles VII of France Marquis de Lafayette Louis de Broglie	1,275	ENGLISH	1
Are we really afraid of these animals because culture and our environment have taught us to have it? Is it something that is born with us? Perhaps. At least that is the conclusion reached by a team from the Max Planck Institute in Germany, specializing in cognitive and brain sciences, which used the reactions of half-year-old babies to images of spiders and snakes. These were interspersed with other animals, as well as with flowers. And their bodily reactions to what they saw have helped researchers determine that fear is not learned but innate. During the experiment, the state of dilation of the pupils was studied, which implies that chemicals known as norepinephrine are secreted in the body. All this helped the team to study the levels of body stress: “When we showed them a picture of a spider or a snake instead of a flower or a fish of the same size and color, the babies reacted with the pupils much more dilated. His body reacted with stress to these animals,” says neuroscientist Stefanie Hoehl. According to the team, the reason that may reside behind this behavior is a human learning that has been acquired over the years and has been passed from parents to children for generations. Somehow, our brain is prepared to be on alert since we are born.	<urn:uuid:cd3037b7-66f3-4352-bbb9-6b5488980652>	CC-MAIN-2020-05	https://globalrealnews.com/nature/2019/07/10/the-fear-of-snakes-and-spiders-could-be-innate/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00497.warc.gz	en	0.986794	266	3.515625	4	[ 0.217742919921875, 0.1904134750366211, 0.16042302548885345, 0.40732541680336, 0.09796547144651413, 0.2446274608373642, 0.73827064037323, 0.1602049469947815, 0.048518188297748566, -0.013703699223697186, 0.1931537389755249, -0.35273730754852295, 0.31340184807777405, 0.35993990302085876, 0....	2	Are we really afraid of these animals because culture and our environment have taught us to have it? Is it something that is born with us? Perhaps. At least that is the conclusion reached by a team from the Max Planck Institute in Germany, specializing in cognitive and brain sciences, which used the reactions of half-year-old babies to images of spiders and snakes. These were interspersed with other animals, as well as with flowers. And their bodily reactions to what they saw have helped researchers determine that fear is not learned but innate. During the experiment, the state of dilation of the pupils was studied, which implies that chemicals known as norepinephrine are secreted in the body. All this helped the team to study the levels of body stress: “When we showed them a picture of a spider or a snake instead of a flower or a fish of the same size and color, the babies reacted with the pupils much more dilated. His body reacted with stress to these animals,” says neuroscientist Stefanie Hoehl. According to the team, the reason that may reside behind this behavior is a human learning that has been acquired over the years and has been passed from parents to children for generations. Somehow, our brain is prepared to be on alert since we are born.	259	ENGLISH	1
In the past there were severe misconceptions regarding medicine and treatment, while the most commonly used "lab rats" in this field were people with mental disabilities. They were subjected to torturous and at the same time completely ineffective procedures. At the very height of these procedures was the lobotomy, which reached its peak in the 30s and 40s of the last century. The lobotomy was intended to be used as a therapeutic method, which instead did irreversible brain damage in humans. The procedure was invented by Portuguese physician António Egas Moniz in 1935 and is the surgical cutting away of parts of the frontal lobe of the brain. After such an operation, the more violent patients of the hospital were pacified. The lobotomy was popularized by American M.D. Walter Freeman, who came up with a simpler method of applying it. The dedicated doctor stuck an orbitoclast above the eye of the patient, hit its bottom with a hammer in order to reach the brain, then moved it around, took it out and repeated this procedure over the other eye. After this inhuman intervention, patients were not cured but became visibly calmer and easier to control. The lobotomy caused severe and irreversible brain damage, with about 100 000 people undergoing it. Until the end of the 19th century, there were dozens of legal reasons by which a person could end up in an insane asylum. Among these were jealousy, greed, superstition, laziness, egotism. Besides straitjackets for patients in need, there were also restraint chairs and restraint masks. In the 19th and 20th centuries, society did not show much sympathy towards people with psychological illnesses and did not even consider them to be sick, thereby not treating them humanely at all. The mentally ill were tied up in chairs, with masks placed over their faces and sometimes even locked up in wooden cages. Some patients were placed in rotating beds, which had the goal of bringing the sick person to complete unconsciousness. Pouring buckets of ice cold water and electric shock procedures were also part of the routine treatments for the mentally ill. However, this cruelty only contributed to more damage to their behavior and mental state.See more	<urn:uuid:36f6ba29-04d4-4a9e-96e7-0bad8da192af>	CC-MAIN-2020-05	https://mysteries24.com/n3-58896-Horrors_of_Insane_Asylums_in_the_Past	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00472.warc.gz	en	0.985247	449	3.40625	3	[ 0.11932594329118729, 0.11953853070735931, 0.12355504184961319, -0.040072258561849594, -0.25345197319984436, 0.033529285341501236, 0.6269750595092773, 0.6196765303611755, -0.28508174419403076, -0.05163425952196121, 0.23528385162353516, -0.05477386713027954, -0.07390517741441727, 0.442391902...	2	In the past there were severe misconceptions regarding medicine and treatment, while the most commonly used "lab rats" in this field were people with mental disabilities. They were subjected to torturous and at the same time completely ineffective procedures. At the very height of these procedures was the lobotomy, which reached its peak in the 30s and 40s of the last century. The lobotomy was intended to be used as a therapeutic method, which instead did irreversible brain damage in humans. The procedure was invented by Portuguese physician António Egas Moniz in 1935 and is the surgical cutting away of parts of the frontal lobe of the brain. After such an operation, the more violent patients of the hospital were pacified. The lobotomy was popularized by American M.D. Walter Freeman, who came up with a simpler method of applying it. The dedicated doctor stuck an orbitoclast above the eye of the patient, hit its bottom with a hammer in order to reach the brain, then moved it around, took it out and repeated this procedure over the other eye. After this inhuman intervention, patients were not cured but became visibly calmer and easier to control. The lobotomy caused severe and irreversible brain damage, with about 100 000 people undergoing it. Until the end of the 19th century, there were dozens of legal reasons by which a person could end up in an insane asylum. Among these were jealousy, greed, superstition, laziness, egotism. Besides straitjackets for patients in need, there were also restraint chairs and restraint masks. In the 19th and 20th centuries, society did not show much sympathy towards people with psychological illnesses and did not even consider them to be sick, thereby not treating them humanely at all. The mentally ill were tied up in chairs, with masks placed over their faces and sometimes even locked up in wooden cages. Some patients were placed in rotating beds, which had the goal of bringing the sick person to complete unconsciousness. Pouring buckets of ice cold water and electric shock procedures were also part of the routine treatments for the mentally ill. However, this cruelty only contributed to more damage to their behavior and mental state.See more	462	ENGLISH	1
HIV stigma & discrimination 'HIV the disease is the easy bit… It's how other people relate to us being positive, that's the difficult bit.' Prejudice & stigma Prejudice means judging somebody without really knowing much about them. Stigma occurs when we 'label' somebody in a way that hurts their standing in the community, (e.g. as immoral, deviant, or less than human). Stigma can have terrible consequences, including dividing or isolating people and contributing to poor health. Stigmatised people often believe that they are somehow 'bad'. For instance, one man we talked to thought that his physical pains were punishment for having HIV until his nurse told him this was not true. The fear of stigma can also affect people even if they do not actually experience stigma in real life. For instance, in the late 1980s, one gay man told no-one his partner was dying from HIV because 'there was a stigma attached to it,' yet he 'desperately, desperately wanted to tell someone.' He later found that people around him were accepting of HIV when his partner died. In 2005 gay men seemed to feel less need to be secretive about their HIV status, but many black African people we talked to often said that they still needed to hide their illness from their communities (see 'Secrecy and telling people'). People with HIV faced stigma on a number of fronts because HIV touches on so many social taboos including sexuality, death, sexual practices (e.g. practicing anal sex), gender roles, morality (e.g. whether or not they were a 'good' or 'bad' person), race and mental health. Many thought that HIV is especially stigmatised because it is mainly caught through sex and often thought to affect 'promiscuous' people. Some people remarked that the only way to overcome prejudice and stigma was to be more open about the disease and try to listen to people who have HIV. HIV positive can be judged as having been 'promiscuous', which is unfair. Explains that listening to others can begin to break down prejudices. Stigma feeds off ignorance, since people tend to fear what they do not understand. People we talked to from African communities said that there is much misinformation about HIV in their communities. African participants in particular admitted that they had been ignorant about HIV before they were diagnosed e.g. 'I was one of those people, when I used to go to restaurants, I used not to drink from glasses.' Accurate information can be a powerful antidote to stigma. Gay men in the UK are relatively well informed, although some gay men who were recent immigrations or who were still at school could know less about HIV. However, gay men with HIV still experience (and fear) stigma in the gay and wider communities, and this particularly worries men living outside London. Some of his neighbours in a small English village are still ignorant about HIV. In the UK, stigma and fear of HIV have lessened. But some people feared that the recent prosecutions of people for the transmission of HIV in the UK through the Offences Against the Person Act may again stigmatise HIV positive people. Argues that prosecutions of people for HIV transmission stigmatises him as a potential criminal. Africans in the UK could be particularly frightened of HIV: 'Africans are very, very scared because back in Africa people are really dying… they don't realise that here in the UK… medication can control it and it's not that easy to pass on.' African participants also reported being socially excluded more than white gay men: 'They (Africans) will avoid people nicely, in a nice way you know.' African participants also worried that rumours would be spread about them. However, some family members who were highly informed about HIV (e.g. health professionals) could be most helpful and supportive. While shocked about her HIV status, her sister was a health professional with experience in HIV,... The very first person I told was my sister and I had to tell her because she was working in my hospital then. And she… the midwives that were going to be working with me are people she knew, and they knew me as her sister and all that. So there was no way I could keep it away from her. So I had to tell her, she was OK with it because she apparently had been working with a lot of women. She had been working with… she knew of a lot of women with HIV coming in, but she was very shocked. She was saying oh because we have a lot of people from Uganda and Zambia, from East Africa, again you know, which is true, it's a higher number from that side you know. And she said not really… she's never come across someone from our country and all that. So she was shocked about my diagnosis. But she was quite good, she was… And I've never had any problems with going to her home and not… people have had experiences of going to people's homes, and using their cups, and then the cup disappears, yeah. And people have been told not to come out of chairs, when they sit in a chair, they say stay there you know, that kind of thing. But my sister she wasn't, she's not like that, she wasn't like that, and she still isn't like that now. So that was helpful because she wasn't ignorant about it, yeah. Health care and employment Although HIV specialist health staff were often highly valued, many of the people we talked to said that other kinds of health workers did not understand the virus, or discriminated against them. There were also concerns that some (not all) employers still discriminate against people with HIV, despite new anti-discrimination laws (the Equality Act). Discrimination against HIV positive people can, and should, be challenged. Some employers have policies that support HIV positive people but others do not. (Read by an actor.) So there's a problem... don't disclose... don't, don't disclose. No it's a diffic, you've got to keep a balance, sometimes you've got to do it, sometimes, you've got to be careful how you handle it you know… Some employer's understand it, they, they are very sympathetic, they understand HIV issues. They understand that HIV positive people are employable... got... the policy... in place. A number of people... got public and private jobs, in the mainstream jobs, there are quite a number of HIV positive people there. Because some of these employers they've got HIV policies in place. They are being much more aware about HIV, much more... about it. They are not any more ignorant they... or something. So they employ people. And they get more support you know as an employee. They give more support to... HIV positive people, but not all of them, not all of them, and that's... that's... thing we are complaining about you know… Employers… should educate themselves about HIV issues… and try to have policy in their place of work to be able to employ HIV positive people. They can work. To contribute to society, pay tax. The good thing... is that the DDA, you know the Disability Discrimination Act which the government has brought in place, that's really helped because HIV positive people have been included in it. So if the employers throw HIV positive people out it can be taken to court now. About two, two and a half weeks ago, three weeks ago I think, an HIV positive person was sacked from a job, then he took the employers to court and he won his case… After assessing the situation you might find it is good to disclose. Sometimes it makes it easier then…if they have a policy in place. Homophobia and racism People also had to deal with other forms of prejudice. For the gay men homophobia (fear and hatred of homosexuals) was more of an issue when they were younger when homosexuality was sometimes considered 'dark and shameful'. The impression is that homophobia is much less 'in your face' as men get older, and London was seen as being more tolerant (and even positive about) homosexuality than areas outside of the city. Believes that in the current social climate, young gay men in particular can feel ashamed by HIV. Racism is the belief that some races are better than others, with people from some racial groups having more advantages in society than others (e.g. financial and political). Some African participants had experienced racism and the lack of opportunities for Africans in the UK. It was also acknowledged that the role of racism (when it comes to Africans with HIV) is difficult to gauge since there is such diversity within - and differences between - African networks. This can make it hard for African communities themselves to respond to HIV. Argues that the health system can be at once caring and hostile towards Africans, and so Africans... Yeah because at the same time the system is very hostile. Yeah, some people when they get tested, will not access services. Yeah they will not access services because they will look at immigration issues, they will look at that. But you see, at the same time, when you find helpful people, they will try to work around how to normalise your life by even sorting out the issues that you have. You can get hostile responses and you can also get good responses, yes very helpful… Right, yeah it also depends on how you as an individual relate to them yeah… But also some, some care... I mean some care trusts would be very hostile to such African communities. And while some definitely are very helpful, they don't look at ethnicity, yeah. And in fact by demography you find that people, you find blacks will be isolated to a certain specific area. Because the systems supports that. Yeah. For instance, if you've go to East London, you find a lot of black people. Because the system supports them. There is no hostile… you know hostility around them, yeah so. Argues that diverse African communities need a more unified response to HIV. (Read by an actor.) And it… unless people wake up and says look, this is a problem for the African community as a whole… And you find that some people can even go to lengths and say well it's, maybe it's racism. I say that's not racism, it's just you as a community, you've got problems yourselves. Once you work out the problems, you know these things, you know, it can work for you. So, I mean the community's so diverse in itself… So, so for me in the field it's really frustrating... But it's a shame, I mean for me there is a huge potential for me to explore, but it's just that, to help secure support for, you know to get the right things in the right place. It's, that's what's frustrating. Fighting back against stigma History shows that stigma is not inevitable and many people we talked to were very keen to tackle stigma. This was happening in a number of ways: - by people educating themselves and others about HIV, and joining forces with other HIV positive people (e.g. in social groups - people with HIV talking about HIV more openly in their own lives ('I have learnt in my opinion it is better to talk about it because if we don't there is always going to be stigma') - by confronting those who discriminate - by viewing HIV as effectively no different from other chronic conditions - using humour to confront people - the way that others not infected with HIV reach out and show care and support, which made a big difference to people's lives - by participating in this project - finally, by recognising that those who stigmatise are actually the victims of stigma. As one man pointed out, his family (who were not supportive when he was diagnosed HIV positive) were victims of the virus because 'the society in which they lived would not allow them to be compassionate and talk and get the support they needed.' Appeals to people of 'mixed heritage' to overcome stigma and ignorance for their own surivival. He belongs to many minorities and has to challenge prejudices. Last reviewed May 2017. Last updated January 2013.	<urn:uuid:b3192371-f2f9-468e-8790-3eecad1abdb8>	CC-MAIN-2020-05	https://healthtalk.org/hiv/hiv-stigma-discrimination	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00134.warc.gz	en	0.9878	2,535	3.609375	4	[ 0.247600257396698, 0.3116203546524048, 0.22630064189434052, 0.1462099403142929, 0.1883305013179779, 0.142802894115448, 0.914670467376709, 0.12039005756378174, 0.0760745257139206, 0.19829979538917542, 0.48992669582366943, -0.17570209503173828, 0.21067005395889282, -0.009713340550661087, 0...	2	HIV stigma & discrimination 'HIV the disease is the easy bit… It's how other people relate to us being positive, that's the difficult bit.' Prejudice & stigma Prejudice means judging somebody without really knowing much about them. Stigma occurs when we 'label' somebody in a way that hurts their standing in the community, (e.g. as immoral, deviant, or less than human). Stigma can have terrible consequences, including dividing or isolating people and contributing to poor health. Stigmatised people often believe that they are somehow 'bad'. For instance, one man we talked to thought that his physical pains were punishment for having HIV until his nurse told him this was not true. The fear of stigma can also affect people even if they do not actually experience stigma in real life. For instance, in the late 1980s, one gay man told no-one his partner was dying from HIV because 'there was a stigma attached to it,' yet he 'desperately, desperately wanted to tell someone.' He later found that people around him were accepting of HIV when his partner died. In 2005 gay men seemed to feel less need to be secretive about their HIV status, but many black African people we talked to often said that they still needed to hide their illness from their communities (see 'Secrecy and telling people'). People with HIV faced stigma on a number of fronts because HIV touches on so many social taboos including sexuality, death, sexual practices (e.g. practicing anal sex), gender roles, morality (e.g. whether or not they were a 'good' or 'bad' person), race and mental health. Many thought that HIV is especially stigmatised because it is mainly caught through sex and often thought to affect 'promiscuous' people. Some people remarked that the only way to overcome prejudice and stigma was to be more open about the disease and try to listen to people who have HIV. HIV positive can be judged as having been 'promiscuous', which is unfair. Explains that listening to others can begin to break down prejudices. Stigma feeds off ignorance, since people tend to fear what they do not understand. People we talked to from African communities said that there is much misinformation about HIV in their communities. African participants in particular admitted that they had been ignorant about HIV before they were diagnosed e.g. 'I was one of those people, when I used to go to restaurants, I used not to drink from glasses.' Accurate information can be a powerful antidote to stigma. Gay men in the UK are relatively well informed, although some gay men who were recent immigrations or who were still at school could know less about HIV. However, gay men with HIV still experience (and fear) stigma in the gay and wider communities, and this particularly worries men living outside London. Some of his neighbours in a small English village are still ignorant about HIV. In the UK, stigma and fear of HIV have lessened. But some people feared that the recent prosecutions of people for the transmission of HIV in the UK through the Offences Against the Person Act may again stigmatise HIV positive people. Argues that prosecutions of people for HIV transmission stigmatises him as a potential criminal. Africans in the UK could be particularly frightened of HIV: 'Africans are very, very scared because back in Africa people are really dying… they don't realise that here in the UK… medication can control it and it's not that easy to pass on.' African participants also reported being socially excluded more than white gay men: 'They (Africans) will avoid people nicely, in a nice way you know.' African participants also worried that rumours would be spread about them. However, some family members who were highly informed about HIV (e.g. health professionals) could be most helpful and supportive. While shocked about her HIV status, her sister was a health professional with experience in HIV,... The very first person I told was my sister and I had to tell her because she was working in my hospital then. And she… the midwives that were going to be working with me are people she knew, and they knew me as her sister and all that. So there was no way I could keep it away from her. So I had to tell her, she was OK with it because she apparently had been working with a lot of women. She had been working with… she knew of a lot of women with HIV coming in, but she was very shocked. She was saying oh because we have a lot of people from Uganda and Zambia, from East Africa, again you know, which is true, it's a higher number from that side you know. And she said not really… she's never come across someone from our country and all that. So she was shocked about my diagnosis. But she was quite good, she was… And I've never had any problems with going to her home and not… people have had experiences of going to people's homes, and using their cups, and then the cup disappears, yeah. And people have been told not to come out of chairs, when they sit in a chair, they say stay there you know, that kind of thing. But my sister she wasn't, she's not like that, she wasn't like that, and she still isn't like that now. So that was helpful because she wasn't ignorant about it, yeah. Health care and employment Although HIV specialist health staff were often highly valued, many of the people we talked to said that other kinds of health workers did not understand the virus, or discriminated against them. There were also concerns that some (not all) employers still discriminate against people with HIV, despite new anti-discrimination laws (the Equality Act). Discrimination against HIV positive people can, and should, be challenged. Some employers have policies that support HIV positive people but others do not. (Read by an actor.) So there's a problem... don't disclose... don't, don't disclose. No it's a diffic, you've got to keep a balance, sometimes you've got to do it, sometimes, you've got to be careful how you handle it you know… Some employer's understand it, they, they are very sympathetic, they understand HIV issues. They understand that HIV positive people are employable... got... the policy... in place. A number of people... got public and private jobs, in the mainstream jobs, there are quite a number of HIV positive people there. Because some of these employers they've got HIV policies in place. They are being much more aware about HIV, much more... about it. They are not any more ignorant they... or something. So they employ people. And they get more support you know as an employee. They give more support to... HIV positive people, but not all of them, not all of them, and that's... that's... thing we are complaining about you know… Employers… should educate themselves about HIV issues… and try to have policy in their place of work to be able to employ HIV positive people. They can work. To contribute to society, pay tax. The good thing... is that the DDA, you know the Disability Discrimination Act which the government has brought in place, that's really helped because HIV positive people have been included in it. So if the employers throw HIV positive people out it can be taken to court now. About two, two and a half weeks ago, three weeks ago I think, an HIV positive person was sacked from a job, then he took the employers to court and he won his case… After assessing the situation you might find it is good to disclose. Sometimes it makes it easier then…if they have a policy in place. Homophobia and racism People also had to deal with other forms of prejudice. For the gay men homophobia (fear and hatred of homosexuals) was more of an issue when they were younger when homosexuality was sometimes considered 'dark and shameful'. The impression is that homophobia is much less 'in your face' as men get older, and London was seen as being more tolerant (and even positive about) homosexuality than areas outside of the city. Believes that in the current social climate, young gay men in particular can feel ashamed by HIV. Racism is the belief that some races are better than others, with people from some racial groups having more advantages in society than others (e.g. financial and political). Some African participants had experienced racism and the lack of opportunities for Africans in the UK. It was also acknowledged that the role of racism (when it comes to Africans with HIV) is difficult to gauge since there is such diversity within - and differences between - African networks. This can make it hard for African communities themselves to respond to HIV. Argues that the health system can be at once caring and hostile towards Africans, and so Africans... Yeah because at the same time the system is very hostile. Yeah, some people when they get tested, will not access services. Yeah they will not access services because they will look at immigration issues, they will look at that. But you see, at the same time, when you find helpful people, they will try to work around how to normalise your life by even sorting out the issues that you have. You can get hostile responses and you can also get good responses, yes very helpful… Right, yeah it also depends on how you as an individual relate to them yeah… But also some, some care... I mean some care trusts would be very hostile to such African communities. And while some definitely are very helpful, they don't look at ethnicity, yeah. And in fact by demography you find that people, you find blacks will be isolated to a certain specific area. Because the systems supports that. Yeah. For instance, if you've go to East London, you find a lot of black people. Because the system supports them. There is no hostile… you know hostility around them, yeah so. Argues that diverse African communities need a more unified response to HIV. (Read by an actor.) And it… unless people wake up and says look, this is a problem for the African community as a whole… And you find that some people can even go to lengths and say well it's, maybe it's racism. I say that's not racism, it's just you as a community, you've got problems yourselves. Once you work out the problems, you know these things, you know, it can work for you. So, I mean the community's so diverse in itself… So, so for me in the field it's really frustrating... But it's a shame, I mean for me there is a huge potential for me to explore, but it's just that, to help secure support for, you know to get the right things in the right place. It's, that's what's frustrating. Fighting back against stigma History shows that stigma is not inevitable and many people we talked to were very keen to tackle stigma. This was happening in a number of ways: - by people educating themselves and others about HIV, and joining forces with other HIV positive people (e.g. in social groups - people with HIV talking about HIV more openly in their own lives ('I have learnt in my opinion it is better to talk about it because if we don't there is always going to be stigma') - by confronting those who discriminate - by viewing HIV as effectively no different from other chronic conditions - using humour to confront people - the way that others not infected with HIV reach out and show care and support, which made a big difference to people's lives - by participating in this project - finally, by recognising that those who stigmatise are actually the victims of stigma. As one man pointed out, his family (who were not supportive when he was diagnosed HIV positive) were victims of the virus because 'the society in which they lived would not allow them to be compassionate and talk and get the support they needed.' Appeals to people of 'mixed heritage' to overcome stigma and ignorance for their own surivival. He belongs to many minorities and has to challenge prejudices. Last reviewed May 2017. Last updated January 2013.	2,512	ENGLISH	1
The Jazz music has formed a sagacity of combination amid the African American and the White in the music industry. It has unified the people in the United States and carried them globally together. After the Civil War, the Black Americans started playing woodwind and brass instruments leaving the military bands of both the Unions and Allied services. In today’s world the Jazz music is developing in many ways. Jazz music experienced an increase in fame in 1920’s. Jazz is measured as fundamental part of African American culture. The Jazz music created a sense of novelty, uniqueness and social interconnection among the Black musician, but they were rarely accredited for devising it. The word ‘Jazz ‘derived from a Creole word that means both African dance and procreation. The Jazz music was so powerful that the Civil Rights movement was enforced to join the act to rise its existence in the social awareness and the cultural terrain. In 1920s Jazz music established a strong African American community specially in the Southern part of the United States. During 1920s poetry was growing its popularity at the same time as jazz was gaining its demand in the American society. The Jazz era was a post WWI movement in 1920s. The rise of the Jazz era was accredited to the Black Americans but both the White and the Black Americans also in charge for its vast growth in its popularity. There was a confusion about who was the father of the Jazz music? Some people believed that Jazz was born in 1895 when Buddy Bolden introduced his new band and others believed that Nick LaRocca recorded his first Jazz, ‘Livery Stable Blues’ in 1917, and the Jazz music was born then. Whatever it was the Jazz Age was a social period and drive that took place during 1920s from which the Americans achieved both new styles of music and dance steps. The Jazz Age was named by F. Scott Fitzgerald who reached the peak of his fame as a writer with the publication in 1925 ‘The Great Gatsby’. West African culture and musical appearance was the root of Jazz music and dance. It also added African American music backgrounds including Ragtime, Blues and European military band music. The Jazz Age provided a growth to female musicians such as Bessie Smith. The increase of Jazz music was a part in growth of women’s rights. The Jazz was an initial bond to the Black and the White culture in America. The Jazz Age frequently mentioned as a unification with the Roaring Twenties. The 1920s was a decade of success with great change in both socially and culturally. The increase of financial stability in 1920s allowed many Americans to be able to spend more on entertainment such as movies and music. Entertainment and movies became a large part of American culture. New styles of music and dance helped to push social norm specially for young generation. A long-term rebellious action finally ended in 1920s and the United States acquired the Nineteenth Amendment in the Constitution and the women achieved their rights to vote. The new ‘American Women’ were born. The women were no longer limited to working as home helps, women were more easily able to earn money by working as a clerk in offices, jobs in retail stores and in Jazz clubs also. Advertising gradually pointing women to focus on a new approach in appealing to their newly adopt wisdom of self-regulating femininity. Jazz was an American music which initially illustrated the attention of the French. The media in Paris started publishing the new trend of Jazz and exoticism. The new trend of the new women was mentioned as ‘flappers. In 1920s the flappers were the energetic young women who wore short skirts, listened to jazz music, bobbled hair and flaunted their scorn for what then measured as an okay behavior. The flappers would wear the newest fashions, be profligate living, smoke, know the latest dance style and drink alcohol. From 1915 to 1955, Jazz was the leading form of widespread music for dancing in the United States. Jazz was basically creation of the Black Americans and its audiences were diverse, while in large portion now the audience of this tune is mostly the White. Jazz was more than just a music, it was a drive, a cultural drive that influenced the young generation in language, dress and attitude. The Jazz Age got its popularity at the time when the sale, distribution and production of alcohol was prohibited in the United States but still there was a led to the progress of undisclosed illegal bars mostly in urban areas. Jazz was always been an urban music. Jazz tied to urban nightlife, dance halls and concert stages. Jazz music aided to urbanize America and as well as African -American lifestyles. The Jazz became more notable after WWII. The Jazz became self -deliberately as a music intended for listening than to dance. Jazz has been captivated by other sorts of music like hip hop, pop and rock. Because of its popularity Pop singers perform with Jazz musicians. The Jazz music has a distinctive diagram covers a melody that starts with a certain key increase in a higher pitch, and at that point transfers in low pitch. Jazz was known as people’s music because it was deeply influenced by the nearby social conditions where it was played. Many Rap musicians combined rap with Jazz. Jazz is not admired in the United States only, it is very popular to the Jazz Lovers around the world. The Jazz is the only home-grown music besides the Native American music. Harmony and rhythm are the two main characteristics of Jazz music. It also has improvisation, and for that, the transcript that makes melody hums fuller. Jazz gave the African American’s their voice and declared that they had a very actual pole in the America and its success. The Jazz was widespread in the 20th century for the Whites to show briefly support and interest the Black Americans and their culture. Jazz has an impact on the politics, too. In 1950s affection of the Jazz music completed a part of an elect group with pleasing open-minded perceptions and awareness.	<urn:uuid:03a02c31-12b6-496b-bc2f-925c0b7f1353>	CC-MAIN-2020-05	https://tooly.io/jazz-music-an-important-part-of-history/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250607118.51/warc/CC-MAIN-20200122131612-20200122160612-00240.warc.gz	en	0.984778	1,222	3.78125	4	[ -0.06423942744731903, -0.10587537288665771, 0.025920622050762177, -0.28137990832328796, -0.2602115273475647, 0.26573771238327026, -0.2540649473667145, -0.1057678610086441, 0.19457823038101196, -0.042776208370923996, 0.5862371325492859, 0.441148966550827, 0.07443105429410934, -0.11585447192...	1	The Jazz music has formed a sagacity of combination amid the African American and the White in the music industry. It has unified the people in the United States and carried them globally together. After the Civil War, the Black Americans started playing woodwind and brass instruments leaving the military bands of both the Unions and Allied services. In today’s world the Jazz music is developing in many ways. Jazz music experienced an increase in fame in 1920’s. Jazz is measured as fundamental part of African American culture. The Jazz music created a sense of novelty, uniqueness and social interconnection among the Black musician, but they were rarely accredited for devising it. The word ‘Jazz ‘derived from a Creole word that means both African dance and procreation. The Jazz music was so powerful that the Civil Rights movement was enforced to join the act to rise its existence in the social awareness and the cultural terrain. In 1920s Jazz music established a strong African American community specially in the Southern part of the United States. During 1920s poetry was growing its popularity at the same time as jazz was gaining its demand in the American society. The Jazz era was a post WWI movement in 1920s. The rise of the Jazz era was accredited to the Black Americans but both the White and the Black Americans also in charge for its vast growth in its popularity. There was a confusion about who was the father of the Jazz music? Some people believed that Jazz was born in 1895 when Buddy Bolden introduced his new band and others believed that Nick LaRocca recorded his first Jazz, ‘Livery Stable Blues’ in 1917, and the Jazz music was born then. Whatever it was the Jazz Age was a social period and drive that took place during 1920s from which the Americans achieved both new styles of music and dance steps. The Jazz Age was named by F. Scott Fitzgerald who reached the peak of his fame as a writer with the publication in 1925 ‘The Great Gatsby’. West African culture and musical appearance was the root of Jazz music and dance. It also added African American music backgrounds including Ragtime, Blues and European military band music. The Jazz Age provided a growth to female musicians such as Bessie Smith. The increase of Jazz music was a part in growth of women’s rights. The Jazz was an initial bond to the Black and the White culture in America. The Jazz Age frequently mentioned as a unification with the Roaring Twenties. The 1920s was a decade of success with great change in both socially and culturally. The increase of financial stability in 1920s allowed many Americans to be able to spend more on entertainment such as movies and music. Entertainment and movies became a large part of American culture. New styles of music and dance helped to push social norm specially for young generation. A long-term rebellious action finally ended in 1920s and the United States acquired the Nineteenth Amendment in the Constitution and the women achieved their rights to vote. The new ‘American Women’ were born. The women were no longer limited to working as home helps, women were more easily able to earn money by working as a clerk in offices, jobs in retail stores and in Jazz clubs also. Advertising gradually pointing women to focus on a new approach in appealing to their newly adopt wisdom of self-regulating femininity. Jazz was an American music which initially illustrated the attention of the French. The media in Paris started publishing the new trend of Jazz and exoticism. The new trend of the new women was mentioned as ‘flappers. In 1920s the flappers were the energetic young women who wore short skirts, listened to jazz music, bobbled hair and flaunted their scorn for what then measured as an okay behavior. The flappers would wear the newest fashions, be profligate living, smoke, know the latest dance style and drink alcohol. From 1915 to 1955, Jazz was the leading form of widespread music for dancing in the United States. Jazz was basically creation of the Black Americans and its audiences were diverse, while in large portion now the audience of this tune is mostly the White. Jazz was more than just a music, it was a drive, a cultural drive that influenced the young generation in language, dress and attitude. The Jazz Age got its popularity at the time when the sale, distribution and production of alcohol was prohibited in the United States but still there was a led to the progress of undisclosed illegal bars mostly in urban areas. Jazz was always been an urban music. Jazz tied to urban nightlife, dance halls and concert stages. Jazz music aided to urbanize America and as well as African -American lifestyles. The Jazz became more notable after WWII. The Jazz became self -deliberately as a music intended for listening than to dance. Jazz has been captivated by other sorts of music like hip hop, pop and rock. Because of its popularity Pop singers perform with Jazz musicians. The Jazz music has a distinctive diagram covers a melody that starts with a certain key increase in a higher pitch, and at that point transfers in low pitch. Jazz was known as people’s music because it was deeply influenced by the nearby social conditions where it was played. Many Rap musicians combined rap with Jazz. Jazz is not admired in the United States only, it is very popular to the Jazz Lovers around the world. The Jazz is the only home-grown music besides the Native American music. Harmony and rhythm are the two main characteristics of Jazz music. It also has improvisation, and for that, the transcript that makes melody hums fuller. Jazz gave the African American’s their voice and declared that they had a very actual pole in the America and its success. The Jazz was widespread in the 20th century for the Whites to show briefly support and interest the Black Americans and their culture. Jazz has an impact on the politics, too. In 1950s affection of the Jazz music completed a part of an elect group with pleasing open-minded perceptions and awareness.	1,256	ENGLISH	1
Horses of the Wild West Horses played a huge role in the development of the Wild West. They helped cowboys with various tasks on the farm, like moving cattle and pulling wagons. Without them, the West wouldn’t have thrived the way it did. Let’s check out all the different horses that helped the cowboys to build the Wild West and their history. Their Role in the Wild West The Native Americans and the Spanish are responsible for horses thriving in North America. The Spanish introduced them here in the early 1500s but the Native Americans helped to breed them to what they are today. They became great assets to day-to-day life and helped the Wild West to evolve. Horses were considered very important and those who had them were considered wealthy. Once the cowboys began to settle the Wild West, horses continued to serve a very important purpose in everyday life. Without horses, the cowboys of the Wild West would have not been able to thrive like they did, and still do. These majestic animals helped out in so many ways, like on the farm. Due to their size and strength, they could pull plows or wagons. They also were perfect for jobs like rounding up livestock or even hunting. They brought a whole new way to get around and made things go a lot quicker and smoother. Today, horses are still perfect for cattle drives and they also coexist well with other livestock. They are almost like an alarm system for your pasture, alerting you to any danger that may be lurking. Many people also have horses for fun – riding on the weekends in the mountains or taking them to events. They continue to build strong relationships. The Different Breeds There are a lot of different breeds of horses that we know and love today. However, only a handful were prominent in the shaping of the Wild West. The Palomino was brought over from Spain so that this beautiful horse could thrive in North America. It is a golden horse with a platinum mane and they "were often the revered choice of steed for many royal leaders." Another beautiful horse with a simple look is the Buckskin. This horse has "become a symbol of life on the American Frontier", with its beautiful tan skin and dark legs and mane/tail. Suited for war and hunting, the Appaloosas were found among the Nez-Perce Indians of the Pacific Northwest. Appaloosas were "practical, hardy, and versatile with the additional advantages of tractability, good sense, and almost endless stamina." These horses are either spotted all over or only on the hindquarters, giving them a very distinct look. Unfortunately, in 1877, a war occurred and the herds were dispersed and did not appear again until the late 1800s and early 1900s. America’s first recognized horse breed was the Morgan. This horse could be found on both sides in the American Civil War, they were draft horses, stock horses, farm horses, racing horses, and could also be found among miners in the California Gold Rush. Although the breed almost died out in the 1870s, "Morgan blood heavily influenced the development of Quarter Horses in Texas." Many of the horses that helped shape the Wild West can be found in barns today. Each horse is different, having played a different role, giving them an important part in the history of the Wild West. A Cowboy & His Horse Without a horse, the Wild West wouldn’t have thrived like it did. Palominos, Appaloosas, and Morgans helped to herd cattle, fight in wars, and even hunt. They changed and improved the cowboy way of life. Cowboys would not have been able to perform many daily tasks so easily and help shape the West to what we know and love today.	<urn:uuid:91e4a7e7-b5d5-425f-9d84-edcb7f83042a>	CC-MAIN-2020-05	https://wildwestliving.com/blogs/news/horses-of-the-wild-west	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608062.57/warc/CC-MAIN-20200123011418-20200123040418-00227.warc.gz	en	0.982745	781	3.28125	3	[ 0.005127609707415104, 0.009333642199635506, 0.4013322591781616, 0.4829004406929016, -0.08880145847797394, 0.1699821650981903, -0.2120291292667389, 0.27653878927230835, 0.2876899838447571, -0.059577714651823044, -0.3613254427909851, -0.06476974487304688, 0.5448378324508667, -0.0109852124005...	10	Horses of the Wild West Horses played a huge role in the development of the Wild West. They helped cowboys with various tasks on the farm, like moving cattle and pulling wagons. Without them, the West wouldn’t have thrived the way it did. Let’s check out all the different horses that helped the cowboys to build the Wild West and their history. Their Role in the Wild West The Native Americans and the Spanish are responsible for horses thriving in North America. The Spanish introduced them here in the early 1500s but the Native Americans helped to breed them to what they are today. They became great assets to day-to-day life and helped the Wild West to evolve. Horses were considered very important and those who had them were considered wealthy. Once the cowboys began to settle the Wild West, horses continued to serve a very important purpose in everyday life. Without horses, the cowboys of the Wild West would have not been able to thrive like they did, and still do. These majestic animals helped out in so many ways, like on the farm. Due to their size and strength, they could pull plows or wagons. They also were perfect for jobs like rounding up livestock or even hunting. They brought a whole new way to get around and made things go a lot quicker and smoother. Today, horses are still perfect for cattle drives and they also coexist well with other livestock. They are almost like an alarm system for your pasture, alerting you to any danger that may be lurking. Many people also have horses for fun – riding on the weekends in the mountains or taking them to events. They continue to build strong relationships. The Different Breeds There are a lot of different breeds of horses that we know and love today. However, only a handful were prominent in the shaping of the Wild West. The Palomino was brought over from Spain so that this beautiful horse could thrive in North America. It is a golden horse with a platinum mane and they "were often the revered choice of steed for many royal leaders." Another beautiful horse with a simple look is the Buckskin. This horse has "become a symbol of life on the American Frontier", with its beautiful tan skin and dark legs and mane/tail. Suited for war and hunting, the Appaloosas were found among the Nez-Perce Indians of the Pacific Northwest. Appaloosas were "practical, hardy, and versatile with the additional advantages of tractability, good sense, and almost endless stamina." These horses are either spotted all over or only on the hindquarters, giving them a very distinct look. Unfortunately, in 1877, a war occurred and the herds were dispersed and did not appear again until the late 1800s and early 1900s. America’s first recognized horse breed was the Morgan. This horse could be found on both sides in the American Civil War, they were draft horses, stock horses, farm horses, racing horses, and could also be found among miners in the California Gold Rush. Although the breed almost died out in the 1870s, "Morgan blood heavily influenced the development of Quarter Horses in Texas." Many of the horses that helped shape the Wild West can be found in barns today. Each horse is different, having played a different role, giving them an important part in the history of the Wild West. A Cowboy & His Horse Without a horse, the Wild West wouldn’t have thrived like it did. Palominos, Appaloosas, and Morgans helped to herd cattle, fight in wars, and even hunt. They changed and improved the cowboy way of life. Cowboys would not have been able to perform many daily tasks so easily and help shape the West to what we know and love today.	783	ENGLISH	1
Some parents of special needs students in California have likely experienced the exclusive and segregated environment that often persists in early education classrooms. Although many children who have disabilities attend the same preschools as typically-developing children, they are often learning in separate settings. The federal government has recognized this as a problem that needs to be addressed in preschools across the country. To begin creating a path forward, Health and Human Services along with the U.S. Department of Education has published a draft policy that is open for public discussion and comment. The draft policy defines inclusion in early childhood programs as an environment in which children with disabilities learn alongside their peers who do not have disabilities. The right environment, it says, is one that supports each child's needs and fosters a collaborative, inclusive classroom. To date, children who have disabilities have been sorely underserved in school, and segregated learning environments do not promote the collaboration and inclusion that can help students with special needs reach their full potential. As a national policy is worked out, the government is encouraging states to create their own policies and establish task forces that would help ensure their students are receiving the support they need to flourish in the classroom. Although it may be some time before a policy is in place, it is important for parents to know that they can take action now if they believe their child is being treated unfairly in school. An attorney can help you understand what your options are. Source: Disability Scoop, "Feds Call For Greater Inclusion In Preschools," Michelle Diament, May 19, 2015	<urn:uuid:05428ebb-8dee-4ef7-9195-0bda9786f314>	CC-MAIN-2020-05	https://www.sdspecialattorney.com/blog/2015/05/special-needs-students-deserve-inclusive-learning-environments.shtml	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00315.warc.gz	en	0.983059	318	3.6875	4	[ -0.14917893707752228, -0.37834426760673523, 0.2928767204284668, -0.5182547569274902, -0.49210748076438904, 0.47384923696517944, -0.2776170074939728, 0.13129684329032898, -0.07333049178123474, 0.11826717853546143, -0.09378451853990555, 0.19903282821178436, -0.07383954524993896, 0.3954896032...	1	Some parents of special needs students in California have likely experienced the exclusive and segregated environment that often persists in early education classrooms. Although many children who have disabilities attend the same preschools as typically-developing children, they are often learning in separate settings. The federal government has recognized this as a problem that needs to be addressed in preschools across the country. To begin creating a path forward, Health and Human Services along with the U.S. Department of Education has published a draft policy that is open for public discussion and comment. The draft policy defines inclusion in early childhood programs as an environment in which children with disabilities learn alongside their peers who do not have disabilities. The right environment, it says, is one that supports each child's needs and fosters a collaborative, inclusive classroom. To date, children who have disabilities have been sorely underserved in school, and segregated learning environments do not promote the collaboration and inclusion that can help students with special needs reach their full potential. As a national policy is worked out, the government is encouraging states to create their own policies and establish task forces that would help ensure their students are receiving the support they need to flourish in the classroom. Although it may be some time before a policy is in place, it is important for parents to know that they can take action now if they believe their child is being treated unfairly in school. An attorney can help you understand what your options are. Source: Disability Scoop, "Feds Call For Greater Inclusion In Preschools," Michelle Diament, May 19, 2015	316	ENGLISH	1
Why were Christians persecuted in the Roman Empire? https://www.bbc.co.uk/history/ancient/romans/roman_religion_gallery_09.shtml The answer has to come from this article. The Roman government's attitude to religion in the early centuries of the Common Era (C.E.) was a natural extension of its attitude to all forms of group activity. While most group activities were harmless or even beneficial to the state, some group activities led to civil unrest —consider the political protest groups of the modern era, whose purpose is to disrupt daily life in order to make themselves heard by their governments. The Roman government drew a very hard line against any attempts to subvert the state's authority. As the article points out, Groups that met privately (whether religious sects, trade guilds or even local fire brigades!) were viewed with suspicion by Roman authorities, who suspected such groups of plotting subversion. The Roman Empire was vast, and its citizens practiced many different religions. Rome tolerated most of these but reacted strongly against any religious groups that "threatened public order." The Jews of Roman-occupied Judea were a constant source of trouble to the Roman government. Christianity, which began as a Jewish sect, was therefore viewed suspiciously from its inception. The particulars of the Christian faith made it even more suspect to the Roman authorities. Christians did not acknowledge other gods, and consequently would not observe state holidays or make sacrifices for the health of the emperor or the good of the empire. For many Roman citizens across the Empire, such sacrifices were probably performed as a public duty rather than a matter of personal spiritual belief. By refusing to perform their public duties in this regard, Christians were marking themselves out as citizens who did not care about the welfare of the state. This brought members of the new faith under serious scrutiny and often led to their persecution by the Roman authorities. check Approved by eNotes Editorial	<urn:uuid:8257f1f7-ee9d-464c-87b4-e6b0df23aa10>	CC-MAIN-2020-05	https://www.enotes.com/homework-help/why-were-christians-persecuted-in-the-roman-2114403?en_action=homework_help&en_label=homepage_related_questions&en_category=internal_campaign	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251776516.99/warc/CC-MAIN-20200128060946-20200128090946-00538.warc.gz	en	0.980397	396	3.59375	4	[ 0.1204410195350647, 0.43870893120765686, 0.24108882248401642, -0.01548941433429718, 0.05108349025249481, -0.14338736236095428, -0.09421125799417496, 0.19138795137405396, 0.10303127765655518, -0.07618440687656403, 0.11756163090467453, 0.058362629264593124, -0.11808698624372482, 0.2229288369...	1	Why were Christians persecuted in the Roman Empire? https://www.bbc.co.uk/history/ancient/romans/roman_religion_gallery_09.shtml The answer has to come from this article. The Roman government's attitude to religion in the early centuries of the Common Era (C.E.) was a natural extension of its attitude to all forms of group activity. While most group activities were harmless or even beneficial to the state, some group activities led to civil unrest —consider the political protest groups of the modern era, whose purpose is to disrupt daily life in order to make themselves heard by their governments. The Roman government drew a very hard line against any attempts to subvert the state's authority. As the article points out, Groups that met privately (whether religious sects, trade guilds or even local fire brigades!) were viewed with suspicion by Roman authorities, who suspected such groups of plotting subversion. The Roman Empire was vast, and its citizens practiced many different religions. Rome tolerated most of these but reacted strongly against any religious groups that "threatened public order." The Jews of Roman-occupied Judea were a constant source of trouble to the Roman government. Christianity, which began as a Jewish sect, was therefore viewed suspiciously from its inception. The particulars of the Christian faith made it even more suspect to the Roman authorities. Christians did not acknowledge other gods, and consequently would not observe state holidays or make sacrifices for the health of the emperor or the good of the empire. For many Roman citizens across the Empire, such sacrifices were probably performed as a public duty rather than a matter of personal spiritual belief. By refusing to perform their public duties in this regard, Christians were marking themselves out as citizens who did not care about the welfare of the state. This brought members of the new faith under serious scrutiny and often led to their persecution by the Roman authorities. check Approved by eNotes Editorial	383	ENGLISH	1
The words of an influential person can impact one’s life. Childe Hassam, a 19th-century American artist, became famous for drawing urban landscapes at the advice of a leading French artist. This painting is the first one of his paintings of an urban landscape. What words impacted the artist to draw such paintings? People in fancy clothes are walking through a snow-capped park. Mothers and children dressed in the latest fashion have stopped to watch a group of birds. The busy roads filled with high-rise buildings and cars contrast with the quaint park against the sunset. The painting depicts the landscape of Boston Common, which was near the artist’s atelier. Founded in 1634, Boston Common is the oldest park in the United States. Formerly a field for cow crazing, it was converted into a civil park at the time this painting was created. At that time, the streets near the park were also transformed into commercial areas. Buildings, trams, streetlights, fences were also renewed. The artist wanted to capture the vitality of an American city in transformation. Hassam, who was 26 years at that time, was new to his profession as an artist. He started to paint urban landscapes since the mid-1880s, purely influenced by the words of French artist Jean-Léon Gérôme, “Look around and paint what you see. Be confident that Brooklyn Bridge is more valuable than the Colosseum, modern day America is better than ancient decorations.” He was a neoclassic artist but he advised American artists aspiring for French style to look for their own themes. The advice made a deep impression on Hassan’s mind. Though he went to France to study Impressionism, Hassam did not become a follower because he was influenced by Impressionism, but he always stayed faithful to his identity as an American artist.	<urn:uuid:99c757c0-34b4-4516-8164-a35352121353>	CC-MAIN-2020-05	http://www.donga.com/en/article/all/20191212/1925426/1/The-maestro-s-advice	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700675.78/warc/CC-MAIN-20200127112805-20200127142805-00349.warc.gz	en	0.988291	390	3.34375	3	[ 0.2163095772266388, -0.20274554193019867, 0.5428012609481812, 0.0902566909790039, -0.41033750772476196, 0.5166844129562378, 0.5299175381660461, -0.09686785191297531, -0.2256193608045578, -0.09759258478879929, 0.10717368125915527, 0.10691438615322113, 0.08598166704177856, 0.4022040069103241...	2	The words of an influential person can impact one’s life. Childe Hassam, a 19th-century American artist, became famous for drawing urban landscapes at the advice of a leading French artist. This painting is the first one of his paintings of an urban landscape. What words impacted the artist to draw such paintings? People in fancy clothes are walking through a snow-capped park. Mothers and children dressed in the latest fashion have stopped to watch a group of birds. The busy roads filled with high-rise buildings and cars contrast with the quaint park against the sunset. The painting depicts the landscape of Boston Common, which was near the artist’s atelier. Founded in 1634, Boston Common is the oldest park in the United States. Formerly a field for cow crazing, it was converted into a civil park at the time this painting was created. At that time, the streets near the park were also transformed into commercial areas. Buildings, trams, streetlights, fences were also renewed. The artist wanted to capture the vitality of an American city in transformation. Hassam, who was 26 years at that time, was new to his profession as an artist. He started to paint urban landscapes since the mid-1880s, purely influenced by the words of French artist Jean-Léon Gérôme, “Look around and paint what you see. Be confident that Brooklyn Bridge is more valuable than the Colosseum, modern day America is better than ancient decorations.” He was a neoclassic artist but he advised American artists aspiring for French style to look for their own themes. The advice made a deep impression on Hassan’s mind. Though he went to France to study Impressionism, Hassam did not become a follower because he was influenced by Impressionism, but he always stayed faithful to his identity as an American artist.	381	ENGLISH	1
The attacked the other. Up to one million The Battle of Stalingrad was one of the largest and deadliest battles in World War II. It was a turning point in the war. Stalingrad was located in Southwest Russia on the Volga River. The area was an industrial and communication center for the Soviet Union. In June Hitler and its allies planned the attack to end the Soviet Regime of communism. He planned to invade the Soviet Union in the North and the South of Moscow also wanted to conquer the Soviet land, to annihilate the people living in these lands. The Soviet Union was forced to defend its city when they heard the news. Stalingrad was special because it was named after the Soviet leader, Joseph Stalin. He demanded to hold the city from all causes. In June 1940, Germany invaded the Soviet Union. It was a surprise attack that violated the Molotov Ribbentrop treaty signed in 1939 between Germany and the Soviet Union. The agreement was a non-aggression treaty between Germany and the Soviet Union that was intended to ensure that neither country attacked the other. Up to one million German soldiers and their allies pushed into the Western Soviet Union on the first day of the German invasion. As a result of their tactical surprise, the German army achieved a series of victories. Despite Soviet resistance, Germany seized Ukraine, and the Baltic States. The Red army suffered and had massive losses. Hundreds of thousands of Soviet troops were killed and up to a million and a half taken prisoners. A quarter of a million men surrendered during the German capture of Kiev. The invasion had happened by Stalin who was taken aback by Hitler’s betrayal of hate. He refused to believe the reports of a German invasion. The leaders of the Soviets possibly suffered a breakdown in the stages of the war. By the autumn of 1941, it appeared that Germany’s Blitzkrieg tactics had led to the defeat of the Red Army. However, winter arrived early that year and this slowed down the German advance. Russians spoke of General Winter who would help them to win the war. The Soviet people were well aware that the Russian winters would slow if not halt the German advance, By December 1941, the Germans vanguard was fifty miles from Moscow. However, the weather was cold and German soldiers had begun to suffer in the harsh conditions. The Soviet’s used the weather to their advantage. The Soviets had huge forces in the East to defend Siberia. He withdrew them and under General Georgy Zhukov. They were then organized into a strike aimed at repelling the German advance on Moscow. On December 12th, Zhukov’s army launched a surprise attack on the German frontline and pushed them back with heavy losses, one hundred miles from Moscow. The Soviet Capital had been saved. However, the setback that happened that the Germans had a secure hold over much of western Soviet Union and had held to the city of Leningrad. Hitler’s General Staff had intended to win the war by Christmas. However, despite defeat near Moscow, there was still an optimism among the German generals. The German general staff eventually was able to stabilize the German front line and go on further attacks during early 1942. Hitler and his generals planned a Spring offensive, that they hoped would lead to Stalin wanting for peace or for a Soviet surrendering. The Germans forward towards the Soviet capital again deciding to launch an attack on the South. The German army led by the sixth army was to advance into the southern Russian Area. Hitler and his army had only a less resources of oil and he believed that if his army could have the oil fields then his army could have advance possibly into the city. However, the objective of the offensive in Southern Russian was to ocuupy the oil fields in the Caucasus. The oil was essential for the German war machine. Hitler knew this instead of getting all his forces on the conquest of the oil fields, he divided his forces. It has been beliefs in military strategy that it was unnecessary to divide one’s forces in enemy territory. He sent some of the German armies south to take the oil fields in the Caucuses and Baku. Hitler then ordered the 6th Army to advance towards Stalingrad and to take the city. Hitler was obsessed with the idea of capturing Stalingrad and it became his own obsession. This led him to ignore on the fights and his general’s advice. His thinking leads to the destruction of the German 6th army. Hitler divided his forces, but he also had too many men and material to capture in Stalingrad. This made the 6th army’s prospect of success very uncertain. Hitler wanted to seize the city, which he was not fully aware of the situation around the city. For example, German forces had been unable to push back Soviet forces during the series of battles as the operations happened. This left the Germans attacked on the frontlines as they were pushed further into the city. Because Hitler divided the German forces, the 6th army wasn’t protected. Poorly trained Romanian and Italian forces guarded the flanks and many German commanders believed that they could not protect that area from Soviet attack. Hitler’s determination to capture Stalingrad meant that he deployed the 6th army on a mission that objectives placed it at great risk. Hitler’s commanded the 6th Army throughout the siege of Stalingrad. Hitler’s style of leadership was the opposite of Stalin. The Soviet leader, had reformed the Soviet High Command and he granted ‘more autonomy and independence to generals like as Zhukov. The leader of the Soviet Union had learned lessons from the early days of Operation Barbarossa. He let his generals do the fighting and draw the strategies needed to beat the Germans. The Germans launched a massive air assault on the city, under the command of General Paulus. Much of the town was rubble. The Germans had devoted some of their most excellent units to the capture of the city, much against senior Generals such wishes, who openly opposed Hitler’s intention to capture the city. In August of 1942, the Germans fought their way into the city, which was at first lightly defended. The Soviet commander of the Soviet forces was Vasily Chuikov, who led the Soviets 62nd Army. The Soviets selected those of the German’ lines, held by their allies, such as the Hungarians and the Romanians. On the night of the 23rd of November, the Red Army attacked and quickly swept passed the Area, and Italian divisions began to encircle the 6th army in Stalingrad, just as it was on the verge of seizing the city. Stalingrad was one of the most important battles in WWII history. It was a defeat for the German army, and they never recovered from the battle. The defeat was avoidable. The main reason for the defeat was that Hitler became obsessed with the idea of capturing the city. This led him to ignore his Generals warnings and to make several strategic mistakes. The errors of Hitler allowed the Soviets to take advantage of the situation to encircle and annihilate an entire German 6th army. The responsibility for the defeat was Hitler’s. Furthermore, by refusing to allow the force a way out of Stalingrad, his General could have saved some of the German forces and the consequences of Hitler’s mistakes. Hitler’s strategy and poor tactics meant that the 6th army was defeated at Stalingrad.	<urn:uuid:51f754d4-77f3-4bc0-af1d-4ab5e9a066b5>	CC-MAIN-2020-05	https://farmersfeastmanitoba.com/the-attacked-the-other-up-to-one-million/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00349.warc.gz	en	0.988854	1,519	3.953125	4	[ -0.33278167247772217, -0.0048066130839288235, 0.05077351629734039, 0.3485349118709564, -0.08485694229602814, -0.1255941092967987, 0.16742044687271118, 0.22426700592041016, -0.2751947045326233, -0.3113623857498169, 0.35010188817977905, -0.21153677999973297, 0.4954720735549927, 0.39841154217...	2	The attacked the other. Up to one million The Battle of Stalingrad was one of the largest and deadliest battles in World War II. It was a turning point in the war. Stalingrad was located in Southwest Russia on the Volga River. The area was an industrial and communication center for the Soviet Union. In June Hitler and its allies planned the attack to end the Soviet Regime of communism. He planned to invade the Soviet Union in the North and the South of Moscow also wanted to conquer the Soviet land, to annihilate the people living in these lands. The Soviet Union was forced to defend its city when they heard the news. Stalingrad was special because it was named after the Soviet leader, Joseph Stalin. He demanded to hold the city from all causes. In June 1940, Germany invaded the Soviet Union. It was a surprise attack that violated the Molotov Ribbentrop treaty signed in 1939 between Germany and the Soviet Union. The agreement was a non-aggression treaty between Germany and the Soviet Union that was intended to ensure that neither country attacked the other. Up to one million German soldiers and their allies pushed into the Western Soviet Union on the first day of the German invasion. As a result of their tactical surprise, the German army achieved a series of victories. Despite Soviet resistance, Germany seized Ukraine, and the Baltic States. The Red army suffered and had massive losses. Hundreds of thousands of Soviet troops were killed and up to a million and a half taken prisoners. A quarter of a million men surrendered during the German capture of Kiev. The invasion had happened by Stalin who was taken aback by Hitler’s betrayal of hate. He refused to believe the reports of a German invasion. The leaders of the Soviets possibly suffered a breakdown in the stages of the war. By the autumn of 1941, it appeared that Germany’s Blitzkrieg tactics had led to the defeat of the Red Army. However, winter arrived early that year and this slowed down the German advance. Russians spoke of General Winter who would help them to win the war. The Soviet people were well aware that the Russian winters would slow if not halt the German advance, By December 1941, the Germans vanguard was fifty miles from Moscow. However, the weather was cold and German soldiers had begun to suffer in the harsh conditions. The Soviet’s used the weather to their advantage. The Soviets had huge forces in the East to defend Siberia. He withdrew them and under General Georgy Zhukov. They were then organized into a strike aimed at repelling the German advance on Moscow. On December 12th, Zhukov’s army launched a surprise attack on the German frontline and pushed them back with heavy losses, one hundred miles from Moscow. The Soviet Capital had been saved. However, the setback that happened that the Germans had a secure hold over much of western Soviet Union and had held to the city of Leningrad. Hitler’s General Staff had intended to win the war by Christmas. However, despite defeat near Moscow, there was still an optimism among the German generals. The German general staff eventually was able to stabilize the German front line and go on further attacks during early 1942. Hitler and his generals planned a Spring offensive, that they hoped would lead to Stalin wanting for peace or for a Soviet surrendering. The Germans forward towards the Soviet capital again deciding to launch an attack on the South. The German army led by the sixth army was to advance into the southern Russian Area. Hitler and his army had only a less resources of oil and he believed that if his army could have the oil fields then his army could have advance possibly into the city. However, the objective of the offensive in Southern Russian was to ocuupy the oil fields in the Caucasus. The oil was essential for the German war machine. Hitler knew this instead of getting all his forces on the conquest of the oil fields, he divided his forces. It has been beliefs in military strategy that it was unnecessary to divide one’s forces in enemy territory. He sent some of the German armies south to take the oil fields in the Caucuses and Baku. Hitler then ordered the 6th Army to advance towards Stalingrad and to take the city. Hitler was obsessed with the idea of capturing Stalingrad and it became his own obsession. This led him to ignore on the fights and his general’s advice. His thinking leads to the destruction of the German 6th army. Hitler divided his forces, but he also had too many men and material to capture in Stalingrad. This made the 6th army’s prospect of success very uncertain. Hitler wanted to seize the city, which he was not fully aware of the situation around the city. For example, German forces had been unable to push back Soviet forces during the series of battles as the operations happened. This left the Germans attacked on the frontlines as they were pushed further into the city. Because Hitler divided the German forces, the 6th army wasn’t protected. Poorly trained Romanian and Italian forces guarded the flanks and many German commanders believed that they could not protect that area from Soviet attack. Hitler’s determination to capture Stalingrad meant that he deployed the 6th army on a mission that objectives placed it at great risk. Hitler’s commanded the 6th Army throughout the siege of Stalingrad. Hitler’s style of leadership was the opposite of Stalin. The Soviet leader, had reformed the Soviet High Command and he granted ‘more autonomy and independence to generals like as Zhukov. The leader of the Soviet Union had learned lessons from the early days of Operation Barbarossa. He let his generals do the fighting and draw the strategies needed to beat the Germans. The Germans launched a massive air assault on the city, under the command of General Paulus. Much of the town was rubble. The Germans had devoted some of their most excellent units to the capture of the city, much against senior Generals such wishes, who openly opposed Hitler’s intention to capture the city. In August of 1942, the Germans fought their way into the city, which was at first lightly defended. The Soviet commander of the Soviet forces was Vasily Chuikov, who led the Soviets 62nd Army. The Soviets selected those of the German’ lines, held by their allies, such as the Hungarians and the Romanians. On the night of the 23rd of November, the Red Army attacked and quickly swept passed the Area, and Italian divisions began to encircle the 6th army in Stalingrad, just as it was on the verge of seizing the city. Stalingrad was one of the most important battles in WWII history. It was a defeat for the German army, and they never recovered from the battle. The defeat was avoidable. The main reason for the defeat was that Hitler became obsessed with the idea of capturing the city. This led him to ignore his Generals warnings and to make several strategic mistakes. The errors of Hitler allowed the Soviets to take advantage of the situation to encircle and annihilate an entire German 6th army. The responsibility for the defeat was Hitler’s. Furthermore, by refusing to allow the force a way out of Stalingrad, his General could have saved some of the German forces and the consequences of Hitler’s mistakes. Hitler’s strategy and poor tactics meant that the 6th army was defeated at Stalingrad.	1,524	ENGLISH	1
The Central City Submarine The first working submarine is believed to have been created in the 1770s, but no one else can lay claim to the first mountain sub. More than a thousand miles away from any ocean, and 9,000 feet up in elevation, sits a century-old submarine. But how did it get to Central City? A lot of its milestones are recorded in the town at the Gilpin History Museum - but none more interesting as a submarine. The Central City submarine - as it's known - was created by Rufus T. Owen (or Owens). He was a skilled engineer who designed Central City and Black Hawk's early water systems and several mine buildings throughout the county. When Owen built the submarine he was very serious about it; it was not a joke to him. As silly as some people think it looks, Owen's design was actually not bad when compared to other subs of the era. He and a few of his friends brought the sub up to Missouri Lake in 1898. They filled it with three tons of rocks to use as ballast. Like many people in Central City, Owen gambled. Unfortunately, his bet didn't pay off. The sub sat at the bottom of the lake for several decades, until one January day in 1944 when it was brought back up. It was been underwater for almost 46 years at that point, leading a lot of people to joke that it was the longest crash dive in history. No one really knows why Owen created the submarine. However, around the time he built the ship, the U.S. Navy was holding a submarine design competition which may have sparked his interest. Or, he simply might have wanted to see if he could design a sub. Contrary to popular theories, Owen remained in Central City for several years after building the sub before moving to Pueblo, where he died in 1919. The Mountain Submarine is on display at the Gilpin History Museum in Central City.	<urn:uuid:28ff018a-26ff-4a51-b2f7-3b6cb3fe7a65>	CC-MAIN-2020-05	https://www.gilpinhistory.org/submarine	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00411.warc.gz	en	0.990716	401	3.84375	4	[ -0.07635417580604553, -0.09167231619358063, 0.14921961724758148, -0.14502575993537903, -0.24433806538581848, 0.03265365958213806, -0.2054906189441681, 0.37098702788352966, -0.5631729960441589, -0.05466190725564957, 0.1667841523885727, -0.12520763278007507, 0.18008078634738922, 0.0208830442...	13	The Central City Submarine The first working submarine is believed to have been created in the 1770s, but no one else can lay claim to the first mountain sub. More than a thousand miles away from any ocean, and 9,000 feet up in elevation, sits a century-old submarine. But how did it get to Central City? A lot of its milestones are recorded in the town at the Gilpin History Museum - but none more interesting as a submarine. The Central City submarine - as it's known - was created by Rufus T. Owen (or Owens). He was a skilled engineer who designed Central City and Black Hawk's early water systems and several mine buildings throughout the county. When Owen built the submarine he was very serious about it; it was not a joke to him. As silly as some people think it looks, Owen's design was actually not bad when compared to other subs of the era. He and a few of his friends brought the sub up to Missouri Lake in 1898. They filled it with three tons of rocks to use as ballast. Like many people in Central City, Owen gambled. Unfortunately, his bet didn't pay off. The sub sat at the bottom of the lake for several decades, until one January day in 1944 when it was brought back up. It was been underwater for almost 46 years at that point, leading a lot of people to joke that it was the longest crash dive in history. No one really knows why Owen created the submarine. However, around the time he built the ship, the U.S. Navy was holding a submarine design competition which may have sparked his interest. Or, he simply might have wanted to see if he could design a sub. Contrary to popular theories, Owen remained in Central City for several years after building the sub before moving to Pueblo, where he died in 1919. The Mountain Submarine is on display at the Gilpin History Museum in Central City.	412	ENGLISH	1
Compare/Contrast Works of Edgar Allan Poe Edgar Allan Poe's view on poetry is that all poems must be a creation of beauty. In his eyes, depression and sadness is beautiful. He thinks that the death of a young beautiful woman is itself full of beauty. Poe’s way of beauty is a one of a kind compared to other poets and writers. In both "Annabel Lee" and "The Raven", Poe writes about this so-called beauty. In "Annabel Lee", a young man is mourning the death of a beautiful young lady. Even though the woman had died quite some time ago, the man is still in melancholy. He misses her terribly and constantly thinks of how she was she was tragically taken from him by the angels who were jealous of their love, and by her family who didn't think the he himself was capable of bringing her to a final resting place. He loved Annabel Lee more than any other human can love another. "And so, all the night-tide, I lie down by the side of my darling, my life and my bride, in her sepulcher there by the sea, in her tomb by the side of the sea." This quote shows how much this man loved her, by sleeping next to the tomb every night. In "The Raven", a man, most likely older than the man in "Annabel Lee", mourns the death of his love whom he called "Lenore". Lenore, like Annabel Lee, had died several years earlier. In "The Raven", man hears tapping on his chamber door and sees the curtains slowly swaying. He believes that it can be no other than Lenore. Unfortunately for him though, it is only but a bird. A large, black bird known as the Raven. A raven is usually symbolized as something dark and sinister. Throughout the poem, the man is tormented by his lost love, Lenore, who came back in the form of a Raven. Although the men in these two stories are similar because they both mourn for their loved ones, they are also different. The man in "The Raven" may be sad about his lost, but his love cannot compare to that of the man in "Annabel Lee”.In these two... Please join StudyMode to read the full document	<urn:uuid:667cb47e-cb4c-4fd6-95d9-b992a1ae090a>	CC-MAIN-2020-05	https://www.studymode.com/essays/Compare-Contrast-Works-Of-Edgar-Allan-Poe-63731827.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606975.49/warc/CC-MAIN-20200122101729-20200122130729-00512.warc.gz	en	0.986699	475	3.40625	3	[ -0.18139012157917023, -0.057666342705488205, 0.19878782331943512, 0.6653720736503601, -0.1433364897966385, 0.13909189403057098, 0.5887109637260437, -0.32612740993499756, -0.004595427308231592, -0.6312118768692017, 0.1879374384880066, -0.1839638352394104, 0.2106752097606659, 0.0092404363676...	1	Compare/Contrast Works of Edgar Allan Poe Edgar Allan Poe's view on poetry is that all poems must be a creation of beauty. In his eyes, depression and sadness is beautiful. He thinks that the death of a young beautiful woman is itself full of beauty. Poe’s way of beauty is a one of a kind compared to other poets and writers. In both "Annabel Lee" and "The Raven", Poe writes about this so-called beauty. In "Annabel Lee", a young man is mourning the death of a beautiful young lady. Even though the woman had died quite some time ago, the man is still in melancholy. He misses her terribly and constantly thinks of how she was she was tragically taken from him by the angels who were jealous of their love, and by her family who didn't think the he himself was capable of bringing her to a final resting place. He loved Annabel Lee more than any other human can love another. "And so, all the night-tide, I lie down by the side of my darling, my life and my bride, in her sepulcher there by the sea, in her tomb by the side of the sea." This quote shows how much this man loved her, by sleeping next to the tomb every night. In "The Raven", a man, most likely older than the man in "Annabel Lee", mourns the death of his love whom he called "Lenore". Lenore, like Annabel Lee, had died several years earlier. In "The Raven", man hears tapping on his chamber door and sees the curtains slowly swaying. He believes that it can be no other than Lenore. Unfortunately for him though, it is only but a bird. A large, black bird known as the Raven. A raven is usually symbolized as something dark and sinister. Throughout the poem, the man is tormented by his lost love, Lenore, who came back in the form of a Raven. Although the men in these two stories are similar because they both mourn for their loved ones, they are also different. The man in "The Raven" may be sad about his lost, but his love cannot compare to that of the man in "Annabel Lee”.In these two... Please join StudyMode to read the full document	468	ENGLISH	1
Neolithic stone axes that date back 5,000 years have been discovered by archaeologists at an ancient site in Orkney. Along with these axes, tools, bones, and around 30,000 fragments of pottery were also recovered. The site where the axes were found is known as the Ness of Brodgar, and researchers have asserted that this spot is by far one of the most immense Neolithic sites in all of Northern Europe, with a huge amount of artifacts having been recovered from it over the years, according to the BBC. After digging a trench, archaeologists made their discovery very close to the Loch of Stenness. The Archaeology Institute of the University of the Highlands and Islands (UHI) and the Ness of Brodgar Trust are both working in collaboration to completely excavate the site where the axes were recovered. An Australian student who happened upon one of the Neolithic stone axes in Orkney has called it “an object of beauty,” and the axes have shown some signs of wear and tear from previous and repeated use in the past. However, the axes are still incredibly well-preserved, and archaeology student Therese McCormick admitted that she was absolutely “astonished” by the “sheer quality of workmanship” that would have gone into making these stone axes. Two stone axes have been uncovered at the Ness of Brodgar, a Neolithic settlement made up of monumental stone buildings on Scotland's island of Orkney. https://t.co/gTxwaLnl2K pic.twitter.com/U7qhsLQAUQ— Archaeology Magazine (@archaeologymag) August 9, 2018 The stone that was used for constructing these Neolithic axes is known as a Gneiss stone and may have been chosen partly for its banding which is very light-colored and natural. After the stone had been chosen, the ax was then constructed and meticulously polished at the end of the process. Nick Card, who is the site director in Orkney, noted that one of the Neolithic stone axes that archaeologists had found showed evidence that it had been used for actual work rather than for ceremonial purposes. “It is nice to find pristine examples of stone axes, but the damage on this one tells us a little bit more about the history of this particular axe. The fact that the cutting edge had been heavily damaged suggests that it was a working tool rather than a ceremonial object.” Card also explained that due to the nature of the construction of the buildings that would have once stood on this site, it is very likely that the axes were used to help build the timber joists that would keep the roofs in place. “We know that the buildings in the complex were roofed by stone slabs so this axe was perhaps used to cut and fashion the timber joists that held up the heavy roof.” After the recovery of the two Neolithic stone axes that were found in Orkney, excavation will be continuing at the site.	<urn:uuid:58fe3a8a-70ee-4ac7-9645-f661990e5e8b>	CC-MAIN-2020-05	https://www.inquisitr.com/5026757/archaeologists-have-made-the-stunning-discovery-of-extremely-well-preserved-neolithic-stone-axes-in-orkney/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251690095.81/warc/CC-MAIN-20200126165718-20200126195718-00157.warc.gz	en	0.984221	627	3.46875	3	[ -0.31888359785079956, 0.1504984200000763, 0.2710742950439453, 0.31858062744140625, 0.14529728889465332, -0.18100567162036896, -0.2776547968387604, -0.08509118109941483, -0.2996945381164551, -0.040125854313373566, -0.057068366557359695, -0.661192774772644, -0.14736053347587585, 0.3791621923...	1	Neolithic stone axes that date back 5,000 years have been discovered by archaeologists at an ancient site in Orkney. Along with these axes, tools, bones, and around 30,000 fragments of pottery were also recovered. The site where the axes were found is known as the Ness of Brodgar, and researchers have asserted that this spot is by far one of the most immense Neolithic sites in all of Northern Europe, with a huge amount of artifacts having been recovered from it over the years, according to the BBC. After digging a trench, archaeologists made their discovery very close to the Loch of Stenness. The Archaeology Institute of the University of the Highlands and Islands (UHI) and the Ness of Brodgar Trust are both working in collaboration to completely excavate the site where the axes were recovered. An Australian student who happened upon one of the Neolithic stone axes in Orkney has called it “an object of beauty,” and the axes have shown some signs of wear and tear from previous and repeated use in the past. However, the axes are still incredibly well-preserved, and archaeology student Therese McCormick admitted that she was absolutely “astonished” by the “sheer quality of workmanship” that would have gone into making these stone axes. Two stone axes have been uncovered at the Ness of Brodgar, a Neolithic settlement made up of monumental stone buildings on Scotland's island of Orkney. https://t.co/gTxwaLnl2K pic.twitter.com/U7qhsLQAUQ— Archaeology Magazine (@archaeologymag) August 9, 2018 The stone that was used for constructing these Neolithic axes is known as a Gneiss stone and may have been chosen partly for its banding which is very light-colored and natural. After the stone had been chosen, the ax was then constructed and meticulously polished at the end of the process. Nick Card, who is the site director in Orkney, noted that one of the Neolithic stone axes that archaeologists had found showed evidence that it had been used for actual work rather than for ceremonial purposes. “It is nice to find pristine examples of stone axes, but the damage on this one tells us a little bit more about the history of this particular axe. The fact that the cutting edge had been heavily damaged suggests that it was a working tool rather than a ceremonial object.” Card also explained that due to the nature of the construction of the buildings that would have once stood on this site, it is very likely that the axes were used to help build the timber joists that would keep the roofs in place. “We know that the buildings in the complex were roofed by stone slabs so this axe was perhaps used to cut and fashion the timber joists that held up the heavy roof.” After the recovery of the two Neolithic stone axes that were found in Orkney, excavation will be continuing at the site.	611	ENGLISH	1
One of the tools that the post-colonial government in Burma has used to instill fear amongst the citizens is the use of the military strength to oppress the citizens. Whenever a demonstration was held against the government, the military would be sent on the ground to resist them using as much force Read also How Military Government of Burma Is A Reflection of British Colonial Government That Preceded It According to Aung San Suu Kyi, the government oppressed the people and instilled fear in the people such that no one would dare talk ill against the authority. The only thing that the citizens felt safe to talk about was topics on football and the weather. To make it worse, Larkin’s movements and interactions with the citizens was not welcomed because those who were seen with him would be reported to the authorities. Thirdly, the government has been using software based type of technology to filter the amount of information that the citizens can get online. Therefore nobody can dare look for extra information from other online sources unless since they are considered to be a threat to the authority. The government of Burma operated like the panopticon, a prison where all the interior parts are visible from just a single location. For the case of Larkin, all his movements in Burma weremonitored both by the police, the military personnel and the spies from the government. That is what he referred to as panopticon, living without freedom. Finally the military government would allow the citizens to take part in elections but then they would never allow the winning party to take power. Such restrictions would then make the opposition parties to fear taking part in elections for a second time. Order Unique Answer Now	<urn:uuid:d1faa9d7-8a1a-4e29-b906-2ca30414e5b7>	CC-MAIN-2020-05	https://uniquewritersbay.com/blog/tools-post-colonial-government-used-exercise-power-people-burma/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250590107.3/warc/CC-MAIN-20200117180950-20200117204950-00138.warc.gz	en	0.981521	338	3.3125	3	[ -0.3471555709838867, 0.4419344365596771, 0.05517156794667244, -0.33173346519470215, 0.4343053698539734, 0.09935299307107925, 0.8342231512069702, -0.20624953508377075, -0.2525031864643097, 0.30582284927368164, 0.015496782958507538, -0.0381675660610199, 0.1490050107240677, 0.3724744915962219...	1	One of the tools that the post-colonial government in Burma has used to instill fear amongst the citizens is the use of the military strength to oppress the citizens. Whenever a demonstration was held against the government, the military would be sent on the ground to resist them using as much force Read also How Military Government of Burma Is A Reflection of British Colonial Government That Preceded It According to Aung San Suu Kyi, the government oppressed the people and instilled fear in the people such that no one would dare talk ill against the authority. The only thing that the citizens felt safe to talk about was topics on football and the weather. To make it worse, Larkin’s movements and interactions with the citizens was not welcomed because those who were seen with him would be reported to the authorities. Thirdly, the government has been using software based type of technology to filter the amount of information that the citizens can get online. Therefore nobody can dare look for extra information from other online sources unless since they are considered to be a threat to the authority. The government of Burma operated like the panopticon, a prison where all the interior parts are visible from just a single location. For the case of Larkin, all his movements in Burma weremonitored both by the police, the military personnel and the spies from the government. That is what he referred to as panopticon, living without freedom. Finally the military government would allow the citizens to take part in elections but then they would never allow the winning party to take power. Such restrictions would then make the opposition parties to fear taking part in elections for a second time. Order Unique Answer Now	334	ENGLISH	1
The lighthouse at PINEY POINT, Maryland, was the first one built on the Potomac River. Its builder was John Donahoo, who contracted with the still fledling Lighthouse Establishment, to construct many of the early lights in the Chesapeake region. Constructed of rubble stone, it was built in 1836. It is relativley short compared to many, only 28 feet tall, but its light only had to be seen for ten miles or so by ships navigating the Potomac. Like most early lights, built before the advent of the Fresnel lens, its light was produced by a chandelier arrangement of several oil lamps. A fifth order Fresnel replaced the earlier lamps in 1855. The keeper’s house adjacent to the light tower was originally a single-story building, but it was enlarged several times over the lighthouse’s active days. No longer an official aid to navigation, Piney Point is now part of a park owned by St. Mary’s County. The lower photo above shows the second structure that was for many years adjacent to the light tower. Originally constructed to house the large bell that served as a fog signal, as technology changed an air compressor was installed inside. The long “trumpet” that was activated by the compressed air is seen on the side of this second tower.	<urn:uuid:0bd0277c-1e6f-4531-9f48-61a74e0680d2>	CC-MAIN-2020-05	http://pajack.com/lighthouses/maryland/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00328.warc.gz	en	0.982389	277	3.53125	4	[ -0.03962118178606033, 0.1224641427397728, 0.40240734815597534, 0.007648563012480736, 0.054288074374198914, 0.4504469633102417, -0.15051046013832092, -0.10508312284946442, -0.18680395185947418, -0.11301231384277344, 0.08096876740455627, -0.13467729091644287, -0.5611845254898071, 0.264529138...	1	The lighthouse at PINEY POINT, Maryland, was the first one built on the Potomac River. Its builder was John Donahoo, who contracted with the still fledling Lighthouse Establishment, to construct many of the early lights in the Chesapeake region. Constructed of rubble stone, it was built in 1836. It is relativley short compared to many, only 28 feet tall, but its light only had to be seen for ten miles or so by ships navigating the Potomac. Like most early lights, built before the advent of the Fresnel lens, its light was produced by a chandelier arrangement of several oil lamps. A fifth order Fresnel replaced the earlier lamps in 1855. The keeper’s house adjacent to the light tower was originally a single-story building, but it was enlarged several times over the lighthouse’s active days. No longer an official aid to navigation, Piney Point is now part of a park owned by St. Mary’s County. The lower photo above shows the second structure that was for many years adjacent to the light tower. Originally constructed to house the large bell that served as a fog signal, as technology changed an air compressor was installed inside. The long “trumpet” that was activated by the compressed air is seen on the side of this second tower.	273	ENGLISH	1
During the civil wars in America, the issue of the civil liberties became a menace as the government that comprised of the president and the judiciary that involved the courts did not agree on their fate. But later on the matter was discussed when Lincoln was suspended when the citizens decided to have a petition so that they would be relieved from unnecessary imprisonment that had increasingly risen among them. The exercise of petitioning was referred to as habeas corpus, whereby the one who was petitioning had to sign a legal document that was issued by the courts. The document would lower the court or an individual who is responsible for a person’s imprisonment to ensure that the victim is brought before the judges in a court. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! The main aim of this document was to monitor the legality of someone’s imprisonment. Later on Lincoln suspended the exercise after some citizens decided to riot in Baltimore city when the troops from the Union came after the invitation from the president, as he was dreading that the city of Maryland would join the bandwagon hence interfering with public order and even causing more damages .The civil liberties were restricted from getting access to their fundamental human rights such as speech, freedom to assemble and even right toreligion (Civil Liberties and censorship). As the progressive movement was put into effect, many changes took place as the common citizens would lead a better life. Working hours were reduced, safety, their salaries, and their job security too. It also attacked the harassment of capitalists and replaced it with the rule of socialists. It ensured that there was equality among the member citizens. The strikes also were minimal and, as the working conditions of the workers were improved especially in homesteads and even railroads. (Sage J.). In 1950, the television became important as children would spend most of their time watching and like that, their social norms and the culture of the youth were discovered. During the later years almost all houses in America had television set. This was significant because most of the Americans would get to know what was happening in their country. Through advertisements, many products would get to be sold as even those who did not have any idea about such products. This boosted the sales especially to many companies. But, television resulted to laziness and decrease in production as most people spent most of their time watching. (Phan J, Lam J, and Tran P 1950). Most Americans opposed the war in Vietnam because oof a number of reasons. One of them was that of the anti-war movement that was formed in order to protect the economy of America. They believed that the war would be costly ton the Americans. Another one was that of those individuals who were protecting the rights of civilians in Vietnam. That made Martin .L. Jnr, to openly support the movement that was against the war, basing his argument on moral grounds. The bombing of northern Vietnam in February of that, quickened the pace at which demonstration was carried, as most civil rights leaders started conducting seminars teaching on moral values and many people were converted to the anti-war group. (Barringer M). Several movements were formed to deal with the problems that the Americans had. One of them comprised of people of different race especially from the south who were fighting against racial discrimination that the Native Americans practiced in order to protect their culture. Another movement involved the poor people who were against being discriminated by the rich. In the midst of the war, large amounts of resources were used to ensuring that the military was well equipped and most Americans were against it, some even went ahead calling their own country as militaristic world power (Social movements in 1960s). Most popular orders	<urn:uuid:2211679c-dfa0-45d3-a7dd-a6c1d9deaea6>	CC-MAIN-2020-05	https://essaysexperts.com/essays/history/history-1.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00268.warc.gz	en	0.992226	788	3.671875	4	[ -0.5427451133728027, 0.38895362615585327, 0.014273172244429588, -0.19173663854599, 0.001390152843669057, 0.2680678963661194, 0.18272753059864044, 0.1988944709300995, 0.0008786709513515234, 0.3431206941604614, 0.060372013598680496, 0.5573290586471558, 0.19057580828666687, 0.2787486314773559...	1	During the civil wars in America, the issue of the civil liberties became a menace as the government that comprised of the president and the judiciary that involved the courts did not agree on their fate. But later on the matter was discussed when Lincoln was suspended when the citizens decided to have a petition so that they would be relieved from unnecessary imprisonment that had increasingly risen among them. The exercise of petitioning was referred to as habeas corpus, whereby the one who was petitioning had to sign a legal document that was issued by the courts. The document would lower the court or an individual who is responsible for a person’s imprisonment to ensure that the victim is brought before the judges in a court. First-Class Online Research Paper Writing Service - Your research paper is written by a PhD professor - Your requirements and targets are always met - You are able to control the progress of your writing assignment - You get a chance to become an excellent student! The main aim of this document was to monitor the legality of someone’s imprisonment. Later on Lincoln suspended the exercise after some citizens decided to riot in Baltimore city when the troops from the Union came after the invitation from the president, as he was dreading that the city of Maryland would join the bandwagon hence interfering with public order and even causing more damages .The civil liberties were restricted from getting access to their fundamental human rights such as speech, freedom to assemble and even right toreligion (Civil Liberties and censorship). As the progressive movement was put into effect, many changes took place as the common citizens would lead a better life. Working hours were reduced, safety, their salaries, and their job security too. It also attacked the harassment of capitalists and replaced it with the rule of socialists. It ensured that there was equality among the member citizens. The strikes also were minimal and, as the working conditions of the workers were improved especially in homesteads and even railroads. (Sage J.). In 1950, the television became important as children would spend most of their time watching and like that, their social norms and the culture of the youth were discovered. During the later years almost all houses in America had television set. This was significant because most of the Americans would get to know what was happening in their country. Through advertisements, many products would get to be sold as even those who did not have any idea about such products. This boosted the sales especially to many companies. But, television resulted to laziness and decrease in production as most people spent most of their time watching. (Phan J, Lam J, and Tran P 1950). Most Americans opposed the war in Vietnam because oof a number of reasons. One of them was that of the anti-war movement that was formed in order to protect the economy of America. They believed that the war would be costly ton the Americans. Another one was that of those individuals who were protecting the rights of civilians in Vietnam. That made Martin .L. Jnr, to openly support the movement that was against the war, basing his argument on moral grounds. The bombing of northern Vietnam in February of that, quickened the pace at which demonstration was carried, as most civil rights leaders started conducting seminars teaching on moral values and many people were converted to the anti-war group. (Barringer M). Several movements were formed to deal with the problems that the Americans had. One of them comprised of people of different race especially from the south who were fighting against racial discrimination that the Native Americans practiced in order to protect their culture. Another movement involved the poor people who were against being discriminated by the rich. In the midst of the war, large amounts of resources were used to ensuring that the military was well equipped and most Americans were against it, some even went ahead calling their own country as militaristic world power (Social movements in 1960s). Most popular orders	788	ENGLISH	1
At the beginning of October 1813, Phoebe, a thirty-six-gun frigate under the command of James Hillyar, arrived at the mouth of the Tumbes River, near the border of present-day Peru and Ecuador. Phoebe was a well-travelled ship: she had relayed Nelson's signals at Trafalgar, assisted with the invasion of Java, and, most recently, chased down three American privateers in the Atlantic. Her present mission was to find a much more dangerous foe, the thirty-six-gun American frigate Essex, currently preying on British whaling vessels in the Pacific. Three of Essex's sister ships had recently scored impressive victories over smaller British ships. In August 1812, Constitution had captured Guerriere; in October, United States captured Macedonian; and in December, Constitution recorded a second victory, this time over Java. Essex herself had got in on the action, capturing the sloop Alert in the first naval action of the war. A year later, as Phoebe approached the anchorage, the situation had shifted substantially back in Britain's favour: the blockade of the American coamst had successfully bottled up most of the larger American frigates. But Essex was still at large and certainly dangerous. Thousands of miles from the nearest British base, Hillyar needed to proceed with caution. Phoebe had arrived at the Tumbes River anchorage on 3 October and was undergoing a much-needed refit. Her crew were employed re-setting the rigging and ferrying fresh water, meat and vegetables from shore to ship. By 9 October, the refit was nearly complete, and Captain Hillyar sent the ship's purser, John Surflen, ashore to settle the ship's accounts. Surflen had had a busy week: it was his job to account for all the ship's supplies. He filled his pockets with silver dollars from his chest and joined Lieutenant Jago and a few crewmen in the waiting boat. Neither Jago nor Surflen made it to shore. Even though Phoebe's officers and men had spent nearly a week learning how to deal with the tricky sandbar at the river's mouth, the boat capsized in the surf. Hillyar immediately sent boats to attempt a rescue, but Jago, Surflen, and able seaman Joseph Findley all drowned. Surflen was particularly unlucky: as Hillyar later explained to his widow, the weight of the silver dollars in his pockets dragged him under the water.	<urn:uuid:c9f6a9c0-a1af-4377-b007-ddcfd3e802ad>	CC-MAIN-2020-05	http://core-cms.prod.aop.cambridge.org/core/books/social-history-of-british-naval-officers-17751815/warrant-officers-careers/E98BE09CF5EAED69BE8333E9FF9E15FE	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606269.37/warc/CC-MAIN-20200122012204-20200122041204-00050.warc.gz	en	0.985671	521	3.65625	4	[ -0.2283443659543991, -0.06771362572908401, 0.19874392449855804, -0.40053510665893555, -0.1255112737417221, -0.5301153063774109, 0.2503759562969208, 0.21048882603645325, -0.11350337415933609, -0.09204986691474915, 0.31985345482826233, -0.6122993230819702, -0.0748961791396141, 0.088701777160...	1	At the beginning of October 1813, Phoebe, a thirty-six-gun frigate under the command of James Hillyar, arrived at the mouth of the Tumbes River, near the border of present-day Peru and Ecuador. Phoebe was a well-travelled ship: she had relayed Nelson's signals at Trafalgar, assisted with the invasion of Java, and, most recently, chased down three American privateers in the Atlantic. Her present mission was to find a much more dangerous foe, the thirty-six-gun American frigate Essex, currently preying on British whaling vessels in the Pacific. Three of Essex's sister ships had recently scored impressive victories over smaller British ships. In August 1812, Constitution had captured Guerriere; in October, United States captured Macedonian; and in December, Constitution recorded a second victory, this time over Java. Essex herself had got in on the action, capturing the sloop Alert in the first naval action of the war. A year later, as Phoebe approached the anchorage, the situation had shifted substantially back in Britain's favour: the blockade of the American coamst had successfully bottled up most of the larger American frigates. But Essex was still at large and certainly dangerous. Thousands of miles from the nearest British base, Hillyar needed to proceed with caution. Phoebe had arrived at the Tumbes River anchorage on 3 October and was undergoing a much-needed refit. Her crew were employed re-setting the rigging and ferrying fresh water, meat and vegetables from shore to ship. By 9 October, the refit was nearly complete, and Captain Hillyar sent the ship's purser, John Surflen, ashore to settle the ship's accounts. Surflen had had a busy week: it was his job to account for all the ship's supplies. He filled his pockets with silver dollars from his chest and joined Lieutenant Jago and a few crewmen in the waiting boat. Neither Jago nor Surflen made it to shore. Even though Phoebe's officers and men had spent nearly a week learning how to deal with the tricky sandbar at the river's mouth, the boat capsized in the surf. Hillyar immediately sent boats to attempt a rescue, but Jago, Surflen, and able seaman Joseph Findley all drowned. Surflen was particularly unlucky: as Hillyar later explained to his widow, the weight of the silver dollars in his pockets dragged him under the water.	520	ENGLISH	1
On June 22, 1867, an act of Congress approved the Territory of Colorado’s request for $40,000 for the purpose of building a penitentiary in Colorado. The location was left to the discretion of the Territory of Colorado’s Legislature. On Jan. 13, 1871, the Colorado Territorial Penitentiary was opened. Built on 25 acres off Main and First streets in Cañon City, the three-story stone building consisted of 50 cells, offices, kitchen, and dining hall. An 1870 article published near completion of the Penitentiary states; “The penitentiary is now one of the attractions of the place. I consider it one of the most perfect and convenient buildings of the kind ever constructed.” U.S. Marshall of Colorado Territory Mark Shaffenburg was chosen to oversee the project and Albert Walters, who was an Army officer at Fort Garland, was called to be the chief officer and serve as head of the penitentiary. John Shelper, convicted of larceny, was the first prisoner to serve time at the new prison and was quickly joined by others. A Cañon City Times article from July 1872 includes a complete list of the prisoners housed at the Penitentiary, along with their crime and terms. Listed are 43 prisoners representing Arapaho, Pueblo, Clear Creek, Weld, Jefferson and Boulder counties with crimes ranging from larceny, and mail theft, to rape and manslaughter with terms ranging from 18 months to life. According to older articles, the first convict to escape was in December 1871, and he did so by simply walking off the grounds, resulting in a public outcry for more security. The administration obtained money for some lumber, and inmates were put to work building a wooden wall to help deter more escapes. In March 1873, the first woman prisoner arrived to serve a three-year term for manslaughter. In April, an effort to establish a prison library began, and by the 1950s, the library had more than 110,000 books checked out per year. Overcrowding became a problem in 1873 and the administration was called into question by the public on how things were being managed. A full investigation was conducted regarding cruelty and severe punishments, such as beatings with broomsticks, prisoners being tied up by their thumbs, confinement, and manacles and shackles being used. Claims regarding poor food quality and quantity were also filed as were accusations about inmates not receiving their full pay from inmate labor jobs. A Pueblo Chieftain article dated June 20, 1873, outlines an extensive investigation in which no wrongdoing was found. In April 1874, the government gave complete control of the prison over to the Territory of Colorado and new leadership was put into place. Anson Rudd was appointed as warden and served in that role for two months until he was replaced by David Processor. Newspaper articles during the early to mid-1870s often reported security breaches, including escaped inmates, as well as neighboring hogs that wandered onto the premises. There were several reports of rumors that prisoners would often leave the grounds in the night and raid local chicken coops and then return to their cells by morning. The public once again pushed for a more secure penitentiary and construction began to better secure the facility. A stone wall measuring 20-feet high and four-feet thick was completed in 1875, using materials from the newly opened prison quarry enclosing roughly 5 acres of the grounds. In 1876, the Territory of Colorado was admitted to the Union as the State of Colorado, and records show the Colorado State Penitentiary employed six guards, four dayshift guards, and two nightshift guards, each was paid $25 a month. As Colorado grew so did the demand for more room to house prisoners brought to Cañon City. In 1881, a second cell house was built with inmate labor and offered 42 double cells and 120 single cells. More growth called for the third cell house being built in 1899, allowing one cell house to be used exclusively for female prisoners. To help aid in the security of the prison that now housed 400, stone towers were built around the property for guards to use. Construction on the property continued with the Deputy Warden’s house being built in 1901 and overcrowding once again resulted in the need for more cell space. In 1904, Warden C.P Hoyt sought additional funds from the state to add cell house number four, stating that the penitentiary, with a max capacity of 400 prisoners, was currently housing 585. In 1910, construction on the Administration building was finished, complete with a balcony for the prison band to perform on. Weekly band concerts were conducted and citizens could listen at the park adjacent to the prison grounds. People from across Colorado would come to hear the band play, visit the beautiful orchards and get a drink from the Soda Springs. Records indicate that as early as 1872 inmate labor was used at the penitentiary. The first manufacturing job was building sandstone blocks using water from a ditch running through the grounds and dynamiting the sandstone from the hills. They would shape the stones into blocks using hammers and chisels and smoothing them with a stone. Other early jobs were building irrigation ditches and roads, as well as assisting local ranchers and farmers. A tailor shop was built to manufacture harnesses and other leather items. Straw mattresses and pillows also were made at the prison. A soap plant, carpenter shop and stone quarry soon were built on or near the grounds and ran with inmate labor. A February 1875 excerpt from the Pueblo Chieftain reports that during the month of January eight pairs of boots, 10 pairs of pants 34 shirts and 18 sheets were manufactured. Other work done that month included grading prison grounds, the stone quarry and work on the lime kilns. According to an undated Cañon City Daily Record article, a contract in 1880 with the Cañon City Ditch company and state officials allowed prisoners to work outside of the walls with the company for 30 cents per day. In March 1883, a bill was passed by concerned taxpayers to keep prison labor behind the walls of the penitentiary. However, by the early 1900s, inmates could be found working across Fremont County building roads and living in road camps. Skyline Drive, Tunnel Drive and the Rainbow Route to Salida were just a few of the roads completed during this time. Using inmates to build roads would continue for several more years, a 1920 interview with Warden Tyman finds him boasting that more than 2,000 miles of roads were built by prisoners at Colorado State Penitentiary. Holidays at the penitentiary in the early days looked very different from today. A Cañon City Daily record article from December 1920 outlines the holiday festivities planned for both the prisoners working at road camps as well as those at the penitentiary, complete with a big meal and a day off from work. Several articles from the early 1900s-mid 1920s indicate that inmates received special meals and entertainment on Thanksgiving and Christmas, including special musical guests, speakers, and athletic games. Extra privileges also were extended during the holidays allowing prisoners to receive gifts and write in additional letters home. However, perhaps the most looked forward to holiday tradition by the prisoners were the annual pardons. Jacob Zipperian, convict No. 6417, received a Christmas pardon by Warden Oleghorn in an undated newspaper article and in 1920 Gov. Oliver Shoup pardoned three prisoners during Thanksgiving celebrations. Throughout its 149-year existence, the face of Colorado State Penitentiary has changed several times. Buildings and programs have been added and removed, wardens have come and gone but the mission of the facility remains. An 1874 excerpt from the Council Journal of the Legislative assembly of the Territory of Colorado regarding the penitentiary reads as follows: “While the law of imprisonment, has for its primary object, protection of society by the restraint of the prisoner from further violations of law, and his punishment, that others may be deterred from like crimes, the advances of civilization and teachings of humanity are fast introducing into the prison of enlightened nations. A discipline looking to the reform of the prisoner, and his ultimate restoration to society as a penitent and better man. Whatever features you may be able to introduce into your prison discipline, looking to the reformation of criminals will be in harmony with the advanced spirit of the age and run parallel with the best interests of society and the State.”	<urn:uuid:7dc1e0be-7c60-475e-b54c-04cad4cbb5d2>	CC-MAIN-2020-05	https://www.canoncitydailyrecord.com/2020/01/05/back-in-time-history-of-the-colorado-territorial-penitentiary/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250589861.0/warc/CC-MAIN-20200117152059-20200117180059-00546.warc.gz	en	0.983023	1,758	3.265625	3	[ -0.029099080711603165, -0.12526929378509521, 0.5061730146408081, 0.29937291145324707, -0.04216347634792328, -0.25148290395736694, 0.11160547286272049, -0.14945247769355774, -0.1263684630393982, -0.31062084436416626, 0.24771571159362793, 0.10793502628803253, -0.24199509620666504, 0.15958848...	6	On June 22, 1867, an act of Congress approved the Territory of Colorado’s request for $40,000 for the purpose of building a penitentiary in Colorado. The location was left to the discretion of the Territory of Colorado’s Legislature. On Jan. 13, 1871, the Colorado Territorial Penitentiary was opened. Built on 25 acres off Main and First streets in Cañon City, the three-story stone building consisted of 50 cells, offices, kitchen, and dining hall. An 1870 article published near completion of the Penitentiary states; “The penitentiary is now one of the attractions of the place. I consider it one of the most perfect and convenient buildings of the kind ever constructed.” U.S. Marshall of Colorado Territory Mark Shaffenburg was chosen to oversee the project and Albert Walters, who was an Army officer at Fort Garland, was called to be the chief officer and serve as head of the penitentiary. John Shelper, convicted of larceny, was the first prisoner to serve time at the new prison and was quickly joined by others. A Cañon City Times article from July 1872 includes a complete list of the prisoners housed at the Penitentiary, along with their crime and terms. Listed are 43 prisoners representing Arapaho, Pueblo, Clear Creek, Weld, Jefferson and Boulder counties with crimes ranging from larceny, and mail theft, to rape and manslaughter with terms ranging from 18 months to life. According to older articles, the first convict to escape was in December 1871, and he did so by simply walking off the grounds, resulting in a public outcry for more security. The administration obtained money for some lumber, and inmates were put to work building a wooden wall to help deter more escapes. In March 1873, the first woman prisoner arrived to serve a three-year term for manslaughter. In April, an effort to establish a prison library began, and by the 1950s, the library had more than 110,000 books checked out per year. Overcrowding became a problem in 1873 and the administration was called into question by the public on how things were being managed. A full investigation was conducted regarding cruelty and severe punishments, such as beatings with broomsticks, prisoners being tied up by their thumbs, confinement, and manacles and shackles being used. Claims regarding poor food quality and quantity were also filed as were accusations about inmates not receiving their full pay from inmate labor jobs. A Pueblo Chieftain article dated June 20, 1873, outlines an extensive investigation in which no wrongdoing was found. In April 1874, the government gave complete control of the prison over to the Territory of Colorado and new leadership was put into place. Anson Rudd was appointed as warden and served in that role for two months until he was replaced by David Processor. Newspaper articles during the early to mid-1870s often reported security breaches, including escaped inmates, as well as neighboring hogs that wandered onto the premises. There were several reports of rumors that prisoners would often leave the grounds in the night and raid local chicken coops and then return to their cells by morning. The public once again pushed for a more secure penitentiary and construction began to better secure the facility. A stone wall measuring 20-feet high and four-feet thick was completed in 1875, using materials from the newly opened prison quarry enclosing roughly 5 acres of the grounds. In 1876, the Territory of Colorado was admitted to the Union as the State of Colorado, and records show the Colorado State Penitentiary employed six guards, four dayshift guards, and two nightshift guards, each was paid $25 a month. As Colorado grew so did the demand for more room to house prisoners brought to Cañon City. In 1881, a second cell house was built with inmate labor and offered 42 double cells and 120 single cells. More growth called for the third cell house being built in 1899, allowing one cell house to be used exclusively for female prisoners. To help aid in the security of the prison that now housed 400, stone towers were built around the property for guards to use. Construction on the property continued with the Deputy Warden’s house being built in 1901 and overcrowding once again resulted in the need for more cell space. In 1904, Warden C.P Hoyt sought additional funds from the state to add cell house number four, stating that the penitentiary, with a max capacity of 400 prisoners, was currently housing 585. In 1910, construction on the Administration building was finished, complete with a balcony for the prison band to perform on. Weekly band concerts were conducted and citizens could listen at the park adjacent to the prison grounds. People from across Colorado would come to hear the band play, visit the beautiful orchards and get a drink from the Soda Springs. Records indicate that as early as 1872 inmate labor was used at the penitentiary. The first manufacturing job was building sandstone blocks using water from a ditch running through the grounds and dynamiting the sandstone from the hills. They would shape the stones into blocks using hammers and chisels and smoothing them with a stone. Other early jobs were building irrigation ditches and roads, as well as assisting local ranchers and farmers. A tailor shop was built to manufacture harnesses and other leather items. Straw mattresses and pillows also were made at the prison. A soap plant, carpenter shop and stone quarry soon were built on or near the grounds and ran with inmate labor. A February 1875 excerpt from the Pueblo Chieftain reports that during the month of January eight pairs of boots, 10 pairs of pants 34 shirts and 18 sheets were manufactured. Other work done that month included grading prison grounds, the stone quarry and work on the lime kilns. According to an undated Cañon City Daily Record article, a contract in 1880 with the Cañon City Ditch company and state officials allowed prisoners to work outside of the walls with the company for 30 cents per day. In March 1883, a bill was passed by concerned taxpayers to keep prison labor behind the walls of the penitentiary. However, by the early 1900s, inmates could be found working across Fremont County building roads and living in road camps. Skyline Drive, Tunnel Drive and the Rainbow Route to Salida were just a few of the roads completed during this time. Using inmates to build roads would continue for several more years, a 1920 interview with Warden Tyman finds him boasting that more than 2,000 miles of roads were built by prisoners at Colorado State Penitentiary. Holidays at the penitentiary in the early days looked very different from today. A Cañon City Daily record article from December 1920 outlines the holiday festivities planned for both the prisoners working at road camps as well as those at the penitentiary, complete with a big meal and a day off from work. Several articles from the early 1900s-mid 1920s indicate that inmates received special meals and entertainment on Thanksgiving and Christmas, including special musical guests, speakers, and athletic games. Extra privileges also were extended during the holidays allowing prisoners to receive gifts and write in additional letters home. However, perhaps the most looked forward to holiday tradition by the prisoners were the annual pardons. Jacob Zipperian, convict No. 6417, received a Christmas pardon by Warden Oleghorn in an undated newspaper article and in 1920 Gov. Oliver Shoup pardoned three prisoners during Thanksgiving celebrations. Throughout its 149-year existence, the face of Colorado State Penitentiary has changed several times. Buildings and programs have been added and removed, wardens have come and gone but the mission of the facility remains. An 1874 excerpt from the Council Journal of the Legislative assembly of the Territory of Colorado regarding the penitentiary reads as follows: “While the law of imprisonment, has for its primary object, protection of society by the restraint of the prisoner from further violations of law, and his punishment, that others may be deterred from like crimes, the advances of civilization and teachings of humanity are fast introducing into the prison of enlightened nations. A discipline looking to the reform of the prisoner, and his ultimate restoration to society as a penitent and better man. Whatever features you may be able to introduce into your prison discipline, looking to the reformation of criminals will be in harmony with the advanced spirit of the age and run parallel with the best interests of society and the State.”	1,891	ENGLISH	1
In Finland through general elections are elected - the Parliament, - the President of the Republic, - the councils of the municipalities (310), and - 13 Members of the European Parliament. The foundation of the Finnish election legislation was laid at the beginning of the 20th century. In 1906 the Parliament Act and the Election Act of the Grand Duchy of Finland were passed, and the first parliamentary elections in accordance with these were held in 1907. The first act on municipal elections was enacted in 1917. The first President of the Republic of Finland was elected by Parliament in 1919, and in 1922 an act on the election of presidential electors was passed. In 1994 the President was for the first time elected directly by the people in a two-stage election. After Finland had joined the European Union on 1 January 1995, the Act on the Election of Finnish Representatives to the European Parliament was enacted. Through an amendment in 1998 all election legislation was merged into one single act - Election Act (714/1998) - which entered into force on 8 October 1998 (amended several times since 1998) .	<urn:uuid:43101988-4a47-4ed5-b971-a413b5fea2ad>	CC-MAIN-2020-05	https://vaalit.fi/en/general-information	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251694176.67/warc/CC-MAIN-20200127020458-20200127050458-00224.warc.gz	en	0.987232	222	3.578125	4	[ 0.026978978887200356, 0.16171444952487946, 0.3179275691509247, -0.32124727964401245, -0.3063788115978241, 0.40085479617118835, -0.053300801664590836, -0.024511275812983513, 0.31150615215301514, 0.49153468012809753, -0.045346956700086594, -0.2089104950428009, 0.1529996246099472, 0.485008746...	14	In Finland through general elections are elected - the Parliament, - the President of the Republic, - the councils of the municipalities (310), and - 13 Members of the European Parliament. The foundation of the Finnish election legislation was laid at the beginning of the 20th century. In 1906 the Parliament Act and the Election Act of the Grand Duchy of Finland were passed, and the first parliamentary elections in accordance with these were held in 1907. The first act on municipal elections was enacted in 1917. The first President of the Republic of Finland was elected by Parliament in 1919, and in 1922 an act on the election of presidential electors was passed. In 1994 the President was for the first time elected directly by the people in a two-stage election. After Finland had joined the European Union on 1 January 1995, the Act on the Election of Finnish Representatives to the European Parliament was enacted. Through an amendment in 1998 all election legislation was merged into one single act - Election Act (714/1998) - which entered into force on 8 October 1998 (amended several times since 1998) .	270	ENGLISH	1
Birds are so present in our woods, but often go unnoticed, aside from the occasional song or visit at the feeder. This week, we decided to think a bit like birds. We started off with some snacks that birds might enjoy, such as grass (veggie straws), fruit (clementines) and seeds (pumpkin). We thought about eating insects, but no one was quite ready to do that. In our groups, we were tasked with finding as many worms (strips of colored yarn) as we could within a defined area. We walked the perimeter of the area as a group, then split into two smaller groups to turn on our bird senses in search of worms. There were 40 worms hiding in the forest, and we were able to find most of them with about 15 minutes of hunting. Each team found 15 or more, so enough food to survive for the day. We had to hone our sense of sight because the worms came in 5 different colors – some that stood out from the surroundings, and others that were better at blending in with the forest. Our worm hunt was a fun way to cooperate while thinking about the challenges of finding energy to survive. Worms collected, it was time to talk about shelter and engage in some problem solving and construction. Part 2 of our day entailed building a few bird houses to put up at Owl Woods. It wasn’t easy to wait patiently for a turn to hammer, nor was it easy to hammer those nails straight into 1-by. But we persisted, and we came out with some just right bird houses to welcome our winged neighbors as they look for shelter or a place to nest. Now experts in construction, each child took home a birdhouse kit so they may add a birdhouse to their own yard. I’ll end with a few fun bird facts we discussed: - Bird bones are hollow which helps with flight. - Ostrich are the biggest birds, although they do not fly. - Bee Hummingbirds are the smallest birds, and many hummers can fly backwards! - Many birds need to eat more than their own weight (some eat 2x their own body weight!) each day to support their activities. - Birds have no teeth, and two chambered stomachs to help digest food. - Bird nests are where birds raise their young, but are not year-long homes like the ones most of us live in. And a “one week later” Cecrophia Moth shot…	<urn:uuid:ea6b6d8a-13f5-4332-b43a-caab58fb79a6>	CC-MAIN-2020-05	https://owlwoods.org/author/afdiller/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00491.warc.gz	en	0.983215	520	3.375	3	[ 0.12698215246200562, -0.47706547379493713, 0.23571479320526123, -0.0569927804172039, 0.4009164571762085, 0.3287908732891083, 0.10512075573205948, 0.23936140537261963, -0.16342788934707642, 0.18662327527999878, -0.09084581583738327, -0.5914819836616516, -0.12450388818979263, 0.1709875315427...	21	Birds are so present in our woods, but often go unnoticed, aside from the occasional song or visit at the feeder. This week, we decided to think a bit like birds. We started off with some snacks that birds might enjoy, such as grass (veggie straws), fruit (clementines) and seeds (pumpkin). We thought about eating insects, but no one was quite ready to do that. In our groups, we were tasked with finding as many worms (strips of colored yarn) as we could within a defined area. We walked the perimeter of the area as a group, then split into two smaller groups to turn on our bird senses in search of worms. There were 40 worms hiding in the forest, and we were able to find most of them with about 15 minutes of hunting. Each team found 15 or more, so enough food to survive for the day. We had to hone our sense of sight because the worms came in 5 different colors – some that stood out from the surroundings, and others that were better at blending in with the forest. Our worm hunt was a fun way to cooperate while thinking about the challenges of finding energy to survive. Worms collected, it was time to talk about shelter and engage in some problem solving and construction. Part 2 of our day entailed building a few bird houses to put up at Owl Woods. It wasn’t easy to wait patiently for a turn to hammer, nor was it easy to hammer those nails straight into 1-by. But we persisted, and we came out with some just right bird houses to welcome our winged neighbors as they look for shelter or a place to nest. Now experts in construction, each child took home a birdhouse kit so they may add a birdhouse to their own yard. I’ll end with a few fun bird facts we discussed: - Bird bones are hollow which helps with flight. - Ostrich are the biggest birds, although they do not fly. - Bee Hummingbirds are the smallest birds, and many hummers can fly backwards! - Many birds need to eat more than their own weight (some eat 2x their own body weight!) each day to support their activities. - Birds have no teeth, and two chambered stomachs to help digest food. - Bird nests are where birds raise their young, but are not year-long homes like the ones most of us live in. And a “one week later” Cecrophia Moth shot…	511	ENGLISH	1
Like Boo Radley, Tom Robinson isn't just an individual. He's also a litmus test for Maycomb's racism—and, unfortunately for him, it fails. Tom Robinson's name comes up long before he appears in person, but the main issue setting tongues wagging isn't whether Tom is innocent or guilty, but Atticus's resolve to give him a good defense. Tom himself is basically absent from these debates, which assume either that he's guilty or that, regardless of his guilt or innocence, he should be punished for getting anywhere near Mayella. And Tom stays invisible through most of the novel. When the lynch mob turns up at the jail where he's being held, they face off with Atticus while Tom himself listens silently from inside. It's not until after they leave that Tom's disembodied voice comes out of the darkness. A soft husky voice came from the darkness above: "They gone?" Atticus stepped back and looked up. "They've gone," he said. "Get some sleep, Tom. They won't bother you any more." (15.128-130) The conflict is between white people, with Tom as the unseen, powerless object they're fighting over. So why don't we see Tom until the day of the trial? The obvious answer is that we don't because Scout doesn't—but the novel could have brought Tom and Scout together at some point, so why didn't it? One answer is that if she had seen him, we wouldn't have the big reveal at the trial of Tom's disability, while doing things this way allows us to wonder along with the rest of the audience why Atticus is making such a big deal of Ewell's left-handedness. But there might be more going on here: how real a person does Tom seem before we see him? And how sympathetic does he seem? Getting an idea of Tom only through what people say about him puts us as readers in a similar position to the people of Maycomb in terms of how much knowledge we have about him. It's up to us to make up our own minds about Tom—and about the people who judge him. (Click the character infographic to download.) Even when Tom appears in person for the first time at the trial, everyone else gets to give their version of what happened before he has a chance to speak. At the trial, we get two versions of his relationship with Mayella, and they offer two very different stories: Mayella and her father tell the story that everyone expects to hear, about the Tom that is the town's nightmare. Tom tells the story that no one wants to hear, about the Tom that is himself. The Ewells' Tom is a wicked beast who acts out of animalistic lust. There's no motivation for his sudden attack on Mayella—it's just assumed that any African-American man would rape any white woman, given the chance. (Atticus pokes some holes in this assumption in his closing remarks; see "Race" in "Quotes and Thoughts" for more.) The Ewells' Tom draws both on white fears of African-American men, especially where white women are concerned, and also on the stereotypes that justify white oppression of supposedly inferior African-Americans. But Tom presents himself as a good guy who was just trying to help out a fellow human being in need. The only feelings he has for Mayella are compassion and pity, but it seems even those aren't acceptable either. "You're a mighty good fellow, it seems—did all this for not one penny?" "Yes, suh. I felt right sorry for her, she seemed to try more'n the rest of 'em-" "You felt sorry for her, you felt sorry for her?" Mr. Gilmer seemed ready to rise to the ceiling. The witness realized his mistake and shifted uncomfortably in the chair. But the damage was done. Below us, nobody liked Tom Robinson's answer. Mr. Gilmer paused a long time to let it sink in. (19.124-127) Tom feels sorry for Mayella as one human being for another, but Mr. Gilmer and others can only see a black man feeling sorry for a white woman, suggesting the uncomfortable-for-them idea that white skin doesn't make a person automatically better off than anyone whose skin is black. In his testimony, Tom presents himself as someone caught in an impossible situation: Mayella's behavior, as Atticus says, breaks the code of acceptable black-white relations, and so there's no right way for Tom to respond. "Mr. Finch, I tried. I tried to 'thout bein' ugly to her. I didn't wanta be ugly, I didn't wanta push her or nothin'."[…] Until my father explained it to me later, I did not understand the subtlety of Tom's predicament: he would not have dared strike a white woman under any circumstances and expect to live long, so he took the first opportunity to run—a sure sign of guilt. (19.76-77) Tom does the best he can under the circumstances, but even his best isn't good enough. As a black man living in a white world, he's doomed from the start. Which story is the jury going to believe—the comfortable one about a black man raping a white woman, or a disturbing one about a black man pitying a white woman? Yeah. You know where this is going. But does the jury actually think Tom raped Mayella, or are they just afraid to say otherwise? Without a fly-on-the-wall narrator in the jury room, it's hard to tell. We do know that the one jury member who was willing to acquit Tom was a relative of Mr. Cunningham, who was part of the mob that tried to lynch Tom. What made this unknown Cunningham's views on Tom different? He didn't have access to any additional evidence, but he did have a connection with someone who felt sympathy with the defense—perhaps that was enough to ignite a spark of bravery to go against accepted opinion and acquit Tom. Or perhaps he was inspired by Atticus's determined stand for what he believed in to do the same. After the guilty verdict that ignores Tom's own version of himself in favor of Maycomb's nightmare vision of him, Tom loses hope (and again disappears from the narrative). Atticus promises him an appeal, but who's to say the white men at the next level up will be any different than the fine citizens of Maycomb? Tom's escape attempt seems crazy—running across a football-field sized prison yard to climb a fence in broad daylight with several armed guards watching—but perhaps that's the only way he saw of taking control of his fate. As Atticus says afterwards, "I guess Tom was tired of white men's chances and preferred to take his own" (24.71). Or perhaps Tom just couldn't take it any more and snapped, like Jem with Mrs. Dubose's camellia bushes. In any case, Tom's death changes little about how Maycomb sees him, and in fact just reinforces their stereotypes further. To Maycomb, Tom's death was typical. Typical of a nigger to cut and run. Typical of a nigger's mentality to have no plan, no thought for the future, just run blind first chance he saw. Funny thing, Atticus Finch might've got him off scot free, but wait-? Hell no. You know how they are. Easy come, easy go. Just shows you, that Robinson boy was legally married, they say he kept himself clean, went to church and all that, but when it comes down to the line the veneer's mighty thin. Nigger always comes out in 'em. (25.25) Just like Tom's running away from the Ewell house gives most of Maycomb another excuse to believe in his guilt, his running away from prison once again gets worked into their pre-existing ideas about what African-Americans are like. No amount of white blood can overcome a drop of black blood in Maycomb genetics, and no amount of good behavior can save Tom from being dismissed as "typical." What's more, it's not just Tom personally who is condemned for his faults, but the entire African-American race. That's one ugly way stereotypes work. (Here's a comic strip to make this unpalatable lesson go down more easily.) While Atticus takes pride in getting Tom the fairest trial possible under the circumstances, and sees some hope in the fact that the jury took hours instead of minutes to reach the foregone conclusion of a guilty verdict, Mr. Underwood's postmortem newspaper editorial sees the whole trial as a sham. "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed." (25.28) If it's true that in Tom's personal Choose-Your-Own-Adventure all paths lead to conviction, the question arises: what in Maycomb would have to change for Tom to have the chance of a different fate? What would have to change for him to be able to control that fate? And what does Tom's fate as it stands say about Maycomb as a community?	<urn:uuid:5619cc8d-e6ed-40db-8738-c37a0a79f329>	CC-MAIN-2020-05	https://www.shmoop.com/study-guides/literature/to-kill-a-mockingbird/thomas-robinson	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00387.warc.gz	en	0.980597	1,949	3.3125	3	[ -0.44530755281448364, 0.29791635274887085, -0.1461566835641861, -0.12081117182970047, -0.07421895861625671, 0.0018629481783136725, 0.6287334561347961, 0.04631640762090683, 0.2986438572406769, -0.4603841304779053, 0.2036513239145279, 0.02847357839345932, -0.41287440061569214, -0.05020549520...	1	Like Boo Radley, Tom Robinson isn't just an individual. He's also a litmus test for Maycomb's racism—and, unfortunately for him, it fails. Tom Robinson's name comes up long before he appears in person, but the main issue setting tongues wagging isn't whether Tom is innocent or guilty, but Atticus's resolve to give him a good defense. Tom himself is basically absent from these debates, which assume either that he's guilty or that, regardless of his guilt or innocence, he should be punished for getting anywhere near Mayella. And Tom stays invisible through most of the novel. When the lynch mob turns up at the jail where he's being held, they face off with Atticus while Tom himself listens silently from inside. It's not until after they leave that Tom's disembodied voice comes out of the darkness. A soft husky voice came from the darkness above: "They gone?" Atticus stepped back and looked up. "They've gone," he said. "Get some sleep, Tom. They won't bother you any more." (15.128-130) The conflict is between white people, with Tom as the unseen, powerless object they're fighting over. So why don't we see Tom until the day of the trial? The obvious answer is that we don't because Scout doesn't—but the novel could have brought Tom and Scout together at some point, so why didn't it? One answer is that if she had seen him, we wouldn't have the big reveal at the trial of Tom's disability, while doing things this way allows us to wonder along with the rest of the audience why Atticus is making such a big deal of Ewell's left-handedness. But there might be more going on here: how real a person does Tom seem before we see him? And how sympathetic does he seem? Getting an idea of Tom only through what people say about him puts us as readers in a similar position to the people of Maycomb in terms of how much knowledge we have about him. It's up to us to make up our own minds about Tom—and about the people who judge him. (Click the character infographic to download.) Even when Tom appears in person for the first time at the trial, everyone else gets to give their version of what happened before he has a chance to speak. At the trial, we get two versions of his relationship with Mayella, and they offer two very different stories: Mayella and her father tell the story that everyone expects to hear, about the Tom that is the town's nightmare. Tom tells the story that no one wants to hear, about the Tom that is himself. The Ewells' Tom is a wicked beast who acts out of animalistic lust. There's no motivation for his sudden attack on Mayella—it's just assumed that any African-American man would rape any white woman, given the chance. (Atticus pokes some holes in this assumption in his closing remarks; see "Race" in "Quotes and Thoughts" for more.) The Ewells' Tom draws both on white fears of African-American men, especially where white women are concerned, and also on the stereotypes that justify white oppression of supposedly inferior African-Americans. But Tom presents himself as a good guy who was just trying to help out a fellow human being in need. The only feelings he has for Mayella are compassion and pity, but it seems even those aren't acceptable either. "You're a mighty good fellow, it seems—did all this for not one penny?" "Yes, suh. I felt right sorry for her, she seemed to try more'n the rest of 'em-" "You felt sorry for her, you felt sorry for her?" Mr. Gilmer seemed ready to rise to the ceiling. The witness realized his mistake and shifted uncomfortably in the chair. But the damage was done. Below us, nobody liked Tom Robinson's answer. Mr. Gilmer paused a long time to let it sink in. (19.124-127) Tom feels sorry for Mayella as one human being for another, but Mr. Gilmer and others can only see a black man feeling sorry for a white woman, suggesting the uncomfortable-for-them idea that white skin doesn't make a person automatically better off than anyone whose skin is black. In his testimony, Tom presents himself as someone caught in an impossible situation: Mayella's behavior, as Atticus says, breaks the code of acceptable black-white relations, and so there's no right way for Tom to respond. "Mr. Finch, I tried. I tried to 'thout bein' ugly to her. I didn't wanta be ugly, I didn't wanta push her or nothin'."[…] Until my father explained it to me later, I did not understand the subtlety of Tom's predicament: he would not have dared strike a white woman under any circumstances and expect to live long, so he took the first opportunity to run—a sure sign of guilt. (19.76-77) Tom does the best he can under the circumstances, but even his best isn't good enough. As a black man living in a white world, he's doomed from the start. Which story is the jury going to believe—the comfortable one about a black man raping a white woman, or a disturbing one about a black man pitying a white woman? Yeah. You know where this is going. But does the jury actually think Tom raped Mayella, or are they just afraid to say otherwise? Without a fly-on-the-wall narrator in the jury room, it's hard to tell. We do know that the one jury member who was willing to acquit Tom was a relative of Mr. Cunningham, who was part of the mob that tried to lynch Tom. What made this unknown Cunningham's views on Tom different? He didn't have access to any additional evidence, but he did have a connection with someone who felt sympathy with the defense—perhaps that was enough to ignite a spark of bravery to go against accepted opinion and acquit Tom. Or perhaps he was inspired by Atticus's determined stand for what he believed in to do the same. After the guilty verdict that ignores Tom's own version of himself in favor of Maycomb's nightmare vision of him, Tom loses hope (and again disappears from the narrative). Atticus promises him an appeal, but who's to say the white men at the next level up will be any different than the fine citizens of Maycomb? Tom's escape attempt seems crazy—running across a football-field sized prison yard to climb a fence in broad daylight with several armed guards watching—but perhaps that's the only way he saw of taking control of his fate. As Atticus says afterwards, "I guess Tom was tired of white men's chances and preferred to take his own" (24.71). Or perhaps Tom just couldn't take it any more and snapped, like Jem with Mrs. Dubose's camellia bushes. In any case, Tom's death changes little about how Maycomb sees him, and in fact just reinforces their stereotypes further. To Maycomb, Tom's death was typical. Typical of a nigger to cut and run. Typical of a nigger's mentality to have no plan, no thought for the future, just run blind first chance he saw. Funny thing, Atticus Finch might've got him off scot free, but wait-? Hell no. You know how they are. Easy come, easy go. Just shows you, that Robinson boy was legally married, they say he kept himself clean, went to church and all that, but when it comes down to the line the veneer's mighty thin. Nigger always comes out in 'em. (25.25) Just like Tom's running away from the Ewell house gives most of Maycomb another excuse to believe in his guilt, his running away from prison once again gets worked into their pre-existing ideas about what African-Americans are like. No amount of white blood can overcome a drop of black blood in Maycomb genetics, and no amount of good behavior can save Tom from being dismissed as "typical." What's more, it's not just Tom personally who is condemned for his faults, but the entire African-American race. That's one ugly way stereotypes work. (Here's a comic strip to make this unpalatable lesson go down more easily.) While Atticus takes pride in getting Tom the fairest trial possible under the circumstances, and sees some hope in the fact that the jury took hours instead of minutes to reach the foregone conclusion of a guilty verdict, Mr. Underwood's postmortem newspaper editorial sees the whole trial as a sham. "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed." (25.28) If it's true that in Tom's personal Choose-Your-Own-Adventure all paths lead to conviction, the question arises: what in Maycomb would have to change for Tom to have the chance of a different fate? What would have to change for him to be able to control that fate? And what does Tom's fate as it stands say about Maycomb as a community?	1,918	ENGLISH	1
Studies in the Book of Acts Acts 15: Christians and the Law of Moses Acts 15 describes the most important meeting the early church had. The future of the church was at stake—was it to be a Jewish group, or would it allow Gentiles? If Gentiles could enter the church without following Jewish laws, the church would attract more Gentiles, and eventually Gentiles would be the majority. The church would no longer be a sect of Judaism, but a distinct faith. Let’s see how the council of Jerusalem developed. The council comes in the center of Luke’s inspired history. His book begins with the Jewish church, dominated by Peter in chapters 1 to 5. The book ends with Paul’s mission to the Gentiles, in chapters 16 to 28. Chapters 6 to 15 form a transition, alternating between Jewish and Gentile growth. Chapter 15, the council of Jerusalem, forms the climax of the transition between Jewish and Gentile evangelism. In the story flow, the council forms the decisive step that propels the Gentile mission into dominance. Paul and Barnabas had returned from a successful missionary trip in Gentile areas. They told the church in Antioch how God had “opened a door of faith to the Gentiles” (14:27). Thus the stage is set for chapter 15. “Certain people came down from Judea to Antioch and were teaching the believers: ‘Unless you are circumcised, according to the custom taught by Moses, you cannot be saved’” (15:1). They were saying that circumcision was required for salvation. They probably thought the question was simple: Christians should obey God, and God had commanded circumcision. If people want the blessings of Abraham, they should act like children of Abraham, and that meant circumcision for Gentiles as well as for Jews (Gen. 17:12). Paul and Barnabas had a different opinion: “This brought Paul and Barnabas into sharp dispute and debate with them” (Acts 15:2). How was the argument to be resolved? “Paul and Barnabas were appointed, along with some other believers, to go up to Jerusalem to see the apostles and elders about this question.” In this way the church could have unity. So “the church sent them on their way, and as they traveled through Phoenicia and Samaria, they told how the Gentiles had been converted. This news made all the believers very glad” (v. 3). Luke is letting us know that most Christians supported the Gentile mission. “When they came to Jerusalem, they were welcomed by the church and the apostles and elders, to whom they reported everything God had done through them” (v. 4). What God had done was part of the evidence. The miracles and conversions supported what he was saying. The formal debate Then they debated the question: “Some of the believers who belonged to the party of the Pharisees stood up and said, `The Gentiles must be circumcised and required to keep the law of Moses’” (v. 5). We saw in verse 1 that they believed that circumcision was necessary for salvation. Here we see that they also believed the laws of Moses were required. Circumcision was the first step in the process—they believed that Christians must keep all the laws of Moses. What were these laws? Were they biblical laws, or the unbiblical traditions of the elders? In every other New Testament mention of the “laws of Moses,” the biblical books of Moses are meant (Luke 2:22; 24:44; John 7:22-23; Acts 28:23; 1 Cor. 9:9; Heb. 10:28). Luke could have said “traditions,” but he did not. Anyone who knew the teachings of Jesus would already know that unbiblical traditions were not required of anyone. They did not need to debate about Jewish traditions. Just as circumcision was biblical, so also were the laws of Moses. The claim was that Gentile believers should be circumcised, and then, as part of the covenant people of God, obey the laws of the covenant. One of the laws of Moses was that males were to be circumcised. Today, we might explain that Jesus instituted a new covenant, and that the Jewish believers were God’s people not because they were Jewish, but because they were believers. Membership in the new covenant is by faith, not by ancestry. But the Jerusalem council did not approach the question from this perspective. Let’s see how they did it. The apostles speak “The apostles and elders met to consider this question” (v. 6). Perhaps dozens of elders were involved. “After much discussion, Peter got up and addressed them: `Brothers, you know that some time ago God made a choice among you that the Gentiles might hear from my lips the message of the gospel and believe’” (v. 7). Peter reminded the people that God had used him to preach the gospel to Cornelius and his family (Acts 10). As far as we know, Cornelius was not circumcised, but Peter did not use that precedent as proof. Rather, he focused on the theological foundations of how a person is saved —by believing. “God, who knows the heart, showed that he accepted them by giving the Holy Spirit to them, just as he did to us. He did not discriminate between us and them, for he purified their hearts by faith” (vs. 8-9). God gave the Holy Spirit to this uncircumcised family, purifying their hearts, pronouncing them holy, as acceptable to him, because of their faith. Peter then began to scold the people who wanted the Gentiles to obey the laws of Moses: “Now then, why do you try to test God by putting on the necks of Gentiles a yoke that neither we nor our ancestors have been able to bear? No! We believe it is through the grace of our Lord Jesus that we are saved, just as they are” (vs. 10-11). Peter’s point is that the yoke of Moses was a burden that the Jewish people were not able to keep successfully. Those rituals showed that, no matter how hard people worked, they could never be perfect. They showed, for anyone who ever wondered, that works can never lead to salvation. Salvation is attained in a different way—by grace. We can’t earn it, so it has to be given to us. Since the law of Moses cannot bring us salvation, there is no need to require the Gentiles to keep it. God gave them the Holy Spirit and showed that he accepts them without all those rituals. They are saved by grace, and the Jews are, too. If we follow Peter’s logic, we will see that Jewish believers do not have to keep the laws of Moses, either. They are saved by grace through faith, just as the Gentiles are. The old covenant is obsolete, so its laws are no longer required for anyone, and that is why Peter could live like a Gentile (Gal. 2:14). But that is getting ahead of the story. In Acts 15, the question is only whether Gentiles have to keep the laws of Moses. The judgment of James After Barnabas and Paul told “about the signs and wonders God had done among the Gentiles” (Acts 15:12), James spoke. As leader of the Jerusalem church, he had a lot of influence. Some of the Judaizers even claimed him as their authority (Gal. 2:12), but Luke tells us that James was in complete agreement with Peter and Paul. “Listen to me. Simon [Peter] has described to us how God first intervened to choose a people for his name from the Gentiles” (Acts 15:13-14). The fact that God has already acted was powerful evidence. James then quoted from the Greek translation of Amos to show that Scripture agreed with what was happening (vs. 15-18). He could have used other Old Testament prophecies, too, about Gentiles being included among God’s people. Experience and Scripture pointed to the same conclusion. “It is my judgment, therefore, that we should not make it difficult for the Gentiles who are turning to God” (v. 19). There is no need to require the yoke of Moses, for that would make things unnecessarily difficult for the Gentile believers. James then suggested four rules: “Instead we should write to them, telling them to abstain from food polluted by idols, from sexual immorality, from the meat of strangled animals and from blood” (v. 20). Instead of making things difficult for the Gentiles, these four rules would be enough. Obviously, Gentile believers should not lie, steal and murder. They already knew that, so they did not need a special reminder about it. Why, then, these four rules? Some scholars say the Jews believed that these laws dated back to the time of Noah, and therefore applied to all nations. Others say that all four rules were associated with idolatry. Some say that these four rules were laws of Moses, and were given so Gentiles and Jews could eat together. None of these suggestions is fully convincing. However, the decree makes it clear that Gentiles do not have to be circumcised, nor do they have to obey the laws of Moses. They are circumcised spiritually, not physically. God never gave those commands to the Gentiles. Moses is preached We should not make it difficult for the Gentiles, James said. Instead, it will be enough to give them four rules, which they will find easy to comply with. Why give them these rules? Notice the reason that James gives: “For the law of Moses has been preached in every city from the earliest times and is read in the synagogues on every Sabbath” (v. 21). James was not encouraging Gentile Christians to attend the synagogues. He was not saying they should listen to the laws of Moses. No, but because those laws were commonly preached, the apostles should tell the Gentiles four rules. Then they would not think that Christianity is more difficult than it is. To summarize: Some men said that Gentiles should be circumcised and obey the laws of Moses or else they could not be saved. Not so, said the apostles. Gentiles are saved by grace and faith. God is pleased to dwell in people who aren’t circumcised and who don’t keep the rituals. But since Moses is widely preached, we need to give a decree that clearly distinguishes the Christian faith from the Law of Moses. This pleased the entire church, so they wrote it in a letter and sent it to Antioch, where they “were glad for its encouraging message” (v. 31). Author: Michael Morrison	<urn:uuid:7b3d1c50-b3bc-4603-9483-5a677dd1cdb1>	CC-MAIN-2020-05	https://www.gcs.edu/mod/book/tool/print/index.php?id=4475&chapterid=99	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00005.warc.gz	en	0.9819	2,291	3.53125	4	[ -0.22597572207450867, 0.08587434887886047, 0.07886838912963867, -0.5844074487686157, -0.5583179593086243, -0.12782800197601318, -0.025972384959459305, 0.11002804338932037, 0.13756507635116577, 0.5349540114402771, -0.2236570417881012, 0.14423267543315887, -0.03848487138748169, 0.19388760626...	5	Studies in the Book of Acts Acts 15: Christians and the Law of Moses Acts 15 describes the most important meeting the early church had. The future of the church was at stake—was it to be a Jewish group, or would it allow Gentiles? If Gentiles could enter the church without following Jewish laws, the church would attract more Gentiles, and eventually Gentiles would be the majority. The church would no longer be a sect of Judaism, but a distinct faith. Let’s see how the council of Jerusalem developed. The council comes in the center of Luke’s inspired history. His book begins with the Jewish church, dominated by Peter in chapters 1 to 5. The book ends with Paul’s mission to the Gentiles, in chapters 16 to 28. Chapters 6 to 15 form a transition, alternating between Jewish and Gentile growth. Chapter 15, the council of Jerusalem, forms the climax of the transition between Jewish and Gentile evangelism. In the story flow, the council forms the decisive step that propels the Gentile mission into dominance. Paul and Barnabas had returned from a successful missionary trip in Gentile areas. They told the church in Antioch how God had “opened a door of faith to the Gentiles” (14:27). Thus the stage is set for chapter 15. “Certain people came down from Judea to Antioch and were teaching the believers: ‘Unless you are circumcised, according to the custom taught by Moses, you cannot be saved’” (15:1). They were saying that circumcision was required for salvation. They probably thought the question was simple: Christians should obey God, and God had commanded circumcision. If people want the blessings of Abraham, they should act like children of Abraham, and that meant circumcision for Gentiles as well as for Jews (Gen. 17:12). Paul and Barnabas had a different opinion: “This brought Paul and Barnabas into sharp dispute and debate with them” (Acts 15:2). How was the argument to be resolved? “Paul and Barnabas were appointed, along with some other believers, to go up to Jerusalem to see the apostles and elders about this question.” In this way the church could have unity. So “the church sent them on their way, and as they traveled through Phoenicia and Samaria, they told how the Gentiles had been converted. This news made all the believers very glad” (v. 3). Luke is letting us know that most Christians supported the Gentile mission. “When they came to Jerusalem, they were welcomed by the church and the apostles and elders, to whom they reported everything God had done through them” (v. 4). What God had done was part of the evidence. The miracles and conversions supported what he was saying. The formal debate Then they debated the question: “Some of the believers who belonged to the party of the Pharisees stood up and said, `The Gentiles must be circumcised and required to keep the law of Moses’” (v. 5). We saw in verse 1 that they believed that circumcision was necessary for salvation. Here we see that they also believed the laws of Moses were required. Circumcision was the first step in the process—they believed that Christians must keep all the laws of Moses. What were these laws? Were they biblical laws, or the unbiblical traditions of the elders? In every other New Testament mention of the “laws of Moses,” the biblical books of Moses are meant (Luke 2:22; 24:44; John 7:22-23; Acts 28:23; 1 Cor. 9:9; Heb. 10:28). Luke could have said “traditions,” but he did not. Anyone who knew the teachings of Jesus would already know that unbiblical traditions were not required of anyone. They did not need to debate about Jewish traditions. Just as circumcision was biblical, so also were the laws of Moses. The claim was that Gentile believers should be circumcised, and then, as part of the covenant people of God, obey the laws of the covenant. One of the laws of Moses was that males were to be circumcised. Today, we might explain that Jesus instituted a new covenant, and that the Jewish believers were God’s people not because they were Jewish, but because they were believers. Membership in the new covenant is by faith, not by ancestry. But the Jerusalem council did not approach the question from this perspective. Let’s see how they did it. The apostles speak “The apostles and elders met to consider this question” (v. 6). Perhaps dozens of elders were involved. “After much discussion, Peter got up and addressed them: `Brothers, you know that some time ago God made a choice among you that the Gentiles might hear from my lips the message of the gospel and believe’” (v. 7). Peter reminded the people that God had used him to preach the gospel to Cornelius and his family (Acts 10). As far as we know, Cornelius was not circumcised, but Peter did not use that precedent as proof. Rather, he focused on the theological foundations of how a person is saved —by believing. “God, who knows the heart, showed that he accepted them by giving the Holy Spirit to them, just as he did to us. He did not discriminate between us and them, for he purified their hearts by faith” (vs. 8-9). God gave the Holy Spirit to this uncircumcised family, purifying their hearts, pronouncing them holy, as acceptable to him, because of their faith. Peter then began to scold the people who wanted the Gentiles to obey the laws of Moses: “Now then, why do you try to test God by putting on the necks of Gentiles a yoke that neither we nor our ancestors have been able to bear? No! We believe it is through the grace of our Lord Jesus that we are saved, just as they are” (vs. 10-11). Peter’s point is that the yoke of Moses was a burden that the Jewish people were not able to keep successfully. Those rituals showed that, no matter how hard people worked, they could never be perfect. They showed, for anyone who ever wondered, that works can never lead to salvation. Salvation is attained in a different way—by grace. We can’t earn it, so it has to be given to us. Since the law of Moses cannot bring us salvation, there is no need to require the Gentiles to keep it. God gave them the Holy Spirit and showed that he accepts them without all those rituals. They are saved by grace, and the Jews are, too. If we follow Peter’s logic, we will see that Jewish believers do not have to keep the laws of Moses, either. They are saved by grace through faith, just as the Gentiles are. The old covenant is obsolete, so its laws are no longer required for anyone, and that is why Peter could live like a Gentile (Gal. 2:14). But that is getting ahead of the story. In Acts 15, the question is only whether Gentiles have to keep the laws of Moses. The judgment of James After Barnabas and Paul told “about the signs and wonders God had done among the Gentiles” (Acts 15:12), James spoke. As leader of the Jerusalem church, he had a lot of influence. Some of the Judaizers even claimed him as their authority (Gal. 2:12), but Luke tells us that James was in complete agreement with Peter and Paul. “Listen to me. Simon [Peter] has described to us how God first intervened to choose a people for his name from the Gentiles” (Acts 15:13-14). The fact that God has already acted was powerful evidence. James then quoted from the Greek translation of Amos to show that Scripture agreed with what was happening (vs. 15-18). He could have used other Old Testament prophecies, too, about Gentiles being included among God’s people. Experience and Scripture pointed to the same conclusion. “It is my judgment, therefore, that we should not make it difficult for the Gentiles who are turning to God” (v. 19). There is no need to require the yoke of Moses, for that would make things unnecessarily difficult for the Gentile believers. James then suggested four rules: “Instead we should write to them, telling them to abstain from food polluted by idols, from sexual immorality, from the meat of strangled animals and from blood” (v. 20). Instead of making things difficult for the Gentiles, these four rules would be enough. Obviously, Gentile believers should not lie, steal and murder. They already knew that, so they did not need a special reminder about it. Why, then, these four rules? Some scholars say the Jews believed that these laws dated back to the time of Noah, and therefore applied to all nations. Others say that all four rules were associated with idolatry. Some say that these four rules were laws of Moses, and were given so Gentiles and Jews could eat together. None of these suggestions is fully convincing. However, the decree makes it clear that Gentiles do not have to be circumcised, nor do they have to obey the laws of Moses. They are circumcised spiritually, not physically. God never gave those commands to the Gentiles. Moses is preached We should not make it difficult for the Gentiles, James said. Instead, it will be enough to give them four rules, which they will find easy to comply with. Why give them these rules? Notice the reason that James gives: “For the law of Moses has been preached in every city from the earliest times and is read in the synagogues on every Sabbath” (v. 21). James was not encouraging Gentile Christians to attend the synagogues. He was not saying they should listen to the laws of Moses. No, but because those laws were commonly preached, the apostles should tell the Gentiles four rules. Then they would not think that Christianity is more difficult than it is. To summarize: Some men said that Gentiles should be circumcised and obey the laws of Moses or else they could not be saved. Not so, said the apostles. Gentiles are saved by grace and faith. God is pleased to dwell in people who aren’t circumcised and who don’t keep the rituals. But since Moses is widely preached, we need to give a decree that clearly distinguishes the Christian faith from the Law of Moses. This pleased the entire church, so they wrote it in a letter and sent it to Antioch, where they “were glad for its encouraging message” (v. 31). Author: Michael Morrison	2,298	ENGLISH	1
Playing with babies is not only adorable, but it also causes the brain waves of adults and babies to sync together. This may lead to both babies and adults being able to predict the next action of each other and become more playfully engaging. A new study conducted by researchers at the Princeton Baby Lab in the US was able to show the adults and babies brain waves syncing. The study involved observation of 18 babies, all aged between 10 and 15 months. The study focused on the changes taking place between the two groups as they played with each other. Syncing of brain waves Cognitive psychologist Elise Piazza, regarding this study, said, Previous research has shown that adults’ brains sync up when they watch movies and listen to stories, but little is known about how this ‘neural synchrony’ develops in the first years of life. The study shows how the action of an adult can influence the actions taken by a baby or vice versa. The study also showed how the action of another person could affect how we process information. Babies predict better what the adults are about to do The brain wave study also found that the baby brains were leading the adult brains by a few seconds. This meant that babies were better readers and were able to predict better what the adults were about to do. This is according to psychologist Casey Lew-Williams. We were also surprised to find that the infant brain was often ‘leading’ the adult brain by a few seconds, suggesting that babies do not just passively receive input but may guide adults toward the next thing they’re going to focus on: which toy to pick up, which words to say, The research which was published in Psychological Science demonstrated the workings of the brain of babies during interactions. It also demonstrated why the interactions between babies and adults are so effective. Featured image by Pixabay	<urn:uuid:908e3b09-d375-4d6e-8af0-892ef2bc4168>	CC-MAIN-2020-05	https://www.englishforums.com/news/syncing-of-child-and-adult-brain-waves/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250624328.55/warc/CC-MAIN-20200124161014-20200124190014-00011.warc.gz	en	0.983431	383	3.484375	3	[ -0.15568725764751434, -0.10921115428209305, -0.1200985312461853, -0.14486783742904663, -0.3502570688724518, 0.6768184304237366, 0.34104686975479126, 0.18090367317199707, 0.2290342152118683, -0.23097404837608337, 0.14569687843322754, 0.13045254349708557, -0.09677629917860031, 0.369996368885...	1	Playing with babies is not only adorable, but it also causes the brain waves of adults and babies to sync together. This may lead to both babies and adults being able to predict the next action of each other and become more playfully engaging. A new study conducted by researchers at the Princeton Baby Lab in the US was able to show the adults and babies brain waves syncing. The study involved observation of 18 babies, all aged between 10 and 15 months. The study focused on the changes taking place between the two groups as they played with each other. Syncing of brain waves Cognitive psychologist Elise Piazza, regarding this study, said, Previous research has shown that adults’ brains sync up when they watch movies and listen to stories, but little is known about how this ‘neural synchrony’ develops in the first years of life. The study shows how the action of an adult can influence the actions taken by a baby or vice versa. The study also showed how the action of another person could affect how we process information. Babies predict better what the adults are about to do The brain wave study also found that the baby brains were leading the adult brains by a few seconds. This meant that babies were better readers and were able to predict better what the adults were about to do. This is according to psychologist Casey Lew-Williams. We were also surprised to find that the infant brain was often ‘leading’ the adult brain by a few seconds, suggesting that babies do not just passively receive input but may guide adults toward the next thing they’re going to focus on: which toy to pick up, which words to say, The research which was published in Psychological Science demonstrated the workings of the brain of babies during interactions. It also demonstrated why the interactions between babies and adults are so effective. Featured image by Pixabay	373	ENGLISH	1
Chicanná was a Maya town that was built during the Classic period. The site was named after its most famous building, Structure II, which means "House of the Serpent Mouth" in Mayan. In the Mayan language chi means "mouth", can means "serpent" and na means "house". The site is located two kilometers west of Becán in the Mexican state of Campeche on the Yucatán peninsula. It is one of 45 other ruin sites located within that area. Chicanná was inhabited from 300 B.C. to 1100 A.D., but was thought to have reached its peak from 300 B.C. to 250 A.D. There is evidence that Chicanná may have been dependent on Becán for much of its existence, since Becán was self-sufficient. Chicanná is one of the most striking examples in the region of the mixing of architectural styles with its stunning detailed buildings. Coordinates 18°30'28.624" N -89°29'12.321" E	<urn:uuid:f121bcf6-d3b7-4c2b-a562-6e577a9030da>	CC-MAIN-2020-05	https://travel.sygic.com/en/poi/chicanna-poi:41215	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250599718.13/warc/CC-MAIN-20200120165335-20200120194335-00353.warc.gz	en	0.985246	219	3.4375	3	[ -0.22276321053504944, 0.1115083396434784, 0.4207635819911957, 0.43627291917800903, 0.07903189212083817, 0.06317100673913956, 0.4431230425834656, -0.11659090965986252, -0.2345111072063446, -0.2353765219449997, 0.10684935003519058, -0.8057565689086914, -0.3640519380569458, 0.4606651961803436...	4	Chicanná was a Maya town that was built during the Classic period. The site was named after its most famous building, Structure II, which means "House of the Serpent Mouth" in Mayan. In the Mayan language chi means "mouth", can means "serpent" and na means "house". The site is located two kilometers west of Becán in the Mexican state of Campeche on the Yucatán peninsula. It is one of 45 other ruin sites located within that area. Chicanná was inhabited from 300 B.C. to 1100 A.D., but was thought to have reached its peak from 300 B.C. to 250 A.D. There is evidence that Chicanná may have been dependent on Becán for much of its existence, since Becán was self-sufficient. Chicanná is one of the most striking examples in the region of the mixing of architectural styles with its stunning detailed buildings. Coordinates 18°30'28.624" N -89°29'12.321" E	237	ENGLISH	1
Experts think there are many reasons for this, including that ancient celebrations around the winter solstice took place in December. The winter solstice is the shortest day of the year, but also marks the beginning of longer days for the rest of the year. When Christianity took hold and its followers began celebrating the birth of Jesus, church officials selected the week of the solstice for the official celebration date. This way, Christmas fell on December 25th and coincided with the existing pagan festivals; making it easier for pagans to convert to Christianity. Long before Christianity and Christmas came about, people of the ancient world were decorating their homes and temples with evergreens; which were prized for remaining green through the winter. They were also believed to keep away witches, ghosts, evil spirits and illness! Boughs were hung over doors and windows for protection. The Christmas tree tradition as we know it today is thought to have its origins in 16th century Germany. There, Christians brought small, decorated trees into their homes and added lighted candles to the boughs to represent stars. The tradition made its way to the US by way of German settlers in Pennsylvania around 1830. From there, the practice eventually caught on and spread throughout the country. German immigrants still decorated their trees with candles; and also with apples, nuts and marzipan cookies. Fancy ornaments from Europe and handmade ornaments were also popular, along with garlands made of popcorn and berries. Electricity lead to the invention of Christmas lights, which were quite a bit safer than lit candles! Though many cultures had some form of gingerbread, people now credit Queen Elizabeth I of England with popularizing gingerbread men as we know them today. Her reign was known for elaborate royal dinners in which a royal gingerbread maker crafted gingerbread men in the shape of people in the court. Gingerbread houses caught on in Germany, where the Brothers Grimm wrote a little story featuring a gingerbread house called "Hansel and Gretel." Because ginger was associated with warmth for its spice, it was common to eat gingerbread during the winter months, and therefore around Christmas. Eventually, European immigrants brought their gingerbread recipes and traditions to the States, and the rest is (delicious) history! Santa Claus, AKA Saint Nick, has a history dating all the way back to the 3rd century. The original Saint Nicholas is believed to have lived in what is now Turkey, where he was a bishop admired for his kindness and generosity. He came to be known as the patron saint of children, and his feast day was celebrated by Christians on December 6th. St. Nicholas was a popular saint all over Europe, and especially in Holland, where Dutch children left out their shoes in the hopes that Sint Nicolaas, or Sinterklaas, would leave candy in them during the night. Gifts were also popularly exchanged on the eve or day of Saint Nicholas' feast day throughout the European world. In 1773, St. Nick made his way to the US via Dutch immigrants in New York, who still gathered every year to celebrate him. The name Santa Claus evolved from the Dutch Sinterklaas, and Clement C. Moore's 1822 poem "A Visit From Saint Nicholas" popularized the image of the saint as a jolly old elf. Eventually, the generous old man with the white beard became synonymous with Christmas, gift giving, and the magic of the holiday season.	<urn:uuid:cb21c282-dae7-4bc8-9f28-63b622b6f133>	CC-MAIN-2020-05	https://mwfbic.com/origins-christmas-traditions/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250610919.33/warc/CC-MAIN-20200123131001-20200123160001-00113.warc.gz	en	0.984814	699	3.5	4	[ 0.16847585141658783, 0.6202957034111023, 0.4324437379837036, -0.1637064814567566, 0.15378184616565704, -0.17146652936935425, -0.053890157490968704, 0.16797080636024475, -0.05860693007707596, -0.18684133887290955, 0.044368453323841095, 0.2563885748386383, 0.10678146779537201, 0.061531089246...	9	Experts think there are many reasons for this, including that ancient celebrations around the winter solstice took place in December. The winter solstice is the shortest day of the year, but also marks the beginning of longer days for the rest of the year. When Christianity took hold and its followers began celebrating the birth of Jesus, church officials selected the week of the solstice for the official celebration date. This way, Christmas fell on December 25th and coincided with the existing pagan festivals; making it easier for pagans to convert to Christianity. Long before Christianity and Christmas came about, people of the ancient world were decorating their homes and temples with evergreens; which were prized for remaining green through the winter. They were also believed to keep away witches, ghosts, evil spirits and illness! Boughs were hung over doors and windows for protection. The Christmas tree tradition as we know it today is thought to have its origins in 16th century Germany. There, Christians brought small, decorated trees into their homes and added lighted candles to the boughs to represent stars. The tradition made its way to the US by way of German settlers in Pennsylvania around 1830. From there, the practice eventually caught on and spread throughout the country. German immigrants still decorated their trees with candles; and also with apples, nuts and marzipan cookies. Fancy ornaments from Europe and handmade ornaments were also popular, along with garlands made of popcorn and berries. Electricity lead to the invention of Christmas lights, which were quite a bit safer than lit candles! Though many cultures had some form of gingerbread, people now credit Queen Elizabeth I of England with popularizing gingerbread men as we know them today. Her reign was known for elaborate royal dinners in which a royal gingerbread maker crafted gingerbread men in the shape of people in the court. Gingerbread houses caught on in Germany, where the Brothers Grimm wrote a little story featuring a gingerbread house called "Hansel and Gretel." Because ginger was associated with warmth for its spice, it was common to eat gingerbread during the winter months, and therefore around Christmas. Eventually, European immigrants brought their gingerbread recipes and traditions to the States, and the rest is (delicious) history! Santa Claus, AKA Saint Nick, has a history dating all the way back to the 3rd century. The original Saint Nicholas is believed to have lived in what is now Turkey, where he was a bishop admired for his kindness and generosity. He came to be known as the patron saint of children, and his feast day was celebrated by Christians on December 6th. St. Nicholas was a popular saint all over Europe, and especially in Holland, where Dutch children left out their shoes in the hopes that Sint Nicolaas, or Sinterklaas, would leave candy in them during the night. Gifts were also popularly exchanged on the eve or day of Saint Nicholas' feast day throughout the European world. In 1773, St. Nick made his way to the US via Dutch immigrants in New York, who still gathered every year to celebrate him. The name Santa Claus evolved from the Dutch Sinterklaas, and Clement C. Moore's 1822 poem "A Visit From Saint Nicholas" popularized the image of the saint as a jolly old elf. Eventually, the generous old man with the white beard became synonymous with Christmas, gift giving, and the magic of the holiday season.	707	ENGLISH	1
Some of the links in this post may be affiliate links. If make a purchase through these links, we receive a commission at no extra cost to you. Please see our disclosure for more info. Malcolm X was born in 1925 in Omaha, Nebraska and was given the name Malcolm Little. During his childhood, he and his family experienced racism against African Americans, and moved to several different locations to escape it. After Malcolm’s father was murdered in 1931, the family fell on hard times during the Great Depression. Malcolm’s mother had to be institutionalized for mental illness and Malcolm and his siblings were sent to foster homes. As a young adult, Malcolm became involved with criminal activity, and he ended up serving a ten year prison term. While in jail, he sought to better himself and read extensively about philosophy and religion. He learned about the Black Muslims and eventually joined their movement. When Malcolm left prison, he changed his name to Malcolm X and began a life as an assistant minister in the Detroit Mosque. This led to other positions, and he became a spokesman for the Black Muslims who sought to separate the black race from others and use self defense as a way to achieve their goals. This contradicted the position of civil rights advocates of the time. Malcolm X left the Black Muslims and began his own movement that sought to bring his cause more international attention. He didn’t get the opportunity to continue with his work because he was assassinated on February 21st, 1965 during a meeting in Harlem. Below are 105 notable Malcolm X quotes about his journey to empower African Americans. - Malcolm X had nine siblings. He had six siblings of the same parents and three half siblings. - After an incident during one of his speeches, the FBI followed every move of Malcolm X. - He founded Muslim Mosque, Inc. and Pan-Africanish Organization of Afro-American unity. - Malcolm X inspired Cassius Clay, aka Muhammad Ali, to join the Islam religion. - As early as age 9, Malcolm X began robbing food from stores because his family was in such dire economic need. These famous Malcolm X quotes regarding race relations in the early and mid twentieth century represented his intense emotions about the subject. The passion in his words clearly reflects the struggle of African Americans during his lifetime.	<urn:uuid:a0abe54a-ca3d-4660-8d7e-38071316a8f4>	CC-MAIN-2020-05	https://www.keepinspiring.me/malcolm-x-quotes/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00071.warc.gz	en	0.986439	474	3.375	3	[ -0.25290447473526, 0.502159595489502, 0.1771213710308075, 0.00515053840354085, -0.0669957846403122, 0.16507579386234283, 0.12675398588180542, -0.22468353807926178, -0.026157906278967857, -0.2714538276195526, 0.16136807203292847, 0.23220138251781464, 0.19807150959968567, -0.1116020679473877...	1	Some of the links in this post may be affiliate links. If make a purchase through these links, we receive a commission at no extra cost to you. Please see our disclosure for more info. Malcolm X was born in 1925 in Omaha, Nebraska and was given the name Malcolm Little. During his childhood, he and his family experienced racism against African Americans, and moved to several different locations to escape it. After Malcolm’s father was murdered in 1931, the family fell on hard times during the Great Depression. Malcolm’s mother had to be institutionalized for mental illness and Malcolm and his siblings were sent to foster homes. As a young adult, Malcolm became involved with criminal activity, and he ended up serving a ten year prison term. While in jail, he sought to better himself and read extensively about philosophy and religion. He learned about the Black Muslims and eventually joined their movement. When Malcolm left prison, he changed his name to Malcolm X and began a life as an assistant minister in the Detroit Mosque. This led to other positions, and he became a spokesman for the Black Muslims who sought to separate the black race from others and use self defense as a way to achieve their goals. This contradicted the position of civil rights advocates of the time. Malcolm X left the Black Muslims and began his own movement that sought to bring his cause more international attention. He didn’t get the opportunity to continue with his work because he was assassinated on February 21st, 1965 during a meeting in Harlem. Below are 105 notable Malcolm X quotes about his journey to empower African Americans. - Malcolm X had nine siblings. He had six siblings of the same parents and three half siblings. - After an incident during one of his speeches, the FBI followed every move of Malcolm X. - He founded Muslim Mosque, Inc. and Pan-Africanish Organization of Afro-American unity. - Malcolm X inspired Cassius Clay, aka Muhammad Ali, to join the Islam religion. - As early as age 9, Malcolm X began robbing food from stores because his family was in such dire economic need. These famous Malcolm X quotes regarding race relations in the early and mid twentieth century represented his intense emotions about the subject. The passion in his words clearly reflects the struggle of African Americans during his lifetime.	473	ENGLISH	1
Cao Chong was the eldest son of Cao Cao and his concubine Lady Huan (環夫人). He had two younger brothers: Cao Ju and Cao Yu. He was a child prodigy and, according to the Records of the Three Kingdoms, "possessed the intelligence of an adult" when he was around the age of five. On one occasion, the southern warlord Sun Quan sent an elephant as a gift to Cao Cao. Cao Cao wanted to know the animal's weight so he asked his subordinates but no one could think of a method to measure the elephant's weight. Cao Chong said, "Place the elephant on a boat and mark the water level. Then replace the elephant with other objects until the boat is submerged to the same level. The weight of the elephant can be found by summing up the weights of all the objects." Cao Cao was delighted and he had Cao Chong's idea implemented. According to Joseph Needham, although no official treatise in the likes of Archimedes' principle was ever written regarding buoyancy in ancient China, there were observational precedents of it in the Rites of Zhou, compiled and edited in the early Han dynasty (202 BCE–220 CE). Needham states: Empirical use, of course, was made of [Archimedes'] principle, as in the floating of arrows and vehicle wheels in water by the [Zhou] and Han technicians, in order to determine their equilibrium and add or remove material accordingly. In another incident, Cao Cao's saddle was chewed by rodents when it was kept in a store. The storekeepers feared for their lives because the laws were very harsh during those times of war, so they planned to tie themselves up and admit their mistake to Cao Cao in the hope of receiving a lenient punishment. Cao Chong told them, "Wait for three days before reporting the incident." He used a knife to cut holes in his clothes, making it seem as though they had been damaged by rats, and then pretended to look upset. When his father asked him, he replied, "There is a saying that a person whose clothes have been chewed by rats will encounter ill luck. Now, as this has happened to me, I fear something might happen." Cao Cao said, "This is just a superstition. There's nothing to worry about." When the storekeepers reported the saddle incident to Cao Cao three days later, Cao Cao laughed and said, "My son's clothes were with him, yet they were still chewed by rats, so it is not surprising that my saddle in the store was also damaged." He did not pursue the matter. Cao Chong was known to be kind and understanding. He helped to review cases of indicted criminals for any injustice and successfully cleared tens of cases. When some hardworking officials landed themselves in trouble for making minor lapses, Cao Chong spoke up for them and managed to persuade his father to pardon them. Cao Chong's intelligence and compassionate attitude, coupled with his beautiful looks, made him very outstanding among his brothers and earned him the favour of his father. Cao Cao often praised Cao Chong in front of his subordinates and had the intention of making Cao Chong his heir apparent. Cao Chong became seriously ill when he was 12 and died. Cao Cao was extremely grieved. When Cao Pi (another of Cao Cao's sons) came to console his father, Cao Cao remarked, "Cao Chong's death is my misfortune, but it is to the advantage of you and your brothers." Cao Cao shed tears whenever Cao Chong was mentioned. He had Cao Chong buried together with a deceased woman from a certain Zhen (甄) family and posthumously granted his son the appointment Cavalry Commandant (騎都尉). Cao Cong (曹琮), the Marquis of Wan (宛侯) and a son of Cao Chong's younger brother Cao Ju, was designated Cao Chong's heir. In 217, Cao Cong was enfeoffed as the Marquis of Deng (鄧侯). In 221, after Cao Pi established the state of Cao Wei, he granted Cao Chong the posthumous title "Marquis Ai of Deng" (鄧哀侯) but elevated him to the status of a duke later, so Cao Chong became known as "Duke Ai of Deng" (鄧哀公). In 231, during the reign of Cao Pi's son Cao Rui, Cao Chong was posthumously honoured as "Prince Ai of Deng" (鄧哀王). Cao Pi once said, "My elder brother (Cao Ang) was a xiaolian and had the right to the succession. If Cangshu was around, I'd not have been able to obtain the empire." In 222, Cao Cong was promoted to Duke of Guanjun (冠軍公) and his title was changed to Duke of Jishi (己氏公) in the following year. In 237, during Cao Rui's reign, Cao Cong was demoted to a Marquis of a Chief District for committing an offence and had the number of taxable households in his dukedom reduced by 300. Two years later, he was restored as the Duke of Jishi. In 246, during the reign of Cao Fang, Cao Cong's title was renamed to "Duke of Pingyang" (平陽公). The number of households in Cao Cong's dukedom increased throughout the reigns of Cao Fang, Cao Mao and Cao Huan until it reached 1,900.	<urn:uuid:64c77d46-be01-4ded-9302-718225c5202f>	CC-MAIN-2020-05	https://alchetron.com/Cao-Chong	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00077.warc.gz	en	0.989975	1,169	3.3125	3	[ -0.3478879928588867, 0.25137102603912354, 0.5068487524986267, -0.26631665229797363, -0.1651172637939453, -0.15154054760932922, 0.5666081309318542, -0.16831426322460175, -0.06196858361363411, 0.18191327154636383, 0.35047224164009094, -0.6788060665130615, 0.5305650234222412, 0.67371648550033...	1	Cao Chong was the eldest son of Cao Cao and his concubine Lady Huan (環夫人). He had two younger brothers: Cao Ju and Cao Yu. He was a child prodigy and, according to the Records of the Three Kingdoms, "possessed the intelligence of an adult" when he was around the age of five. On one occasion, the southern warlord Sun Quan sent an elephant as a gift to Cao Cao. Cao Cao wanted to know the animal's weight so he asked his subordinates but no one could think of a method to measure the elephant's weight. Cao Chong said, "Place the elephant on a boat and mark the water level. Then replace the elephant with other objects until the boat is submerged to the same level. The weight of the elephant can be found by summing up the weights of all the objects." Cao Cao was delighted and he had Cao Chong's idea implemented. According to Joseph Needham, although no official treatise in the likes of Archimedes' principle was ever written regarding buoyancy in ancient China, there were observational precedents of it in the Rites of Zhou, compiled and edited in the early Han dynasty (202 BCE–220 CE). Needham states: Empirical use, of course, was made of [Archimedes'] principle, as in the floating of arrows and vehicle wheels in water by the [Zhou] and Han technicians, in order to determine their equilibrium and add or remove material accordingly. In another incident, Cao Cao's saddle was chewed by rodents when it was kept in a store. The storekeepers feared for their lives because the laws were very harsh during those times of war, so they planned to tie themselves up and admit their mistake to Cao Cao in the hope of receiving a lenient punishment. Cao Chong told them, "Wait for three days before reporting the incident." He used a knife to cut holes in his clothes, making it seem as though they had been damaged by rats, and then pretended to look upset. When his father asked him, he replied, "There is a saying that a person whose clothes have been chewed by rats will encounter ill luck. Now, as this has happened to me, I fear something might happen." Cao Cao said, "This is just a superstition. There's nothing to worry about." When the storekeepers reported the saddle incident to Cao Cao three days later, Cao Cao laughed and said, "My son's clothes were with him, yet they were still chewed by rats, so it is not surprising that my saddle in the store was also damaged." He did not pursue the matter. Cao Chong was known to be kind and understanding. He helped to review cases of indicted criminals for any injustice and successfully cleared tens of cases. When some hardworking officials landed themselves in trouble for making minor lapses, Cao Chong spoke up for them and managed to persuade his father to pardon them. Cao Chong's intelligence and compassionate attitude, coupled with his beautiful looks, made him very outstanding among his brothers and earned him the favour of his father. Cao Cao often praised Cao Chong in front of his subordinates and had the intention of making Cao Chong his heir apparent. Cao Chong became seriously ill when he was 12 and died. Cao Cao was extremely grieved. When Cao Pi (another of Cao Cao's sons) came to console his father, Cao Cao remarked, "Cao Chong's death is my misfortune, but it is to the advantage of you and your brothers." Cao Cao shed tears whenever Cao Chong was mentioned. He had Cao Chong buried together with a deceased woman from a certain Zhen (甄) family and posthumously granted his son the appointment Cavalry Commandant (騎都尉). Cao Cong (曹琮), the Marquis of Wan (宛侯) and a son of Cao Chong's younger brother Cao Ju, was designated Cao Chong's heir. In 217, Cao Cong was enfeoffed as the Marquis of Deng (鄧侯). In 221, after Cao Pi established the state of Cao Wei, he granted Cao Chong the posthumous title "Marquis Ai of Deng" (鄧哀侯) but elevated him to the status of a duke later, so Cao Chong became known as "Duke Ai of Deng" (鄧哀公). In 231, during the reign of Cao Pi's son Cao Rui, Cao Chong was posthumously honoured as "Prince Ai of Deng" (鄧哀王). Cao Pi once said, "My elder brother (Cao Ang) was a xiaolian and had the right to the succession. If Cangshu was around, I'd not have been able to obtain the empire." In 222, Cao Cong was promoted to Duke of Guanjun (冠軍公) and his title was changed to Duke of Jishi (己氏公) in the following year. In 237, during Cao Rui's reign, Cao Cong was demoted to a Marquis of a Chief District for committing an offence and had the number of taxable households in his dukedom reduced by 300. Two years later, he was restored as the Duke of Jishi. In 246, during the reign of Cao Fang, Cao Cong's title was renamed to "Duke of Pingyang" (平陽公). The number of households in Cao Cong's dukedom increased throughout the reigns of Cao Fang, Cao Mao and Cao Huan until it reached 1,900.	1,226	ENGLISH	1
There was a very distinctive social class system during the Middle Ages. Most Medieval people were peasants, over 90%, but the divide between peasants and nobility was very clear-cut. Clergy were also an important part of the social order during the Middle Ages, though they were not necessarily considered a separate class. The Royalty were the highest of the Social Classes in the Middle Ages. The Royalty included Kings, Queens, Princes, and Princesses. Royals had complete power over the land and political and economic decisions during the Middle Ages. The King was the highest authority in the land. The King had to make laws, attempt to remove poverty from the Kingdom and take care of the citizens in his kingdom. Though they did not often rule alone, Queens played an important part in the Medieval class system. Queens were usually second in command to Kings, and often served as regents when their King was unfit to rule, either because he was ill or considered too young to make intelligent decisions. Queens also served as hostesses and event planners. Depending on their birth order, a prince may have been next in line for the throne when his father died. Princes most likely sat in on courtly meetings. Princesses were not usually next in line for the throne unless there was no male heir who could take the place on the throne that was being left. Princesses were oftentimes married off to princes in other countries in order to secure long lasting friendly economic and political ties with those countries. Sometimes this was successful, but more often than not it backfired. After the Royals, Nobility had the most power of the social classes in the Middle Ages. Nobility included hereditary nobility, which were those whose power was bestowed on them through blood relations, and non-hereditary nobility, which included those who rose to power through non-familial means. The main responsibility of a Duke was to be the ruler of a province. A Duke was also the direct superior of a Count. The Duke was the highest ranking in the nobility. The female equivalent of a Duke was a Duchess. A baron was responsible first to his king and second to the people who lived on his manor. The king might require the baron to serve in the military or engage in various other activities. By complying with the King’s requirements the Baron was possibly able to earn a higher title, more land, or prosperous marriages for his children and other family members. If he did not comply, the baron could lose his manor, his luxurious lifestyle, or maybe even his life. As a percentage of each manor’s crops was sent to the King, a baron also had to make sure that all of the serfs on his estate was protected in order to ensure that a plentiful crop was produced. A baron also sometimes served as judges in a court of crime or passed out sentences in court. Knights often served as vassals during the Middle Ages. Their primary duty as a vassal was to aid and protect the lord in his army. They also would assist their lord in court and watch over their lord’s manor, keeping an eye on the day-to-day activities of the manor. The lowest social rank in the Middle Ages were the peasants. The peasant class included Freemen, who had some rights and land, serfs, who had no rights, and slaves, who were bought and sold. Freeman were poor farmers who had control of small portions of land. Freeman usually made just enough money to live on. They sold their crops and may have worked with a trade. Wives of freeman sometimes did “stay-at-home” trades, such as brewing ale. Serfs had no political power and were not allowed having control of property. They lived on the property of a noble vassal, and, in order to repay the vassal for letting the serf live on his property, the serf worked the land and was at the disposal of the vassal. Serfs were slaves in all but name. Slavery, the practice of buying and selling human workers, was outlawed for much of the Middle Ages, but it was still conducted throughout Europe for most of the time period. Slavery was a favored practice among the Vikings, who took slaves when they invaded and raided new territories. The clergy was not considered one of the social classes of the Middle Ages, but it did play an important and influential role at the time and did have a hierarchy of its own. The Pope was, naturally, at the top of the order, while nuns and monks were at the lowest end. For much of the Middle Ages, Popes were the last word in anything to do with the church. Popes had a heavy influence over political and economic decisions as well for a time. However, towards the end of the Middle Ages Popes lost their political power when the Catholic Church came under a lot of scrutiny from the public. After the Pope, the Bishop was the highest ranking official in the church. Bishops were considered to be nobility and were usually very wealthy. They had many responsibilities such as settling annulments of marriages. Priests gave Mass in Church and in the Castle. They were also responsible for collecting church taxes and spreading alms to the poor. Because they were usually the only people in the village who could read and write, priests often were the ones who kept records for the church. Monks were the lowest ranking in the church. Monks lived in monasteries and usually wore brown robes. Monks devoted their lives to learning and they could usually read and write in Latin. Some of the first Bibles were scribed by monks as the printing press had not yet been invented.	<urn:uuid:70a02c75-e214-4f97-a800-3996157f851c>	CC-MAIN-2020-05	https://www.thefinertimes.com/Middle-Ages/social-classes-in-the-middle-ages.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250619323.41/warc/CC-MAIN-20200124100832-20200124125832-00081.warc.gz	en	0.994255	1,184	4.21875	4	[ -0.19967451691627502, 0.5836265683174133, 0.35271012783050537, -0.5438368320465088, 0.10432334244251251, -0.2596508264541626, 0.22626852989196777, -0.043755240738391876, 0.1798241138458252, 0.03897859901189804, 0.10690075904130936, 0.19473539292812347, 0.22805295884609222, -0.0000611727591...	1	There was a very distinctive social class system during the Middle Ages. Most Medieval people were peasants, over 90%, but the divide between peasants and nobility was very clear-cut. Clergy were also an important part of the social order during the Middle Ages, though they were not necessarily considered a separate class. The Royalty were the highest of the Social Classes in the Middle Ages. The Royalty included Kings, Queens, Princes, and Princesses. Royals had complete power over the land and political and economic decisions during the Middle Ages. The King was the highest authority in the land. The King had to make laws, attempt to remove poverty from the Kingdom and take care of the citizens in his kingdom. Though they did not often rule alone, Queens played an important part in the Medieval class system. Queens were usually second in command to Kings, and often served as regents when their King was unfit to rule, either because he was ill or considered too young to make intelligent decisions. Queens also served as hostesses and event planners. Depending on their birth order, a prince may have been next in line for the throne when his father died. Princes most likely sat in on courtly meetings. Princesses were not usually next in line for the throne unless there was no male heir who could take the place on the throne that was being left. Princesses were oftentimes married off to princes in other countries in order to secure long lasting friendly economic and political ties with those countries. Sometimes this was successful, but more often than not it backfired. After the Royals, Nobility had the most power of the social classes in the Middle Ages. Nobility included hereditary nobility, which were those whose power was bestowed on them through blood relations, and non-hereditary nobility, which included those who rose to power through non-familial means. The main responsibility of a Duke was to be the ruler of a province. A Duke was also the direct superior of a Count. The Duke was the highest ranking in the nobility. The female equivalent of a Duke was a Duchess. A baron was responsible first to his king and second to the people who lived on his manor. The king might require the baron to serve in the military or engage in various other activities. By complying with the King’s requirements the Baron was possibly able to earn a higher title, more land, or prosperous marriages for his children and other family members. If he did not comply, the baron could lose his manor, his luxurious lifestyle, or maybe even his life. As a percentage of each manor’s crops was sent to the King, a baron also had to make sure that all of the serfs on his estate was protected in order to ensure that a plentiful crop was produced. A baron also sometimes served as judges in a court of crime or passed out sentences in court. Knights often served as vassals during the Middle Ages. Their primary duty as a vassal was to aid and protect the lord in his army. They also would assist their lord in court and watch over their lord’s manor, keeping an eye on the day-to-day activities of the manor. The lowest social rank in the Middle Ages were the peasants. The peasant class included Freemen, who had some rights and land, serfs, who had no rights, and slaves, who were bought and sold. Freeman were poor farmers who had control of small portions of land. Freeman usually made just enough money to live on. They sold their crops and may have worked with a trade. Wives of freeman sometimes did “stay-at-home” trades, such as brewing ale. Serfs had no political power and were not allowed having control of property. They lived on the property of a noble vassal, and, in order to repay the vassal for letting the serf live on his property, the serf worked the land and was at the disposal of the vassal. Serfs were slaves in all but name. Slavery, the practice of buying and selling human workers, was outlawed for much of the Middle Ages, but it was still conducted throughout Europe for most of the time period. Slavery was a favored practice among the Vikings, who took slaves when they invaded and raided new territories. The clergy was not considered one of the social classes of the Middle Ages, but it did play an important and influential role at the time and did have a hierarchy of its own. The Pope was, naturally, at the top of the order, while nuns and monks were at the lowest end. For much of the Middle Ages, Popes were the last word in anything to do with the church. Popes had a heavy influence over political and economic decisions as well for a time. However, towards the end of the Middle Ages Popes lost their political power when the Catholic Church came under a lot of scrutiny from the public. After the Pope, the Bishop was the highest ranking official in the church. Bishops were considered to be nobility and were usually very wealthy. They had many responsibilities such as settling annulments of marriages. Priests gave Mass in Church and in the Castle. They were also responsible for collecting church taxes and spreading alms to the poor. Because they were usually the only people in the village who could read and write, priests often were the ones who kept records for the church. Monks were the lowest ranking in the church. Monks lived in monasteries and usually wore brown robes. Monks devoted their lives to learning and they could usually read and write in Latin. Some of the first Bibles were scribed by monks as the printing press had not yet been invented.	1,163	ENGLISH	1
Canakkale ceramics date back to the 17th century. They were born from Iznik ceramics, which were known as the pinnacle of the Turkish art of ceramics and very popular in the Ottoman Empire during the 14th and 15th centuries. Iznik ceramics were sculpted using earthenware, a clay-based putty substance, and on rare occasions, beige-colored clay. They also contained blue and white decorations, with brush strokes easily visible, sharing characteristics with traditional pottery and elite craftsmanship of the Ottoman era. When they became the favorite style of ceramics, Canakkale ceramics adopted these elements for their own design. The making of Canakkale ceramics was often a very time-consuming process. Canakkale ceramics were often painted with over with creamy glazes (usually clear). They were, however, very diverse in appearance, including plates, open and closed bowls, long necked bottles, gas lamps, vases, and even animal figurines, (mostly the 19th and 20th centuries), among many others. The ceramics would be coated with either red earthenware or engobe, then left out in the sun to dry, after which they would be painted. The technique of cross-hatching was used to design the patterns on the ceramics. It wasn't until the 17th century that Canakkale ceramics became very popular. When production of Iznik ceramics decreased, Canakkale ceramics took their place. Much of their popularity stemmed from their use as souvenirs. Because of Canakkale's geographic location, many foreigners would travel there and purchase these ceramics not for their daily use, but instead as gifts. Çanakkale is located in western Anatolia, and the prefix, "Canak," comes from the Turkish words for bowls, which may explain the name of the town (the place where pottery is made). Canakkale ceramics also became very popular in Western society, as well, in the 19th century. The popularity of Canakkale ceramics, however, decreased greatly in the 20th century.	<urn:uuid:c2081ba2-d0ca-4196-980b-4384a4838018>	CC-MAIN-2020-05	https://en.m.wikipedia.org/wiki/%C3%87anakkale_ceramics	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00256.warc.gz	en	0.987485	462	3.375	3	[ 0.16451512277126312, 0.08003076910972595, 0.41428282856941223, -0.23737451434135437, -0.5963886380195618, -0.13094106316566467, 0.3949457108974457, 0.13727246224880219, -0.30838608741760254, -0.30644524097442627, -0.2897339165210724, -0.44051313400268555, -0.2655147314071655, 0.32423633337...	1	Canakkale ceramics date back to the 17th century. They were born from Iznik ceramics, which were known as the pinnacle of the Turkish art of ceramics and very popular in the Ottoman Empire during the 14th and 15th centuries. Iznik ceramics were sculpted using earthenware, a clay-based putty substance, and on rare occasions, beige-colored clay. They also contained blue and white decorations, with brush strokes easily visible, sharing characteristics with traditional pottery and elite craftsmanship of the Ottoman era. When they became the favorite style of ceramics, Canakkale ceramics adopted these elements for their own design. The making of Canakkale ceramics was often a very time-consuming process. Canakkale ceramics were often painted with over with creamy glazes (usually clear). They were, however, very diverse in appearance, including plates, open and closed bowls, long necked bottles, gas lamps, vases, and even animal figurines, (mostly the 19th and 20th centuries), among many others. The ceramics would be coated with either red earthenware or engobe, then left out in the sun to dry, after which they would be painted. The technique of cross-hatching was used to design the patterns on the ceramics. It wasn't until the 17th century that Canakkale ceramics became very popular. When production of Iznik ceramics decreased, Canakkale ceramics took their place. Much of their popularity stemmed from their use as souvenirs. Because of Canakkale's geographic location, many foreigners would travel there and purchase these ceramics not for their daily use, but instead as gifts. Çanakkale is located in western Anatolia, and the prefix, "Canak," comes from the Turkish words for bowls, which may explain the name of the town (the place where pottery is made). Canakkale ceramics also became very popular in Western society, as well, in the 19th century. The popularity of Canakkale ceramics, however, decreased greatly in the 20th century.	427	ENGLISH	1
Was homework actually created as a punishment? Or is that just a common misconception? For decades, students have been tortured with homework that can take them anywhere between five minutes to two hours to complete. Students are becoming more and more stressed, and spend an average of seven hours a week on homework. Roberto Nevilis is considered the first real “inventor” of homework. According to college-homework-help.org, Nevilis is said to have created it as a punishment for students who were underachieving in his class, but those who were succeeding were exempt from completing these tasks. But the truth is, the earliest signs of education dated back to the Sumerian civilization. There are said to be houses of clay tablets with student exercises of reading and writing scratched onto them. Everyone knows students get stressed out from the amount of homework they are assigned, but does everyone know the physical struggle students go through? “In 2013, research conducted at Stanford University found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives, and alienation from society.” This study proves that homework has more of an effect on students than teachers realize. Students have an average of more than three hours of homework each night, adding up to an average of seven hours per week. The stress that comes from loads of homework can cause students to become sleep-deprived, which can cause a decrease in their performance in school. “When it came to stress, more than 70 percent of students said they were “often or always stressed over schoolwork,” with 56 percent listing homework as a primary stressor. Less than one percent of the students said homework was not a stressor,” says Sandra Levy from healthline.com. Every day students come home after hours of learning, to sit and again force themselves to learn some more. With an average of three hours on homework a night plus seven hours of school, students nowadays are involved with extracurriculars more than ever, which adds even more stress on students, giving them more work than the average student has. According to the United States Census Bureau, 57 percent of students between the ages of six to 17 participate in extracurricular activities. With all of this, students are being deprived of their social lives and instead stuck with the stress/anxiety levels of an adult. As the stress levels rise and the hours of sleep drop, students are receiving less and less sleep every night. Instead of getting a healthy 8-10 hours of sleep, which only 15 percent of teens receive, they are instead getting a maximum of six hours, which only 85 percent of teens currently receive. If teachers were less strict on students with homework, grades would be higher and students’ stress levels would be lower. Homework is an unneeded stressor that could be decreased by the amounts given. When the stress levels of kids get the best of them and restrict them from being a teenager and living their life, it has gone too far. The student should feel comfortable with their work and not have to stay up for hours finishing obsessive homework assignments. Sophomore Gia Figueroa is a staff writer for the 2019-2020 Colonel. She dances three days a week at a dance studio in Mystic taking four different classes. In her free time, you can usually find her hanging out with friends, painting, or just watching Netflix. Sophomore Erin Buller is a staff writer for the 2019-2020 Colonel. She focuses mainly on cheerleading but also participates in volleyball in her free time. When she is not on the court or on the sidelines, she is at home watching a football game or the same YouTube channel for the 7th time.	<urn:uuid:bc7813a0-0c3b-4f51-91c3-a028d43e41c9>	CC-MAIN-2020-05	https://colonelnews.com/2019/11/22/homework-a-cruel-punishment/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606226.29/warc/CC-MAIN-20200121222429-20200122011429-00089.warc.gz	en	0.981517	780	3.265625	3	[ -0.33291056752204895, 0.21619752049446106, 0.3208679258823395, 0.03666503727436066, -0.5158306360244751, -0.09693823754787445, 0.10662408173084259, 0.15565045177936554, 0.4809252619743347, -0.02502596005797386, -0.08523348718881607, 0.20204731822013855, 0.2564995288848877, 0.40759348869323...	13	Was homework actually created as a punishment? Or is that just a common misconception? For decades, students have been tortured with homework that can take them anywhere between five minutes to two hours to complete. Students are becoming more and more stressed, and spend an average of seven hours a week on homework. Roberto Nevilis is considered the first real “inventor” of homework. According to college-homework-help.org, Nevilis is said to have created it as a punishment for students who were underachieving in his class, but those who were succeeding were exempt from completing these tasks. But the truth is, the earliest signs of education dated back to the Sumerian civilization. There are said to be houses of clay tablets with student exercises of reading and writing scratched onto them. Everyone knows students get stressed out from the amount of homework they are assigned, but does everyone know the physical struggle students go through? “In 2013, research conducted at Stanford University found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives, and alienation from society.” This study proves that homework has more of an effect on students than teachers realize. Students have an average of more than three hours of homework each night, adding up to an average of seven hours per week. The stress that comes from loads of homework can cause students to become sleep-deprived, which can cause a decrease in their performance in school. “When it came to stress, more than 70 percent of students said they were “often or always stressed over schoolwork,” with 56 percent listing homework as a primary stressor. Less than one percent of the students said homework was not a stressor,” says Sandra Levy from healthline.com. Every day students come home after hours of learning, to sit and again force themselves to learn some more. With an average of three hours on homework a night plus seven hours of school, students nowadays are involved with extracurriculars more than ever, which adds even more stress on students, giving them more work than the average student has. According to the United States Census Bureau, 57 percent of students between the ages of six to 17 participate in extracurricular activities. With all of this, students are being deprived of their social lives and instead stuck with the stress/anxiety levels of an adult. As the stress levels rise and the hours of sleep drop, students are receiving less and less sleep every night. Instead of getting a healthy 8-10 hours of sleep, which only 15 percent of teens receive, they are instead getting a maximum of six hours, which only 85 percent of teens currently receive. If teachers were less strict on students with homework, grades would be higher and students’ stress levels would be lower. Homework is an unneeded stressor that could be decreased by the amounts given. When the stress levels of kids get the best of them and restrict them from being a teenager and living their life, it has gone too far. The student should feel comfortable with their work and not have to stay up for hours finishing obsessive homework assignments. Sophomore Gia Figueroa is a staff writer for the 2019-2020 Colonel. She dances three days a week at a dance studio in Mystic taking four different classes. In her free time, you can usually find her hanging out with friends, painting, or just watching Netflix. Sophomore Erin Buller is a staff writer for the 2019-2020 Colonel. She focuses mainly on cheerleading but also participates in volleyball in her free time. When she is not on the court or on the sidelines, she is at home watching a football game or the same YouTube channel for the 7th time.	789	ENGLISH	1
The TV series Vikings is inspired by the sagas of Viking Ragnar Lothbrok (played by Travis Fimmel). Lothbrok was a Viking hero who lead successful raids in England and his sons continued his legacy by forming the Great Heathen Army who continued to invade Anglo-Saxon England for over 200 years. The Viking Age came to an end in 1066 with the battle of Stamford Bridge when Viking forces were defeated by English forces led by King Harold Godwinson. However, Viking influence was not wiped out as the next King of England was a descendant of Lothbrok’s brother Rollo (Clive Standen). When was the Norman Invasion of England? The Norman Invasion of England, also known as the Norman Conquest of England, took place in the early 11th century, beginning in September 1066. The invasion was led by the Duke of Normandy, later known as William the Conqueror. He led an army made up Norma, Breton, Flemish and French soldiers from Normandy (present-day France) to Anglo-Saxon England. Unfortunately, it remains unknown the exact size of William’s forces, but contemporary writers estimate there were between 14,000 and 150,000 men in total. The Norweigan King Harald Hardrada had invaded Northern England in 1066 but was defeated by Harold Godwinson at the Battle of Stamford Bridge in 1066 on September 25. The Battle of Stamford Bridge may feature in the final series of Vikings as it represented the end of the Viking Age, which had begun in 793. However, things were not over for the Anglo-Saxon army who faced an invasion from an army whose leader was of Viking descent. When King Harold arrived in the south of England, within days William’s army approached from the north. Harold and William’s armies came face to face at the Battle of Hastings on October 14, 1066. William the Conqueror's Norman army was victorious and Harold was killed in the battle. William and his army then marched from Kent to London and defeated an English army that challenged him at Southwark. READ MORE Vikings: What is the Blood Eagle? However, William was unable to storm London Bridge as planned and his arrival in London was delayed. At the end of October, the English leaders had submitted to William and on December 25, 1066, William was crowned the first Norman King of England. Throughout this reign, he faced numerous rebellions and uprisings from the English elite and he was arguably not secure on his throne until 1072. Norman rule did not end until 1204 when England was defeated by Phillip II and the French invasion of Normandy. As part of the Treaty of Le Goulet, England lost Normandy, Anjou and Maine to France, ending England’s links with Normandy. Who was William the Conquerer? William I, also known as William the Conqueror was the first Norman King of England. He reigned from 1066 until his death in 1087. After his death, Normandy was ruled by his brother Robert II and England to his second son William II. William was a descendant of the Viking Rollo who became the first ruler of Normandy in 911 until 928. From 1035, he was Duke of Normandy and ruled the country from 1060 following a significant struggle to claim the throne. As William was an illegitimate child to his father Robert I, Duke of Normandy and his mistress Herleva, his claim to the throne was challenged by the Norman aristocracy. In the 1050s and 1060s, William had become a serious contender for the throne of England when his first cousin, King of Wessex, Edward the Confessor left no heirs. However, powerful English earl Harold Godwinson succeeded to the throne after Edward named him as King on his deathbed in January 1066. As a result, in September 1066, William sailed to England with an army to reclaim his right to the throne. After defeating Harold Godwinson at the Battle of Hastings and being crowned King of England on December 25, 1066, in London he returned to Normandy in 1067 until his death in 1087. Vikings season 6 premieres Wednesday, December 4 on History and Thursday, December 5 on Amazon Prime Video	<urn:uuid:99d5a0ff-035f-4e15-a52d-06fb1d797c26>	CC-MAIN-2020-05	https://www.express.co.uk/showbiz/tv-radio/1198936/Vikings-When-was-the-Norman-Invasion-of-England-Who-was-William-the-Conqueror	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00474.warc.gz	en	0.987026	900	3.328125	3	[ -0.018070554360747337, 0.32402971386909485, 0.1515331119298935, -0.4343888461589813, 0.15535573661327362, 0.02242388390004635, -0.4755438566207886, 0.12093108892440796, -0.004498876631259918, -0.02264413982629776, 0.21532925963401794, -0.6545484662055969, 0.2279316484928131, 0.164989620447...	1	The TV series Vikings is inspired by the sagas of Viking Ragnar Lothbrok (played by Travis Fimmel). Lothbrok was a Viking hero who lead successful raids in England and his sons continued his legacy by forming the Great Heathen Army who continued to invade Anglo-Saxon England for over 200 years. The Viking Age came to an end in 1066 with the battle of Stamford Bridge when Viking forces were defeated by English forces led by King Harold Godwinson. However, Viking influence was not wiped out as the next King of England was a descendant of Lothbrok’s brother Rollo (Clive Standen). When was the Norman Invasion of England? The Norman Invasion of England, also known as the Norman Conquest of England, took place in the early 11th century, beginning in September 1066. The invasion was led by the Duke of Normandy, later known as William the Conqueror. He led an army made up Norma, Breton, Flemish and French soldiers from Normandy (present-day France) to Anglo-Saxon England. Unfortunately, it remains unknown the exact size of William’s forces, but contemporary writers estimate there were between 14,000 and 150,000 men in total. The Norweigan King Harald Hardrada had invaded Northern England in 1066 but was defeated by Harold Godwinson at the Battle of Stamford Bridge in 1066 on September 25. The Battle of Stamford Bridge may feature in the final series of Vikings as it represented the end of the Viking Age, which had begun in 793. However, things were not over for the Anglo-Saxon army who faced an invasion from an army whose leader was of Viking descent. When King Harold arrived in the south of England, within days William’s army approached from the north. Harold and William’s armies came face to face at the Battle of Hastings on October 14, 1066. William the Conqueror's Norman army was victorious and Harold was killed in the battle. William and his army then marched from Kent to London and defeated an English army that challenged him at Southwark. READ MORE Vikings: What is the Blood Eagle? However, William was unable to storm London Bridge as planned and his arrival in London was delayed. At the end of October, the English leaders had submitted to William and on December 25, 1066, William was crowned the first Norman King of England. Throughout this reign, he faced numerous rebellions and uprisings from the English elite and he was arguably not secure on his throne until 1072. Norman rule did not end until 1204 when England was defeated by Phillip II and the French invasion of Normandy. As part of the Treaty of Le Goulet, England lost Normandy, Anjou and Maine to France, ending England’s links with Normandy. Who was William the Conquerer? William I, also known as William the Conqueror was the first Norman King of England. He reigned from 1066 until his death in 1087. After his death, Normandy was ruled by his brother Robert II and England to his second son William II. William was a descendant of the Viking Rollo who became the first ruler of Normandy in 911 until 928. From 1035, he was Duke of Normandy and ruled the country from 1060 following a significant struggle to claim the throne. As William was an illegitimate child to his father Robert I, Duke of Normandy and his mistress Herleva, his claim to the throne was challenged by the Norman aristocracy. In the 1050s and 1060s, William had become a serious contender for the throne of England when his first cousin, King of Wessex, Edward the Confessor left no heirs. However, powerful English earl Harold Godwinson succeeded to the throne after Edward named him as King on his deathbed in January 1066. As a result, in September 1066, William sailed to England with an army to reclaim his right to the throne. After defeating Harold Godwinson at the Battle of Hastings and being crowned King of England on December 25, 1066, in London he returned to Normandy in 1067 until his death in 1087. Vikings season 6 premieres Wednesday, December 4 on History and Thursday, December 5 on Amazon Prime Video	964	ENGLISH	1
On a separate sheet of paper answer the following questions using complete sentences. Whatever you don't finish in class is homework and will be due at the start of our next class period. Video 1 Questions: 1. In what year did Alexander the Great conquer Persia? 2. Who founded the Persian Empire? 3. Where was the homeland of the Persian Empire? 4. Which of the following was NOT characteristic of Persian rule? 5. What was Zorkhaneh? Video 2 Questions: 1. After the royal family, who was next in the Persian social hierarchy? 2. The Persian Empire was based out of what modern-day nation? 3. What was unique about the Persian religion in terms of the empire? 4. How many gods were recognized in the official Persian religion? 5. What was the official religion of the Persian Empire? Video 1 Transcript The Persian Empire has all the great aspects of an amazing story - an unlikely rise to power against an evil king, a ruler who is beloved by his people, and a military that was centuries ahead of its time.FoundingThe Persian Empire began in a very unlikely way. For years, the Persians had been partners with a more powerful group of people known as the Medians, who lived to the north of the Persians on the Iranian Plateau. The partnership between the Persians and the Medes was generally a very good one, until an evil Median king made his daughter marry the king of the Persians. The evil Median king declared that any children of his daughter should be killed, as they would overthrow him. As often happens in this sort of story, the grandson of the evil king, a boy named Cyrus, was not only hidden, but also did come back to revolt against his Median grandfather and start his own Persian Empire. While we don't know for sure if that story is true, we do know that by 550 BC, a great Persian king named Cyrus had not only conquered the Medians, but also much of Mesopotamia, including the realm of the Neo-Babylonians, who ruled almost all of that region. Cyrus would go on to conquer east, into India, as well as all the way west to the border of Egypt and Greece. The first great Persian Empire was born. ExpansionCyrus was a very different leader than other emperors in the ancient world. He often portrayed himself as someone who had come to save the common people from their oppressive rulers. After all, Cyrus himself had known what it was like to be oppressed, having been nearly killed by his own grandfather. To this end, Cyrus granted a level of freedom that did not exist in the world before, or for hundreds of years after. In fact, Cyrus liberated enslaved peoples, such as the Jews, while he also provided Persian Imperial funds to rebuild their cultural buildings. Of course, not all expansion is peaceful, and Cyrus fought in many battles. However, unlike leaders before him, Cyrus started to use a professional army. Known as the Immortals, this unit of 10,000 of the bravest soldiers in the empire received the best armor and weapons and were trained to be the best soldiers in the world. Part of their training, called Zorkhaneh (Zor-khan-nae), was a cross between karate and medieval chivalry, and is still taught today as a sport in Iran. PoliticsConquering such a massive empire was relatively easy for Cyrus. Maintaining it was going to be the real challenge. Luckily, the new Shahanshah, or King of Kings, was not going to let administration stop him. Cyrus soon divided the empire into a number of provinces, known as satrapies, each ruled by a satrap, or governor. These satrapies were further organized into smaller satrapies, meaning that a government official was never far away from any situation that required attention. To reduce the risk of rebellions or unrest, Cyrus gave people religious freedom throughout the Persian Empire, allowing people to live largely as they had lived before. Responding to the needs of those satraps was only possible with a quality communications network, and this too was a priority of the Persians. The Persians built some of the first roads in the Middle East, including the Royal Road which stretched from the Aegean seacoast in Turkey through Mesopotamia and into the Persian homeland. In fact, the rhyme many of us think of about the Postal Service, 'not rain or sleet nor gloom of night' is modeled on what the Greek historian Herodotus had to say about the Royal Road. Along the main road, as well as at strategic points in between major cities, the Persian government also paid for special inns for travelers. For official travelers, there was no cost for staying the night, eating, or even switching out horses. Later ShahanshahsCyrus earned his title the Great for his conquests, but these were by no means the last expeditions for the Persians. His son managed to capture Egypt, and other descendants such as Xerxes and Darius were able to almost conquer Greece on multiple occasions. However, ruling such a vast empire, all while treating ethnic groups equally, caused great stress on the Imperial administration. Ultimately, by the time Alexander the Great conquered the Persian Empire in 330 BC, the Empire was already weakened. Lesson SummaryGoing from a young boy trying to avoid being murdered by his evil grandfather to ruler of one of the largest empires in history, Cyrus the Great was able to establish the Persian Empire through military skill, open-mindedness about how to treat his subjects, and administrative skill. While some of his successors would be talented too, such leaders would be rarer and rarer as the Persian Empire continued on through ancient history. Video 2 Transcript The Persian Empire was sophisticated and complex in many ways. In this lesson, we'll talk about two of the biggest influences on Persian lives: their religion and their social status.The Persian EmpireIt was one of the first truly international empires in the world. It was a dominant cultural and economic center. It was one of the first governments in the world to adopt a policy of religious tolerance. That's right, we're talking about the Persian Empire, sometimes called the Achaemenid Empire, a powerful military state that ruled from modern day Iran from roughly 550 BCE until being conquered by Alexander the Great around 330 BCE. The Persian Empire was sophisticated and complex, but two forces that greatly impacted daily life in the empire were religion and social structure. One defined the place of people within the empire, the other defined their place in the cosmos. Persian ReligionIn the ancient world, most cultures followed a polytheistic religion, or one featuring several deities. The Babylonians had many gods, the Egyptians had many gods, and the Sumerians had many gods. The Persians, however, did not. Around 600 BCE, a Persian prophet named Zoroaster began preaching a new ideology, based around a single god called Ahura Mazda. This was one of the world's first monotheistic religions, recognizing only a single deity. His teachings, contained in a series of poems called the Gathas and later the sacred book called the Avesta, spread quickly across Persian society. According to Zoroaster, and the religion based on his teachings called Zoroastrianism, earthly life was a constant struggle between good and evil. All people suffered, and this suffering was to prepare people for a future life. In the afterlife, humans would have to choose between good and evil in a final judgment. Ultimately, good would triumph over evil. This final judgment, and all of the world, was watched over by Ahura Mazda, who was the very embodiment of goodness and wisdom. If these ideas sound familiar, some scholars believe that Zoroastrians influenced the ancient Hebrews and their concepts of faith. Zoroastrianism was the official religion of the Persian Empire, and was practiced widely by the Persian people. However, it was not the only religion of the empire. Mesopotamian and Egyptian empires forced conquered people to adopt their religions, but the Persians embraced a much more tolerant policy. As long as conquered peoples paid their taxes and recognized Persian control, they would be allowed to practice their own religions. The Persian emperors even rebuilt local temples that had been destroyed in wars to conquer a city. It was the first system of religious tolerance in the world. The Persian Social StructureReligion was very important to the ancient Persians, and it dominated lots of their time and attention. It was not, however, the only influence on their lives. Persian cities also had rigid social structures that organized people into various classes. At the top were the royals, consisting of the king and his family. Royalty and other noble titles were passed on hereditarily, so there was little hope of joining this class outside of marrying into it. Below the royals were the priests. Again, religion was very important, and priests were the most important advisors to the emperors who assisted in nearly every important decision. Groups of aristocrat nobles and military officials came next, who were in charge of the daily bureaucratic administration of this complex empire. Most of society was composed of merchants, craftsmen/artisans, and peasants. Those who worked for themselves, like merchants and artisans, held higher social status than the peasants who worked the land owned by nobles. At the very bottom of society were slaves, who were generally enslaved during war or as a form of punishment for breaking the laws or defaulting on a debt. The Persian social structure was strictly enforced as a way to keep their complex society organized, but that doesn't mean it was without flexibility. Merchants and artisans could potentially increase their wealth and status through successful business moves, and a very few that became very wealthy may even be able to marry a child into the aristocracy. While social mobility was limited by our standards, all people in the Persian Empire did have some form of rights. The Persians created some of the first legal codes in the world as well, guaranteeing a few that we might call basic human rights to all Persians and conquered people, regardless of their class. Again, by our standards these rights were minimal, but in the ancient world this was an action without precedent. Although they didn't know it, the people of the Persian Empire were experiencing history in the making. Lesson SummaryThe Persian Empire was one of the first great international empires in the world. Based in modern-day Iran, it controlled a wide region of the Middle East from roughly 550 to 330 BCE. The Persians followed a monotheistic religion called Zoroastrianism, which recognized only a single deity named Ahura Mazda. Based on the teachings of the Persian prophet Zoroaster, this was the official religion of the Persian Empire, although conquered peoples were allowed to practice their own religions. Persian social structure was strict, with the royal family at the top, followed by priests, nobles, merchants, artisans, peasants, and finally slaves. Between their religion and their social structure, Persians had a good sense of where they belonged in the cosmos and in society, but they likely would never have guessed the major place they would belong to in history. Here is the study guide for your midterm. Good luck and remember to organize your notes to be able to use them effective during your timed midterm. Answer in at least 3 sentences.	<urn:uuid:7ffdf439-2e31-4e53-bea1-80d76e7b71ad>	CC-MAIN-2020-05	http://www.gmgallardo.com/assignments	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687958.71/warc/CC-MAIN-20200126074227-20200126104227-00318.warc.gz	en	0.986129	2,350	3.71875	4	[ -0.09795891493558884, 0.6320466995239258, 0.2837740182876587, -0.37178176641464233, -0.6220894455909729, -0.42193907499313354, 0.24511170387268066, 0.5021896362304688, -0.08420399576425552, -0.031152140349149704, 0.05731814354658127, 0.10946868360042572, -0.19274291396141052, 0.20079377293...	3	On a separate sheet of paper answer the following questions using complete sentences. Whatever you don't finish in class is homework and will be due at the start of our next class period. Video 1 Questions: 1. In what year did Alexander the Great conquer Persia? 2. Who founded the Persian Empire? 3. Where was the homeland of the Persian Empire? 4. Which of the following was NOT characteristic of Persian rule? 5. What was Zorkhaneh? Video 2 Questions: 1. After the royal family, who was next in the Persian social hierarchy? 2. The Persian Empire was based out of what modern-day nation? 3. What was unique about the Persian religion in terms of the empire? 4. How many gods were recognized in the official Persian religion? 5. What was the official religion of the Persian Empire? Video 1 Transcript The Persian Empire has all the great aspects of an amazing story - an unlikely rise to power against an evil king, a ruler who is beloved by his people, and a military that was centuries ahead of its time.FoundingThe Persian Empire began in a very unlikely way. For years, the Persians had been partners with a more powerful group of people known as the Medians, who lived to the north of the Persians on the Iranian Plateau. The partnership between the Persians and the Medes was generally a very good one, until an evil Median king made his daughter marry the king of the Persians. The evil Median king declared that any children of his daughter should be killed, as they would overthrow him. As often happens in this sort of story, the grandson of the evil king, a boy named Cyrus, was not only hidden, but also did come back to revolt against his Median grandfather and start his own Persian Empire. While we don't know for sure if that story is true, we do know that by 550 BC, a great Persian king named Cyrus had not only conquered the Medians, but also much of Mesopotamia, including the realm of the Neo-Babylonians, who ruled almost all of that region. Cyrus would go on to conquer east, into India, as well as all the way west to the border of Egypt and Greece. The first great Persian Empire was born. ExpansionCyrus was a very different leader than other emperors in the ancient world. He often portrayed himself as someone who had come to save the common people from their oppressive rulers. After all, Cyrus himself had known what it was like to be oppressed, having been nearly killed by his own grandfather. To this end, Cyrus granted a level of freedom that did not exist in the world before, or for hundreds of years after. In fact, Cyrus liberated enslaved peoples, such as the Jews, while he also provided Persian Imperial funds to rebuild their cultural buildings. Of course, not all expansion is peaceful, and Cyrus fought in many battles. However, unlike leaders before him, Cyrus started to use a professional army. Known as the Immortals, this unit of 10,000 of the bravest soldiers in the empire received the best armor and weapons and were trained to be the best soldiers in the world. Part of their training, called Zorkhaneh (Zor-khan-nae), was a cross between karate and medieval chivalry, and is still taught today as a sport in Iran. PoliticsConquering such a massive empire was relatively easy for Cyrus. Maintaining it was going to be the real challenge. Luckily, the new Shahanshah, or King of Kings, was not going to let administration stop him. Cyrus soon divided the empire into a number of provinces, known as satrapies, each ruled by a satrap, or governor. These satrapies were further organized into smaller satrapies, meaning that a government official was never far away from any situation that required attention. To reduce the risk of rebellions or unrest, Cyrus gave people religious freedom throughout the Persian Empire, allowing people to live largely as they had lived before. Responding to the needs of those satraps was only possible with a quality communications network, and this too was a priority of the Persians. The Persians built some of the first roads in the Middle East, including the Royal Road which stretched from the Aegean seacoast in Turkey through Mesopotamia and into the Persian homeland. In fact, the rhyme many of us think of about the Postal Service, 'not rain or sleet nor gloom of night' is modeled on what the Greek historian Herodotus had to say about the Royal Road. Along the main road, as well as at strategic points in between major cities, the Persian government also paid for special inns for travelers. For official travelers, there was no cost for staying the night, eating, or even switching out horses. Later ShahanshahsCyrus earned his title the Great for his conquests, but these were by no means the last expeditions for the Persians. His son managed to capture Egypt, and other descendants such as Xerxes and Darius were able to almost conquer Greece on multiple occasions. However, ruling such a vast empire, all while treating ethnic groups equally, caused great stress on the Imperial administration. Ultimately, by the time Alexander the Great conquered the Persian Empire in 330 BC, the Empire was already weakened. Lesson SummaryGoing from a young boy trying to avoid being murdered by his evil grandfather to ruler of one of the largest empires in history, Cyrus the Great was able to establish the Persian Empire through military skill, open-mindedness about how to treat his subjects, and administrative skill. While some of his successors would be talented too, such leaders would be rarer and rarer as the Persian Empire continued on through ancient history. Video 2 Transcript The Persian Empire was sophisticated and complex in many ways. In this lesson, we'll talk about two of the biggest influences on Persian lives: their religion and their social status.The Persian EmpireIt was one of the first truly international empires in the world. It was a dominant cultural and economic center. It was one of the first governments in the world to adopt a policy of religious tolerance. That's right, we're talking about the Persian Empire, sometimes called the Achaemenid Empire, a powerful military state that ruled from modern day Iran from roughly 550 BCE until being conquered by Alexander the Great around 330 BCE. The Persian Empire was sophisticated and complex, but two forces that greatly impacted daily life in the empire were religion and social structure. One defined the place of people within the empire, the other defined their place in the cosmos. Persian ReligionIn the ancient world, most cultures followed a polytheistic religion, or one featuring several deities. The Babylonians had many gods, the Egyptians had many gods, and the Sumerians had many gods. The Persians, however, did not. Around 600 BCE, a Persian prophet named Zoroaster began preaching a new ideology, based around a single god called Ahura Mazda. This was one of the world's first monotheistic religions, recognizing only a single deity. His teachings, contained in a series of poems called the Gathas and later the sacred book called the Avesta, spread quickly across Persian society. According to Zoroaster, and the religion based on his teachings called Zoroastrianism, earthly life was a constant struggle between good and evil. All people suffered, and this suffering was to prepare people for a future life. In the afterlife, humans would have to choose between good and evil in a final judgment. Ultimately, good would triumph over evil. This final judgment, and all of the world, was watched over by Ahura Mazda, who was the very embodiment of goodness and wisdom. If these ideas sound familiar, some scholars believe that Zoroastrians influenced the ancient Hebrews and their concepts of faith. Zoroastrianism was the official religion of the Persian Empire, and was practiced widely by the Persian people. However, it was not the only religion of the empire. Mesopotamian and Egyptian empires forced conquered people to adopt their religions, but the Persians embraced a much more tolerant policy. As long as conquered peoples paid their taxes and recognized Persian control, they would be allowed to practice their own religions. The Persian emperors even rebuilt local temples that had been destroyed in wars to conquer a city. It was the first system of religious tolerance in the world. The Persian Social StructureReligion was very important to the ancient Persians, and it dominated lots of their time and attention. It was not, however, the only influence on their lives. Persian cities also had rigid social structures that organized people into various classes. At the top were the royals, consisting of the king and his family. Royalty and other noble titles were passed on hereditarily, so there was little hope of joining this class outside of marrying into it. Below the royals were the priests. Again, religion was very important, and priests were the most important advisors to the emperors who assisted in nearly every important decision. Groups of aristocrat nobles and military officials came next, who were in charge of the daily bureaucratic administration of this complex empire. Most of society was composed of merchants, craftsmen/artisans, and peasants. Those who worked for themselves, like merchants and artisans, held higher social status than the peasants who worked the land owned by nobles. At the very bottom of society were slaves, who were generally enslaved during war or as a form of punishment for breaking the laws or defaulting on a debt. The Persian social structure was strictly enforced as a way to keep their complex society organized, but that doesn't mean it was without flexibility. Merchants and artisans could potentially increase their wealth and status through successful business moves, and a very few that became very wealthy may even be able to marry a child into the aristocracy. While social mobility was limited by our standards, all people in the Persian Empire did have some form of rights. The Persians created some of the first legal codes in the world as well, guaranteeing a few that we might call basic human rights to all Persians and conquered people, regardless of their class. Again, by our standards these rights were minimal, but in the ancient world this was an action without precedent. Although they didn't know it, the people of the Persian Empire were experiencing history in the making. Lesson SummaryThe Persian Empire was one of the first great international empires in the world. Based in modern-day Iran, it controlled a wide region of the Middle East from roughly 550 to 330 BCE. The Persians followed a monotheistic religion called Zoroastrianism, which recognized only a single deity named Ahura Mazda. Based on the teachings of the Persian prophet Zoroaster, this was the official religion of the Persian Empire, although conquered peoples were allowed to practice their own religions. Persian social structure was strict, with the royal family at the top, followed by priests, nobles, merchants, artisans, peasants, and finally slaves. Between their religion and their social structure, Persians had a good sense of where they belonged in the cosmos and in society, but they likely would never have guessed the major place they would belong to in history. Here is the study guide for your midterm. Good luck and remember to organize your notes to be able to use them effective during your timed midterm. Answer in at least 3 sentences.	2,365	ENGLISH	1
Explore more in our Mag The story of the Crimean Khanate takes us back to the middle of the 15th-century when Golden Horde saw its decline and was split into several smaller khanates. Then there was an internal rivalry on the Crimean peninsula between the Tatar clans. Eventually, the most successful of them was the founder of Giray dynasty – Hacı I Giray, who with the help of the Lithuanian Grand Duke Vytautas took over the peninsula. However, the path of Hacı Giray to the control of Crimea was very rocky. Until his eventual reign and the foundation of the Crimean Khanate, he had to suffer several losses and setbacks, including being a hostage of another Grand Duke of Lithuania – Sigismund Kestutaitis. Despite all the efforts of Hacı Giray, neither he nor his descendants had absolute power over the khanate. It was at times a relatively chaotic state, as the lack of control over beys (local nobles) created a headache for the khan. Crimean beys constantly led the raids to the neighboring lands and captured thousands of people (esir – that is how they called the captives) every year to make a great profit in the slave trade and ransoms. Khan got his share of profit, but most of these raids were held without his permission. Even if the Crimean khan had an agreement with the attacked state, beys did not care much about that. However, both sides understood that there is no need for internal conflict. To keep his position safe, khan had to balance between his wishes and the wishes of beys. Slave trade dominated the Crimean economy for several reasons. One of them was their origin – they were nomads, skilled horse riders and raids were simply part of their lifestyle. Farming was not as a respectable thing to do and it was not as profitable as slave trade. This kept raids alive for several centuries and most of the captured people were sold in the Ottoman administrated trade center Caffa that was located on the coast of the Black Sea. Up to 20 000 slaves were sold every year and the total number of captured people might be even twice bigger, as only the strongest captives could stay alive until they were sold. Those, who were too weak or slow, simply got killed on the way to Caffa. While being a vassal state, Crimean Khanate remained largely an independent state. Depending on the political situation in the region, Crimeans occasionally had alliances with the Polish-Lithuanian Commonwealth and the Zaporozhian Cossacks. However, that still did not stop their raids that also was kind of a tool to keep the balance of power and prevent one or another neighboring country to become too powerful. Crimean khans feared that allowing one specific country to dominate the region would eventually lead to the end of their Khanate. Because of this concern, at some point, they stopped raids to Polish-Lithuanian lands to hold the influence of growing Muscovy. Tatar house in the village of Alupka. Drawing by Carlo Bossoli (1856) Regarding the Ottoman Empire, khans were always sly and they managed to keep the influence of Ottomans somewhat limited. Crimean warriors were often involved in the conflicts that the Ottoman Empire had in Balkans, Moldavia and Poland, but overall Khanate remained autonomous for the most time. There were cases when Ottomans tried to put too loyal to their Empire khan in power in Crimean Khanate to increase their influence. However, in most cases, this turned out to be a disastrous move. Local nobles were angered by such interventions and Ottoman-supported khan eventually had to step back. Beys preferred to see in power a khan that they respected. The decline of the Crimean Khanate started in the early 18th-century. Russia was then led by the ambitious Peter the Great, who saw Crimea as one of the potentially significant regions in his plan of creating a powerful navy. Peter’s Azov Campaigns allowed conquering some of the Tatar fortresses and gaining access to the Azov Sea. The following series of the Russo-Turkish Wars strengthened the positions of the Russian Empire and Crimean soon raids became a history. In 1774, Crimean Khanate formally gained independence from the Ottoman Empire that had to sign the Treaty of Küçük Kaynarca. Three years later, the Russian Empire backed Şahin Giray became a khan. He was an educated man, who had studied abroad and his plans to modernize Crimean Khanate and bring it closer to the condition of European states brought him a lot of headaches. Local nobles were strongly against him due to their conservative nature and the fact that the Russians put khan in power. The series of riots started on the peninsula in 1781 and Şahin Giray had to flee to Russia. In 1783, he returned to Crimea and with the help of the Russian army that was led by the famous military leader Alexander Suvorov, riots were soon suppressed and many of khan’s opponents executed. At that point, Crimean Khanate was in a poor condition – almost bankrupt, weakened by riots and with an unpopular khan in power. The same year Şahin Giray returned to Crimea, he stepped down as a khan and Russian Empress Catherine the Great signed a manifesto that included the Crimean Khanate in the Russian Empire. By that time, Suvorov’s army already held all the key points in Crimea and Şahin Giray had no other option than to peacefully give away his throne. The longest-living Turkic khanate became a part of the Taurida Oblast in the Russian Empire. The story of the Crimean Khanate shows that a state caught between powerful empires could still be an important player in the political games on the European map. Crimeans never had any friends or enemies; they always had their own interests. It was a simple principle to follow. They were smart enough to keep themselves in a respectable position for 300 years, even though Khanate kept their conservative nomadic habits and opposed the reforms. There are some similarities between the Crimean Khanate and Zaporozhian Cossacks who in a similar manner retained their autonomy for a long time and influenced the course of European history.	<urn:uuid:a3a9767d-772b-405b-a968-d75f25d112bf>	CC-MAIN-2020-05	https://latgale.academy/the-story-of-crimean-khanate/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594705.17/warc/CC-MAIN-20200119180644-20200119204644-00248.warc.gz	en	0.988413	1,303	3.8125	4	[ -0.3984098434448242, 0.06237993389368057, 0.08277109265327454, 0.18137165904045105, -0.1972029209136963, -0.509678840637207, 0.1089758351445198, 0.1839083880186081, -0.24854117631912231, 0.00993768498301506, -0.04687107726931572, -0.5776758193969727, -0.0722055435180664, 0.1669396758079528...	3	Explore more in our Mag The story of the Crimean Khanate takes us back to the middle of the 15th-century when Golden Horde saw its decline and was split into several smaller khanates. Then there was an internal rivalry on the Crimean peninsula between the Tatar clans. Eventually, the most successful of them was the founder of Giray dynasty – Hacı I Giray, who with the help of the Lithuanian Grand Duke Vytautas took over the peninsula. However, the path of Hacı Giray to the control of Crimea was very rocky. Until his eventual reign and the foundation of the Crimean Khanate, he had to suffer several losses and setbacks, including being a hostage of another Grand Duke of Lithuania – Sigismund Kestutaitis. Despite all the efforts of Hacı Giray, neither he nor his descendants had absolute power over the khanate. It was at times a relatively chaotic state, as the lack of control over beys (local nobles) created a headache for the khan. Crimean beys constantly led the raids to the neighboring lands and captured thousands of people (esir – that is how they called the captives) every year to make a great profit in the slave trade and ransoms. Khan got his share of profit, but most of these raids were held without his permission. Even if the Crimean khan had an agreement with the attacked state, beys did not care much about that. However, both sides understood that there is no need for internal conflict. To keep his position safe, khan had to balance between his wishes and the wishes of beys. Slave trade dominated the Crimean economy for several reasons. One of them was their origin – they were nomads, skilled horse riders and raids were simply part of their lifestyle. Farming was not as a respectable thing to do and it was not as profitable as slave trade. This kept raids alive for several centuries and most of the captured people were sold in the Ottoman administrated trade center Caffa that was located on the coast of the Black Sea. Up to 20 000 slaves were sold every year and the total number of captured people might be even twice bigger, as only the strongest captives could stay alive until they were sold. Those, who were too weak or slow, simply got killed on the way to Caffa. While being a vassal state, Crimean Khanate remained largely an independent state. Depending on the political situation in the region, Crimeans occasionally had alliances with the Polish-Lithuanian Commonwealth and the Zaporozhian Cossacks. However, that still did not stop their raids that also was kind of a tool to keep the balance of power and prevent one or another neighboring country to become too powerful. Crimean khans feared that allowing one specific country to dominate the region would eventually lead to the end of their Khanate. Because of this concern, at some point, they stopped raids to Polish-Lithuanian lands to hold the influence of growing Muscovy. Tatar house in the village of Alupka. Drawing by Carlo Bossoli (1856) Regarding the Ottoman Empire, khans were always sly and they managed to keep the influence of Ottomans somewhat limited. Crimean warriors were often involved in the conflicts that the Ottoman Empire had in Balkans, Moldavia and Poland, but overall Khanate remained autonomous for the most time. There were cases when Ottomans tried to put too loyal to their Empire khan in power in Crimean Khanate to increase their influence. However, in most cases, this turned out to be a disastrous move. Local nobles were angered by such interventions and Ottoman-supported khan eventually had to step back. Beys preferred to see in power a khan that they respected. The decline of the Crimean Khanate started in the early 18th-century. Russia was then led by the ambitious Peter the Great, who saw Crimea as one of the potentially significant regions in his plan of creating a powerful navy. Peter’s Azov Campaigns allowed conquering some of the Tatar fortresses and gaining access to the Azov Sea. The following series of the Russo-Turkish Wars strengthened the positions of the Russian Empire and Crimean soon raids became a history. In 1774, Crimean Khanate formally gained independence from the Ottoman Empire that had to sign the Treaty of Küçük Kaynarca. Three years later, the Russian Empire backed Şahin Giray became a khan. He was an educated man, who had studied abroad and his plans to modernize Crimean Khanate and bring it closer to the condition of European states brought him a lot of headaches. Local nobles were strongly against him due to their conservative nature and the fact that the Russians put khan in power. The series of riots started on the peninsula in 1781 and Şahin Giray had to flee to Russia. In 1783, he returned to Crimea and with the help of the Russian army that was led by the famous military leader Alexander Suvorov, riots were soon suppressed and many of khan’s opponents executed. At that point, Crimean Khanate was in a poor condition – almost bankrupt, weakened by riots and with an unpopular khan in power. The same year Şahin Giray returned to Crimea, he stepped down as a khan and Russian Empress Catherine the Great signed a manifesto that included the Crimean Khanate in the Russian Empire. By that time, Suvorov’s army already held all the key points in Crimea and Şahin Giray had no other option than to peacefully give away his throne. The longest-living Turkic khanate became a part of the Taurida Oblast in the Russian Empire. The story of the Crimean Khanate shows that a state caught between powerful empires could still be an important player in the political games on the European map. Crimeans never had any friends or enemies; they always had their own interests. It was a simple principle to follow. They were smart enough to keep themselves in a respectable position for 300 years, even though Khanate kept their conservative nomadic habits and opposed the reforms. There are some similarities between the Crimean Khanate and Zaporozhian Cossacks who in a similar manner retained their autonomy for a long time and influenced the course of European history.	1,327	ENGLISH	1
A History Continued As sectional tensions heightened, Moses became a staunch secessionist and a fiery orator for the South’s cause. At 49 years old, Moses was too old to fight for the Confederacy, but was appointed as the Confederate Commissary for Georgia, in charge of supplying and feeding 54,000 Confederate soldiers. His nephew, Edward Warren Moise, who had trained to be a lawyer with his uncle in Columbus, spent $10,000 organizing a company of 120 soldiers which became part of the Confederate army. Once, when food supplies were low, Moses went back to Georgia to make personal appeals for people to donate food and money. During the war, Moses became close with Confederate General Robert E. Lee, and was with him during the Battle of Gettysburg. Three of Moses’ sons fought for the southern cause, with one being killed in battle. Moses is famous for carrying out the last orders of the Confederacy, when President Jefferson Davis ordered him to keep boxes filled with $40,000 worth of gold and silver bullion and make sure it was used to help defeated returning soldiers. Traveling with armed guards after the South’s surrender, Moses took the gold and silver to Augusta, where he negotiated an agreement with a Union general, who promised to use the money to care for and feed former Confederate soldiers. After the war, Moses returned to Columbus, where he resumed his law practice. He had suffered a financial blow during the war, having invested much of his money in slaves prior to secession. All but one of his former slaves left Esquiline after their emancipation. His net worth went from $55,000 in 1860 to $35,000 in 1870. Since he had not served in political office before the war, Moses was eligible to run. Moses served in the Georgia legislature during Reconstruction and was a fierce critic of the state’s Republican administration. Moses was never a member of B’nai Israel, though he did have a strong identity as a Jew. When his daughter got married in 1865, he tried unsuccessfully to get a rabbi from New Orleans to perform the ceremony, which took place under a chuppah. In 1878, he backed one candidate for political office, whose opponent raised Moses’ Jewishness as a disqualifying factor. Moses responded to his critics on August 29, 1878 in the local newspaper; his assertion of Jewish pride was reprinted around the country: “I feel it an honor to be of a race whom persecution can not crush, whom prejudice has in vain endeavored to subdue.” When he ran for congress, Moses explained, “I wanted to go to congress as a Jew and because I would have liked in a public position to confront and do my part towards breaking down the prejudice.” When Moses died in 1893, he was buried in a family cemetery on the Esquiline Plantation.	<urn:uuid:6c4daee8-62fe-4d4f-9447-4382dcff8d41>	CC-MAIN-2020-05	https://www.templeisraelga.com/history-2	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250614880.58/warc/CC-MAIN-20200124011048-20200124040048-00443.warc.gz	en	0.989165	593	3.828125	4	[ -0.31091415882110596, 0.5954452753067017, 0.36961719393730164, -0.022645240649580956, -0.2923189401626587, -0.20043960213661194, 0.36470088362693787, -0.26443418860435486, -0.5147044062614441, 0.11082953214645386, 0.03743905946612358, 0.07337094843387604, 0.031407762318849564, 0.3607538044...	7	A History Continued As sectional tensions heightened, Moses became a staunch secessionist and a fiery orator for the South’s cause. At 49 years old, Moses was too old to fight for the Confederacy, but was appointed as the Confederate Commissary for Georgia, in charge of supplying and feeding 54,000 Confederate soldiers. His nephew, Edward Warren Moise, who had trained to be a lawyer with his uncle in Columbus, spent $10,000 organizing a company of 120 soldiers which became part of the Confederate army. Once, when food supplies were low, Moses went back to Georgia to make personal appeals for people to donate food and money. During the war, Moses became close with Confederate General Robert E. Lee, and was with him during the Battle of Gettysburg. Three of Moses’ sons fought for the southern cause, with one being killed in battle. Moses is famous for carrying out the last orders of the Confederacy, when President Jefferson Davis ordered him to keep boxes filled with $40,000 worth of gold and silver bullion and make sure it was used to help defeated returning soldiers. Traveling with armed guards after the South’s surrender, Moses took the gold and silver to Augusta, where he negotiated an agreement with a Union general, who promised to use the money to care for and feed former Confederate soldiers. After the war, Moses returned to Columbus, where he resumed his law practice. He had suffered a financial blow during the war, having invested much of his money in slaves prior to secession. All but one of his former slaves left Esquiline after their emancipation. His net worth went from $55,000 in 1860 to $35,000 in 1870. Since he had not served in political office before the war, Moses was eligible to run. Moses served in the Georgia legislature during Reconstruction and was a fierce critic of the state’s Republican administration. Moses was never a member of B’nai Israel, though he did have a strong identity as a Jew. When his daughter got married in 1865, he tried unsuccessfully to get a rabbi from New Orleans to perform the ceremony, which took place under a chuppah. In 1878, he backed one candidate for political office, whose opponent raised Moses’ Jewishness as a disqualifying factor. Moses responded to his critics on August 29, 1878 in the local newspaper; his assertion of Jewish pride was reprinted around the country: “I feel it an honor to be of a race whom persecution can not crush, whom prejudice has in vain endeavored to subdue.” When he ran for congress, Moses explained, “I wanted to go to congress as a Jew and because I would have liked in a public position to confront and do my part towards breaking down the prejudice.” When Moses died in 1893, he was buried in a family cemetery on the Esquiline Plantation.	628	ENGLISH	1
In 1920, Ocoee, FL was a sleepy town, more like a village with a population of just over a thousand people, half of whom were black. Ocoee is just outside of Orlando, FL; placed in the same county. This was long before Disney World when orange groves were the central feature of the area. 1920 was a Presidential election year. Warren G. Harding the Republican was running against Democrat James M. Cox. It was the first election since the end of World War One and the passage of the Nineteenth Amendment; giving women the right to vote. Black Americans had the right to vote since the passage of the Fourteenth and Fifteenth Amendments in 1868 and 1870. During Reconstruction that led to the election of black representatives to Congress and state legislatures throughout the South and even statewide office in Mississippi. In 1877, the Party of Lincoln (Republicans) turned their back on the South in trade for winning a contested 1876 Presidential Election. Republicans got a President, Democrats got removal of Federal troops from the South, effectively ending Reconstruction. As icing on the cake, President Rutherford B. Hayes implemented Posse Comitatus, ensuring Federal Troops would never return to the South to protect one set of Americans from another. Although blacks had been entitled to vote for half a century according to the Constitution. Jim Crow and the KKK had other ideas. Attempts to vote often led to lynchings and threats of harm. The people who should have offered protection, local law enforcement, were often part of the problem. Using their guns and badges to block the polling places. In 1920 there was an organized effort statewide in Florida to prevent blacks from voting. There were incidents in Jacksonville and Miami. None worse than what occurred in Ocoee, FL. Site of the “single bloodiest day in modern U.S. political history.” There was a semi-organized effort to get blacks to vote in Florida. Two Ocoee men, July Perry, and Mose Norman, with guidance from a white Orlando judge; attempted to vote that day. It was alleged one of the men had a shotgun. When white vigilantes, led by a former Orlando police chief came to the home of July Perry. Two white men were killed by those inside trying to protect themselves. The call went out to the surrounding communities of Orlando, Apopka, and Winter Garden. They took July Perry to an Orlando jail, then the next day a mob took him from the jail and lynched him. The white mob shot and killed black people indiscriminately. They burned two black churches, a lodge meeting hall and 25 homes of black people. The Orlando newspaper reported on the “Ocoee Race Riot, Two Whites Killed.” The number of black people killed is unknown, estimates range from 35–100. All the black residents that weren’t initially killed were driven away. Ocoee remained an all-white town for 41 years. “At the time that I visited Ocoee, the last colored family of Ocoee was leaving with their goods piled high on a motor truck with six colored children on top. White children stood around and jeered the Negroes who were leaving, threatening them with burning if they did not hurry up and get away. These children thought it a huge joke that some Negroes had been burned alive.” Walter White — NAACP In 1994, consideration was given to reparations for Ocoee victims. Citizens of Rosewood had been given a $2 million settlement after their town was burned out by whites in 1923, after Ocoee. In fighting the efforts to compensate Ocoee victims, lawyers claimed the state had no responsibility for Ocoee. They had “no way of knowing in advance” and were not liable. Because some of the landowners had received compensation, (some less than $1 per acre). They had already been reimbursed. The effort to compensate victims then failed miserably. State Senator Randolph Bracy (D-Ocoee) is planning to introduce legislation for reparations to descendants of the Ocoee Massacre. He is proposing a $10 million settlement to direct descendants that step forward. He thinks the State which recently apologized for the Groveland Four who were innocently jailed or murdered (in one case both) in another Central Florida town for allegedly raping a white woman in 1949. This later proved to be false. Bracy believes that the state which voted for Trump in 2016 might have a change of heart. What do you think? This post was previously published on Dialogue & Discourse and is republished here with permission from the author. If you believe in the work we are doing here at The Good Men Project and want to join our calls on a regular basis, please join us as a Premium Member, today. All Premium Members get to view The Good Men Project with NO ADS. Need more info? A complete list of benefits is here. Photo credit: Pixabay	<urn:uuid:428dee38-6a36-4272-8e7d-67d1b0c65e37>	CC-MAIN-2020-05	https://goodmenproject.com/featured-content/will-there-be-reparations-for-ocoee-florida/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594662.6/warc/CC-MAIN-20200119151736-20200119175736-00536.warc.gz	en	0.982309	1,023	3.78125	4	[ -0.046359844505786896, -0.16957898437976837, 0.19473224878311157, -0.0019519003108143806, -0.08418823033571243, 0.15189999341964722, -0.09308595210313797, 0.28415098786354065, -0.2711736559867859, 0.05515245348215103, 0.3322879374027252, 0.24505126476287842, -0.013999584130942822, 0.467263...	2	In 1920, Ocoee, FL was a sleepy town, more like a village with a population of just over a thousand people, half of whom were black. Ocoee is just outside of Orlando, FL; placed in the same county. This was long before Disney World when orange groves were the central feature of the area. 1920 was a Presidential election year. Warren G. Harding the Republican was running against Democrat James M. Cox. It was the first election since the end of World War One and the passage of the Nineteenth Amendment; giving women the right to vote. Black Americans had the right to vote since the passage of the Fourteenth and Fifteenth Amendments in 1868 and 1870. During Reconstruction that led to the election of black representatives to Congress and state legislatures throughout the South and even statewide office in Mississippi. In 1877, the Party of Lincoln (Republicans) turned their back on the South in trade for winning a contested 1876 Presidential Election. Republicans got a President, Democrats got removal of Federal troops from the South, effectively ending Reconstruction. As icing on the cake, President Rutherford B. Hayes implemented Posse Comitatus, ensuring Federal Troops would never return to the South to protect one set of Americans from another. Although blacks had been entitled to vote for half a century according to the Constitution. Jim Crow and the KKK had other ideas. Attempts to vote often led to lynchings and threats of harm. The people who should have offered protection, local law enforcement, were often part of the problem. Using their guns and badges to block the polling places. In 1920 there was an organized effort statewide in Florida to prevent blacks from voting. There were incidents in Jacksonville and Miami. None worse than what occurred in Ocoee, FL. Site of the “single bloodiest day in modern U.S. political history.” There was a semi-organized effort to get blacks to vote in Florida. Two Ocoee men, July Perry, and Mose Norman, with guidance from a white Orlando judge; attempted to vote that day. It was alleged one of the men had a shotgun. When white vigilantes, led by a former Orlando police chief came to the home of July Perry. Two white men were killed by those inside trying to protect themselves. The call went out to the surrounding communities of Orlando, Apopka, and Winter Garden. They took July Perry to an Orlando jail, then the next day a mob took him from the jail and lynched him. The white mob shot and killed black people indiscriminately. They burned two black churches, a lodge meeting hall and 25 homes of black people. The Orlando newspaper reported on the “Ocoee Race Riot, Two Whites Killed.” The number of black people killed is unknown, estimates range from 35–100. All the black residents that weren’t initially killed were driven away. Ocoee remained an all-white town for 41 years. “At the time that I visited Ocoee, the last colored family of Ocoee was leaving with their goods piled high on a motor truck with six colored children on top. White children stood around and jeered the Negroes who were leaving, threatening them with burning if they did not hurry up and get away. These children thought it a huge joke that some Negroes had been burned alive.” Walter White — NAACP In 1994, consideration was given to reparations for Ocoee victims. Citizens of Rosewood had been given a $2 million settlement after their town was burned out by whites in 1923, after Ocoee. In fighting the efforts to compensate Ocoee victims, lawyers claimed the state had no responsibility for Ocoee. They had “no way of knowing in advance” and were not liable. Because some of the landowners had received compensation, (some less than $1 per acre). They had already been reimbursed. The effort to compensate victims then failed miserably. State Senator Randolph Bracy (D-Ocoee) is planning to introduce legislation for reparations to descendants of the Ocoee Massacre. He is proposing a $10 million settlement to direct descendants that step forward. He thinks the State which recently apologized for the Groveland Four who were innocently jailed or murdered (in one case both) in another Central Florida town for allegedly raping a white woman in 1949. This later proved to be false. Bracy believes that the state which voted for Trump in 2016 might have a change of heart. What do you think? This post was previously published on Dialogue & Discourse and is republished here with permission from the author. If you believe in the work we are doing here at The Good Men Project and want to join our calls on a regular basis, please join us as a Premium Member, today. All Premium Members get to view The Good Men Project with NO ADS. Need more info? A complete list of benefits is here. Photo credit: Pixabay	1,050	ENGLISH	1
Although most of homes in the community of Fray Lazaro have access to a centralized water system constructed by the government, those living in the neighborhood of El Cimarro were not connected to the system as they built their homes following its completion. Thus, community members living in 12 houses lacked access to a sufficient supply of potable water. They typically were forced to carry their water from nearby streams and wells to their homes. Given the difficulties inherent to collecting water, community members often lacked a sufficient supply, limiting many basic hygiene and sanitation practices that would otherwise protect their health and well-being. Further endangering their health, few community members treated their water prior to consuming it. There was no centralized water treatment plan, which increased their risk of contracting water-borne disease. The majority of community members did not treat the water in their homes. Water System Solution Water Brigaders from several different universities began working in Fray Lazaro in June 2014. Throughout the next few months, volunteers worked with community members to: • Construct a 1,500 gallon storage tank with chlorinator • Dig approximately 1,270 meters of trench and lay pipeline • Connect approximately 12 houses to the system • Provide educational seminars to children in the community on water and health related topics To ensure the sustainability of the project, a new seven member Water Council was established and trained by Water Brigades in addition to a Basic Sanitation Committee. When Global Brigades first began working in the community of Fray Lazaro, most of the community had access to an adequate supply of potable water. Yet, the neighborhood of El Cimarro lacked access to the system. With the construction of their own small water system, Global Brigades was also able to implement its Public Health program in the homes of El Cimarro. Water Project Stages All stages of this water project have been completed.	<urn:uuid:c3422943-06ea-4511-b502-aa58e68b3d24>	CC-MAIN-2020-05	https://www.waterbrigades.org/projects/fray-lazaro-honduras/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251779833.86/warc/CC-MAIN-20200128153713-20200128183713-00109.warc.gz	en	0.982231	382	3.328125	3	[ 0.16044792532920837, -0.1915128380060196, 0.29029637575149536, 0.18882891535758972, 0.013792252168059349, -0.5123698115348816, -0.3171055018901825, 0.3481278717517853, -0.47383129596710205, 0.1761678159236908, -0.12961670756340027, -0.31151166558265686, 0.028373073786497116, 0.046922996640...	7	Although most of homes in the community of Fray Lazaro have access to a centralized water system constructed by the government, those living in the neighborhood of El Cimarro were not connected to the system as they built their homes following its completion. Thus, community members living in 12 houses lacked access to a sufficient supply of potable water. They typically were forced to carry their water from nearby streams and wells to their homes. Given the difficulties inherent to collecting water, community members often lacked a sufficient supply, limiting many basic hygiene and sanitation practices that would otherwise protect their health and well-being. Further endangering their health, few community members treated their water prior to consuming it. There was no centralized water treatment plan, which increased their risk of contracting water-borne disease. The majority of community members did not treat the water in their homes. Water System Solution Water Brigaders from several different universities began working in Fray Lazaro in June 2014. Throughout the next few months, volunteers worked with community members to: • Construct a 1,500 gallon storage tank with chlorinator • Dig approximately 1,270 meters of trench and lay pipeline • Connect approximately 12 houses to the system • Provide educational seminars to children in the community on water and health related topics To ensure the sustainability of the project, a new seven member Water Council was established and trained by Water Brigades in addition to a Basic Sanitation Committee. When Global Brigades first began working in the community of Fray Lazaro, most of the community had access to an adequate supply of potable water. Yet, the neighborhood of El Cimarro lacked access to the system. With the construction of their own small water system, Global Brigades was also able to implement its Public Health program in the homes of El Cimarro. Water Project Stages All stages of this water project have been completed.	391	ENGLISH	1
Sinking of the Titanic "Many brave things were done that night, but none were more brave than those done by men playing minute after minute as the ship settled quietly lower and lower in the sea." ~ Lawrence Beesley, Titanic survivor, referring to the eight-member band led by Wallace Hartley The RMS Titanic was a British passenger liner that sank in the North Atlantic Ocean in the early morning of 15 April 1912, after colliding with an iceberg during her maiden voyage from Southampton, UK, to New York City, US. The gold band in this tartan represents the brave band musicians that continued to play in an effort to calm and comfort the passengers assembled in the lounge as the ship was sinking. As the ship continued to plunge, the band moved to the forward half of the boat deck, and continued playing even when their doom became apparent. All members of the Titanic band died that night while playing. The RMS Titanic was a British passenger liner that sank in the North Atlantic Ocean in the early morning of 15 April 1912, after colliding with an iceberg during her maiden voyage from Southampton, UK, to New York City, US. The sinking resulted in the deaths of more than 1,500 passengers and crew, making it one of the deadliest commercial peacetime maritime disasters in modern history. The largest ship afloat at the time it entered service, the Titanic was the second of three Olympic class ocean liners operated by the White Star Line, and was built by the Harland and Wolff shipyard in Belfast, with Thomas Andrews as her naval architect. Andrews was among those who died in the sinking. On her maiden voyage, she carried 2,224 passengers and crew. From the registry notes: The Spirit of the Titanic Halifax tartan is a tribute to those who perished during the tragic event. The thread count is based on the date of the sinking of the Titanic 15/04/1912. Colours: black represents the hull of the Titanic; blue represents the North Atlantic Ocean; white and red represents the White Star Line and the Canadian Maple Leaf for the rescue and recovery efforts; yellow representing gold, consisting of 8 threads, is dedicated to the brave band members that continued to play in an effort to calm and comfort the passengers as the ship was sinking. From The Ultimate Titanic Site: The band of Titanic is one of the most mysterious and legendary tales that comes from the ill-fated ocean liner. Titanic’s eight-member band was led by Wallace Hartley, and upon panic of the passengers during Titanic’s sinking, assembled in the first-class lounge to play in an effort to keep everyone calm. As the ship continued to plunge, the band moved to the forward half of the boat deck, and continued playing even when their doom became apparent. All members of the Titanic band died that night while playing. However, the final song they played is still up too much debate. Mrs Vera Dick, a first-class Canadian passenger reported that the final song played by the band was the hymn “Nearer, My God, to Thee”. However, reports indicate that Mrs Dick had left by way of lifeboat an hour and twenty minutes previously, and could not have been there to witness the final song played by the band. Although, the band’s leader, Hartley, did say once to a friend that if he were on a sinking ship, “Nearer, My God, to Thee” would be among the songs he would play. Harold Bride, one of the wireless operators, reported in 1912 that he had heard the song “Autumn” just before the ship sunk to the depths of the sea. This account of Harold Bride was popularized in the Walter Lord book A Night to Remember. Despite this, neither the hymn “Autumn”, or the closest version to it, waltz “Song d’Automne”, were in the White Star Line songbook for the band. This still remains the best testimonial as Bride was the only person who could have possibly heard the band’s last song, as he floated off the deck just before the ship went down. For more about these brave musicians, click the painting of the doomed liner .	<urn:uuid:fa276af6-0ec6-4940-b854-7148a74ddf66>	CC-MAIN-2020-05	https://www.curiousandunusualtartans.com/daysoftheyear/Spirit-of-the-Titanic-Halifax	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00343.warc.gz	en	0.983558	876	3.640625	4	[ 0.20706656575202942, -0.14194855093955994, 0.141968235373497, -0.3101409673690796, 0.004740464501082897, 0.096799336373806, -0.12495444715023041, 0.2527928650379181, 0.29303598403930664, -0.44432348012924194, 0.38630586862564087, -0.29259970784187317, 0.027990564703941345, 0.01247302442789...	1	Sinking of the Titanic "Many brave things were done that night, but none were more brave than those done by men playing minute after minute as the ship settled quietly lower and lower in the sea." ~ Lawrence Beesley, Titanic survivor, referring to the eight-member band led by Wallace Hartley The RMS Titanic was a British passenger liner that sank in the North Atlantic Ocean in the early morning of 15 April 1912, after colliding with an iceberg during her maiden voyage from Southampton, UK, to New York City, US. The gold band in this tartan represents the brave band musicians that continued to play in an effort to calm and comfort the passengers assembled in the lounge as the ship was sinking. As the ship continued to plunge, the band moved to the forward half of the boat deck, and continued playing even when their doom became apparent. All members of the Titanic band died that night while playing. The RMS Titanic was a British passenger liner that sank in the North Atlantic Ocean in the early morning of 15 April 1912, after colliding with an iceberg during her maiden voyage from Southampton, UK, to New York City, US. The sinking resulted in the deaths of more than 1,500 passengers and crew, making it one of the deadliest commercial peacetime maritime disasters in modern history. The largest ship afloat at the time it entered service, the Titanic was the second of three Olympic class ocean liners operated by the White Star Line, and was built by the Harland and Wolff shipyard in Belfast, with Thomas Andrews as her naval architect. Andrews was among those who died in the sinking. On her maiden voyage, she carried 2,224 passengers and crew. From the registry notes: The Spirit of the Titanic Halifax tartan is a tribute to those who perished during the tragic event. The thread count is based on the date of the sinking of the Titanic 15/04/1912. Colours: black represents the hull of the Titanic; blue represents the North Atlantic Ocean; white and red represents the White Star Line and the Canadian Maple Leaf for the rescue and recovery efforts; yellow representing gold, consisting of 8 threads, is dedicated to the brave band members that continued to play in an effort to calm and comfort the passengers as the ship was sinking. From The Ultimate Titanic Site: The band of Titanic is one of the most mysterious and legendary tales that comes from the ill-fated ocean liner. Titanic’s eight-member band was led by Wallace Hartley, and upon panic of the passengers during Titanic’s sinking, assembled in the first-class lounge to play in an effort to keep everyone calm. As the ship continued to plunge, the band moved to the forward half of the boat deck, and continued playing even when their doom became apparent. All members of the Titanic band died that night while playing. However, the final song they played is still up too much debate. Mrs Vera Dick, a first-class Canadian passenger reported that the final song played by the band was the hymn “Nearer, My God, to Thee”. However, reports indicate that Mrs Dick had left by way of lifeboat an hour and twenty minutes previously, and could not have been there to witness the final song played by the band. Although, the band’s leader, Hartley, did say once to a friend that if he were on a sinking ship, “Nearer, My God, to Thee” would be among the songs he would play. Harold Bride, one of the wireless operators, reported in 1912 that he had heard the song “Autumn” just before the ship sunk to the depths of the sea. This account of Harold Bride was popularized in the Walter Lord book A Night to Remember. Despite this, neither the hymn “Autumn”, or the closest version to it, waltz “Song d’Automne”, were in the White Star Line songbook for the band. This still remains the best testimonial as Bride was the only person who could have possibly heard the band’s last song, as he floated off the deck just before the ship went down. For more about these brave musicians, click the painting of the doomed liner .	868	ENGLISH	1
What did Jesus say about the Old Testament? There is no clear picture as to how Jesus regarded the writings found in the Old Testament. For example, he said: “The law and the prophets were in effect until John came; since then the good news of the kingdom of God is proclaimed…” (Luke 16:16; see also Matthew 11:12-13). In this verse, Jesus seems to be saying that the Old Testament law ceased to be in effect when John the Baptist came. However, he also said this: “For truly I tell you, until heaven and earth pass away, not one letter, not one stroke of a letter, will pass from the law until all is accomplished.” (Matthew 5:18). In this verse, Jesus seems to be saying that the Old Testament law remains in force. Every little bit of it. How can we resolve this problem? How are we, followers of Jesus today, to regard the Old Testament? Jesus often made it clear that he set his own teachings, and interpretation of the law, above what was written in scripture. (Matthew 5:21-22; 27-28; 7:12; 12:1-8; John 8:1-9). Fortunately for us, Jesus made it very clear that the Old Testament law could be summed up in two commands. “‘You shall love the Lord your God with all your heart, and with all your soul, and all your mind.’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbor as yourself.’ On these two commandments hang all the law and the prophets.” (Matt. 22:37-40 – see also Mark 12:28-30; Luke 10:25-27) Jews, in Jesus’ time, did not understand scripture to be written by God in the way that some Christians regard our Bible today. Jesus, and the Jewish religious leaders to whom he was talking, habitually referred to the Old Testament law as the law of Moses, agreeing that it was written by Moses. (Matthew 8:4; Mark 1:44; 7:10; 10:2-4; 22:24; 12:19; Luke 5:14; 20:28; John 7:19-23). On one occasion, Jesus clearly stated that the law written by Moses did not always reflect God’s original intentions: Pharisees came up to him and tested him by asking, “Is it lawful to divorce one’s wife for any cause?” He answered, “Have you not read that he who made them from the beginning made them male and female, and said, `For this reason a man shall leave his father and mother and be joined to his wife, and the two shall become one flesh’? So they are no longer two but one flesh. What therefore God has joined together, let not man put asunder.” They said to him, “Why then did Moses command one to give a certificate of divorce, and to put her away?” He said to them, “For your hardness of heart Moses allowed you to divorce your wives, but from the beginning it was not so…” (Matthew 19:3-9 RSV) Does God speak to us, today, through the Old Testament? Yes, of course he does. But that doesn’t mean that we should carefully examine every word of the Old Testament law, looking for detailed rules that we must obey. We don’t need to worry about keeping the Old Testament law. We have the commands of Jesus. At the end of Matthew’s gospel Jesus is recorded as saying that all authority in heaven and earth had been given to him. So, Jesus has authority over everything, and his commands must be obeyed. Jesus instructed the apostles to teach new disciples “to obey everything that I have commanded you” (Matthew 28:20). Jesus’ instructions to us, his followers today, are that we should obey his commands. (A list of his commands is on the home page of this site. They are simple, clear and there are not very many of them. ) What did Jesus consistently tell his followers to do? Pray. Be humble. Serve each other. Interestingly, Jesus never, ever, encouraged his followers to study scripture (in his day,”scripture” meant the Old Testament). When talking to the religious people of his day, he made it clear that eternal life was not to be gained by studying scripture: “You search the scriptures because you think that in them you have eternal life; and it is they that testify on my behalf. Yet you refuse to come to me to have life. “ (John 5:39-40). Jesus wants us to come to him to have life. He wants us to be in a close, personal, loving relationship with him. He wants us to make him the object of our love, not the subject of our study. What did Jesus say about the New Testament? Jesus didn’t say anything about the New Testament. None of the books of the New Testament had been written when Jesus was teaching. He did say that the Holy Spirit would continue to teach his followers after he had left. However, he did not say that the Holy Spirit would inspire his followers to write books. Jesus is Lord.	<urn:uuid:728f63f2-a8a1-4e71-b1f1-0356fd6399cb>	CC-MAIN-2020-05	http://followtheteachingsofjesus.com/articles/the-bible/125-what-did-jesus-say-about-the-bible.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251687725.76/warc/CC-MAIN-20200126043644-20200126073644-00291.warc.gz	en	0.984023	1,137	3.453125	3	[ -0.373015820980072, 0.3362634479999542, 0.2069007158279419, -0.3996742069721222, 0.038750775158405304, -0.15324708819389343, 0.23717528581619263, -0.09045377373695374, -0.11581044644117355, 0.13524800539016724, -0.09297627210617065, 0.20605289936065674, -0.1519319713115692, -0.098365366458...	1	What did Jesus say about the Old Testament? There is no clear picture as to how Jesus regarded the writings found in the Old Testament. For example, he said: “The law and the prophets were in effect until John came; since then the good news of the kingdom of God is proclaimed…” (Luke 16:16; see also Matthew 11:12-13). In this verse, Jesus seems to be saying that the Old Testament law ceased to be in effect when John the Baptist came. However, he also said this: “For truly I tell you, until heaven and earth pass away, not one letter, not one stroke of a letter, will pass from the law until all is accomplished.” (Matthew 5:18). In this verse, Jesus seems to be saying that the Old Testament law remains in force. Every little bit of it. How can we resolve this problem? How are we, followers of Jesus today, to regard the Old Testament? Jesus often made it clear that he set his own teachings, and interpretation of the law, above what was written in scripture. (Matthew 5:21-22; 27-28; 7:12; 12:1-8; John 8:1-9). Fortunately for us, Jesus made it very clear that the Old Testament law could be summed up in two commands. “‘You shall love the Lord your God with all your heart, and with all your soul, and all your mind.’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbor as yourself.’ On these two commandments hang all the law and the prophets.” (Matt. 22:37-40 – see also Mark 12:28-30; Luke 10:25-27) Jews, in Jesus’ time, did not understand scripture to be written by God in the way that some Christians regard our Bible today. Jesus, and the Jewish religious leaders to whom he was talking, habitually referred to the Old Testament law as the law of Moses, agreeing that it was written by Moses. (Matthew 8:4; Mark 1:44; 7:10; 10:2-4; 22:24; 12:19; Luke 5:14; 20:28; John 7:19-23). On one occasion, Jesus clearly stated that the law written by Moses did not always reflect God’s original intentions: Pharisees came up to him and tested him by asking, “Is it lawful to divorce one’s wife for any cause?” He answered, “Have you not read that he who made them from the beginning made them male and female, and said, `For this reason a man shall leave his father and mother and be joined to his wife, and the two shall become one flesh’? So they are no longer two but one flesh. What therefore God has joined together, let not man put asunder.” They said to him, “Why then did Moses command one to give a certificate of divorce, and to put her away?” He said to them, “For your hardness of heart Moses allowed you to divorce your wives, but from the beginning it was not so…” (Matthew 19:3-9 RSV) Does God speak to us, today, through the Old Testament? Yes, of course he does. But that doesn’t mean that we should carefully examine every word of the Old Testament law, looking for detailed rules that we must obey. We don’t need to worry about keeping the Old Testament law. We have the commands of Jesus. At the end of Matthew’s gospel Jesus is recorded as saying that all authority in heaven and earth had been given to him. So, Jesus has authority over everything, and his commands must be obeyed. Jesus instructed the apostles to teach new disciples “to obey everything that I have commanded you” (Matthew 28:20). Jesus’ instructions to us, his followers today, are that we should obey his commands. (A list of his commands is on the home page of this site. They are simple, clear and there are not very many of them. ) What did Jesus consistently tell his followers to do? Pray. Be humble. Serve each other. Interestingly, Jesus never, ever, encouraged his followers to study scripture (in his day,”scripture” meant the Old Testament). When talking to the religious people of his day, he made it clear that eternal life was not to be gained by studying scripture: “You search the scriptures because you think that in them you have eternal life; and it is they that testify on my behalf. Yet you refuse to come to me to have life. “ (John 5:39-40). Jesus wants us to come to him to have life. He wants us to be in a close, personal, loving relationship with him. He wants us to make him the object of our love, not the subject of our study. What did Jesus say about the New Testament? Jesus didn’t say anything about the New Testament. None of the books of the New Testament had been written when Jesus was teaching. He did say that the Holy Spirit would continue to teach his followers after he had left. However, he did not say that the Holy Spirit would inspire his followers to write books. Jesus is Lord.	1,132	ENGLISH	1
Women in World War I Learn about the participation of women in the war At the time of the First World War, most women were barred from voting or serving in military combat roles. Many saw the war as an opportunity to not only serve their countries but to gain more rights and independence. With millions of men away from home, women filled manufacturing and agricultural positions on the home front. Others provided support on the front lines as nurses, doctors, ambulance drivers, translators and, in rare cases, on the battlefield. One observer wrote that American women “do anything they were given to do; that their hours are long; that their task is hard; that for them there is small hope of medals and citations and glittering homecoming parades.” On the Home Front The nations at war mobilized their entire populations. The side that could produce more weapons and supply more troops would prevail in the end. Women took on new roles in the work force, notably in war production and agriculture. In 1914, the German armaments producer Krupp employed almost no women. By 1917, women made up nearly 30 percent of its 175,000 workers and a nationwide total of nearly 1.4 million German women were employed in the war labor force. Britain also stepped up its arms production by expanding the employment of women. In July 1914, 3.3 million women worked in paid employment in Britain. By July 1917, 4.7 million did. British women served in uniform as well in the Royal Navy and Royal Air Force. In fact, the last known surviving veteran of World War I was Florence Green of the RAF, who died in 2012. As women took traditional male jobs in the United States, African American women were able to make their first major shift from domestic employment to work in offices and factories. Recent research also shows that a limited number of African American women served overseas as volunteers with the YMCA. “The women worked as ammunition testers, switchboard operators, stock takers. They went into every kind of factory devoted to the production of war materials, from the most dangerous posts in munition plants to the delicate sewing in aeroplane factories.” - Alice Dunbar Nelson, American Poet and Civil Rights Activist, on African American women’s efforts during the war, 1918 But even women in more traditional roles contributed to the war effort. Every housewife in the U.S. was asked to sign a pledge card stating that she would “carry out the directions and advice of the Food Administrator in the conduct of my household, in so far as my circumstances permit.” This meant canning food for future use, growing vegetables in the backyard and limiting consumption of meat, wheat and fats. Most of all, women were expected to bolster the morale of their families at home and loved ones overseas. Doctors, Nurses and Ambulance Drivers The Salvation Army, the Red Cross and many other organizations depended on thousands of female volunteers. The American Red Cross operated hospitals to care for war casualties, staffed by nurses, hundreds of whom died in service during the war. Thousands of women also served in the U.S. Army Nurse Corps and the Navy Nurse Corps. While the American Expeditionary Forces were still preparing to go overseas, U.S. Army nurses were sent ahead and assigned to the British Expeditionary Force. By June 1918, there were more than 3,000 American nurses in over 750 in British-run hospitals in France. Learn about the life and death of the British nurse who helped soldiers escape from German-occupied Belgium. While nurses were accepted at the Front, women physicians faced obstacles putting their hard-earned skills to work. When these women were rejected from service in the U.S. Army Medical Corps, many sought other opportunities to serve the war effort: as civilian contract surgeons, with the Red Cross or other humanitarian relief organizations and even in the French Army. The Medical Women’s National Association, for example, raised money to send their own doctors overseas to work in hospitals run by the American Red Cross. By the end of the war, nearly 80 women doctors from this organization were at work in the devastated regions of Europe, caring for civilians and soldiers and treating diseases such as influenza and typhoid. During the last Allied offensive in the summer and fall of 1918, many woman doctors, nurses and aides operated near the front lines, providing medical care for soldiers wounded in combat. “I had just given this poor boy anesthesia when a bomb hit. We were supposed to hit the floor, but he was out and didn’t know what was going on. I took a tray and put it over our heads. It wasn’t because I was brave. I was just scared.” - Medical Corps anesthetist Sophie Gran. Gran was one of the first woman anesthetists with the A.E.F. in France and the only woman anesthetist with Mobile Hospital Unit #1. She went on to become the first president of California Association of Nurse Anesthetists in 1931. The automobile age was just getting underway in WWI, and motorized ambulances became key to medical treatment on the battlefield. Many women who knew how to drive volunteered to go overseas to serve as ambulance and truck drivers or mechanics. They delivered medical supplies, transported patients to hospitals and drove through artillery fire to retrieve the wounded. Many of the women drivers of the Red Cross Motor Service and other ambulance groups used their own cars, including Marie Curie. Curie invented a mobile X-ray unit, radiological cars nicknamed "little Curies," and ultimately trained 150 women to be X-ray operators on the battlefront, of which Curie herself was one - an act that she believed contributed to her later death from radiation exposure. Despite thousands of new recruits, the U.S. Navy was short-handed at the beginning of World War I. Vague wording in a section of the Naval Act of 1916 outlining who could serve created a loophole: women were able to join the ranks as Yeomen, non-commissioned officers. Around 12,000 women enlisted in the Navy under the title, “Yeoman (F).” Most women Yeomen served stateside on naval bases, replacing men who had deployed to Europe. While many female recruits performed clerical duties, some worked as truck drivers, mechanics, radio operators, telephone operators, translators, camouflage artists and munition workers. They had the same responsibilities as their male counterparts and received the same pay of $28.75 per month. The “Hello Girls” Aiming to improve communications on the Western front between the Allied Forces, General John J. Pershing called for the creation of the Signal Corps Female Telephone Operators Unit. The unit recruited women who were bilingual in French and English to serve as telephone switchboard operators on the Western front. The women received physical training, observed strict military protocol, wore identity discs and worked very close to the front lines. These female recruits were nicknamed the “Hello Girls” (a term which some of them felt disparaged their efforts) and became known for their bravery and focus under pressure. However, upon their return to the United States after the end of the war, the “Hello Girls” did not receive veteran status or benefits. It wasn’t until 1977, when President Jimmy Carter signed legislation, that the few surviving women telephone operators received recognition of their veteran status. Learn more about the Chief Operator of the U.S. Signal Corps’ women telephone operators. Though it would be years before many other countries allowed female soldiers, in Russia, Bulgaria, Romania and Serbia women did serve as combat troops. The best known of these soldiers was Maria Bochkareva, the founder of the Russian “Women's Battalion of Death.” The first woman to lead a Russian military unit, Bochkareva went as far as to petition the Czar for permission to enlist in the Imperial Russian army in 1914 and was granted permission to join. Initially harassed and ostracized, Bochkareva persisted, overcoming battle injuries and becoming a decorated soldier and commander. Her all-female battalion of shock troops, the 1st Russian Women's Battalion of Death, was created in 1917 to shame men into continuing the fight. Though their training was rushed, the battalion was sent to the Russian western front to participate in the Kerensky Offensive in July 1917. Other female units were also formed for their propaganda value, but few saw combat outside of Bochkareva’s unit and the 1st Petrograd Women's Battalion, which helped defend the Winter Palace in the October Revolution. Ultimately, Russia ended their involvement in WWI with the Treaty of Brest-Litovsk on March 3, 1918. Learn more about the struggle for voting rights.	<urn:uuid:c1669f4d-6418-4fec-93f9-e5ad2e78209a>	CC-MAIN-2020-05	https://www.theworldwar.org/learn/women	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594603.8/warc/CC-MAIN-20200119122744-20200119150744-00154.warc.gz	en	0.981555	1,824	3.921875	4	[ -0.19230829179286957, 0.4160920977592468, 0.17998559772968292, 0.06394360214471817, 0.06838615238666534, 0.22017094492912292, -0.07297303527593613, 0.2803114354610443, -0.07706069201231003, -0.17882129549980164, 0.12017417699098587, -0.038032613694667816, -0.11239427328109741, 0.2393612563...	10	Women in World War I Learn about the participation of women in the war At the time of the First World War, most women were barred from voting or serving in military combat roles. Many saw the war as an opportunity to not only serve their countries but to gain more rights and independence. With millions of men away from home, women filled manufacturing and agricultural positions on the home front. Others provided support on the front lines as nurses, doctors, ambulance drivers, translators and, in rare cases, on the battlefield. One observer wrote that American women “do anything they were given to do; that their hours are long; that their task is hard; that for them there is small hope of medals and citations and glittering homecoming parades.” On the Home Front The nations at war mobilized their entire populations. The side that could produce more weapons and supply more troops would prevail in the end. Women took on new roles in the work force, notably in war production and agriculture. In 1914, the German armaments producer Krupp employed almost no women. By 1917, women made up nearly 30 percent of its 175,000 workers and a nationwide total of nearly 1.4 million German women were employed in the war labor force. Britain also stepped up its arms production by expanding the employment of women. In July 1914, 3.3 million women worked in paid employment in Britain. By July 1917, 4.7 million did. British women served in uniform as well in the Royal Navy and Royal Air Force. In fact, the last known surviving veteran of World War I was Florence Green of the RAF, who died in 2012. As women took traditional male jobs in the United States, African American women were able to make their first major shift from domestic employment to work in offices and factories. Recent research also shows that a limited number of African American women served overseas as volunteers with the YMCA. “The women worked as ammunition testers, switchboard operators, stock takers. They went into every kind of factory devoted to the production of war materials, from the most dangerous posts in munition plants to the delicate sewing in aeroplane factories.” - Alice Dunbar Nelson, American Poet and Civil Rights Activist, on African American women’s efforts during the war, 1918 But even women in more traditional roles contributed to the war effort. Every housewife in the U.S. was asked to sign a pledge card stating that she would “carry out the directions and advice of the Food Administrator in the conduct of my household, in so far as my circumstances permit.” This meant canning food for future use, growing vegetables in the backyard and limiting consumption of meat, wheat and fats. Most of all, women were expected to bolster the morale of their families at home and loved ones overseas. Doctors, Nurses and Ambulance Drivers The Salvation Army, the Red Cross and many other organizations depended on thousands of female volunteers. The American Red Cross operated hospitals to care for war casualties, staffed by nurses, hundreds of whom died in service during the war. Thousands of women also served in the U.S. Army Nurse Corps and the Navy Nurse Corps. While the American Expeditionary Forces were still preparing to go overseas, U.S. Army nurses were sent ahead and assigned to the British Expeditionary Force. By June 1918, there were more than 3,000 American nurses in over 750 in British-run hospitals in France. Learn about the life and death of the British nurse who helped soldiers escape from German-occupied Belgium. While nurses were accepted at the Front, women physicians faced obstacles putting their hard-earned skills to work. When these women were rejected from service in the U.S. Army Medical Corps, many sought other opportunities to serve the war effort: as civilian contract surgeons, with the Red Cross or other humanitarian relief organizations and even in the French Army. The Medical Women’s National Association, for example, raised money to send their own doctors overseas to work in hospitals run by the American Red Cross. By the end of the war, nearly 80 women doctors from this organization were at work in the devastated regions of Europe, caring for civilians and soldiers and treating diseases such as influenza and typhoid. During the last Allied offensive in the summer and fall of 1918, many woman doctors, nurses and aides operated near the front lines, providing medical care for soldiers wounded in combat. “I had just given this poor boy anesthesia when a bomb hit. We were supposed to hit the floor, but he was out and didn’t know what was going on. I took a tray and put it over our heads. It wasn’t because I was brave. I was just scared.” - Medical Corps anesthetist Sophie Gran. Gran was one of the first woman anesthetists with the A.E.F. in France and the only woman anesthetist with Mobile Hospital Unit #1. She went on to become the first president of California Association of Nurse Anesthetists in 1931. The automobile age was just getting underway in WWI, and motorized ambulances became key to medical treatment on the battlefield. Many women who knew how to drive volunteered to go overseas to serve as ambulance and truck drivers or mechanics. They delivered medical supplies, transported patients to hospitals and drove through artillery fire to retrieve the wounded. Many of the women drivers of the Red Cross Motor Service and other ambulance groups used their own cars, including Marie Curie. Curie invented a mobile X-ray unit, radiological cars nicknamed "little Curies," and ultimately trained 150 women to be X-ray operators on the battlefront, of which Curie herself was one - an act that she believed contributed to her later death from radiation exposure. Despite thousands of new recruits, the U.S. Navy was short-handed at the beginning of World War I. Vague wording in a section of the Naval Act of 1916 outlining who could serve created a loophole: women were able to join the ranks as Yeomen, non-commissioned officers. Around 12,000 women enlisted in the Navy under the title, “Yeoman (F).” Most women Yeomen served stateside on naval bases, replacing men who had deployed to Europe. While many female recruits performed clerical duties, some worked as truck drivers, mechanics, radio operators, telephone operators, translators, camouflage artists and munition workers. They had the same responsibilities as their male counterparts and received the same pay of $28.75 per month. The “Hello Girls” Aiming to improve communications on the Western front between the Allied Forces, General John J. Pershing called for the creation of the Signal Corps Female Telephone Operators Unit. The unit recruited women who were bilingual in French and English to serve as telephone switchboard operators on the Western front. The women received physical training, observed strict military protocol, wore identity discs and worked very close to the front lines. These female recruits were nicknamed the “Hello Girls” (a term which some of them felt disparaged their efforts) and became known for their bravery and focus under pressure. However, upon their return to the United States after the end of the war, the “Hello Girls” did not receive veteran status or benefits. It wasn’t until 1977, when President Jimmy Carter signed legislation, that the few surviving women telephone operators received recognition of their veteran status. Learn more about the Chief Operator of the U.S. Signal Corps’ women telephone operators. Though it would be years before many other countries allowed female soldiers, in Russia, Bulgaria, Romania and Serbia women did serve as combat troops. The best known of these soldiers was Maria Bochkareva, the founder of the Russian “Women's Battalion of Death.” The first woman to lead a Russian military unit, Bochkareva went as far as to petition the Czar for permission to enlist in the Imperial Russian army in 1914 and was granted permission to join. Initially harassed and ostracized, Bochkareva persisted, overcoming battle injuries and becoming a decorated soldier and commander. Her all-female battalion of shock troops, the 1st Russian Women's Battalion of Death, was created in 1917 to shame men into continuing the fight. Though their training was rushed, the battalion was sent to the Russian western front to participate in the Kerensky Offensive in July 1917. Other female units were also formed for their propaganda value, but few saw combat outside of Bochkareva’s unit and the 1st Petrograd Women's Battalion, which helped defend the Winter Palace in the October Revolution. Ultimately, Russia ended their involvement in WWI with the Treaty of Brest-Litovsk on March 3, 1918. Learn more about the struggle for voting rights.	1,835	ENGLISH	1
Early Irish law refers to the statutes that governed everyday life and politics in Ireland during the Gaelic period. They were partially eclipsed by the Norman invasion of 1169, but underwent a resurgence in the 13th century, and survived in parallel to English law over the majority of the island until the 17th century. "Early Irish Law" was often, although not universally, referred to within the law texts as "Fenechas," the law of the Feni, or the freemen of Ireland. They are also referred to as "Brehon Law." The word "Brehon" is a derivation of breitheamh (earlier brithem), the Irish word for a judge. The laws were originally held in an oral tradition, and are comparable to Welsh law. They were recorded in the Old Irish period (ca. 600-900 AD) and the texts reflect the traditional laws of pre-Christian Ireland mixed with Christian influence and juristic innovation. These secular laws existed in parallel, and occasionally in conflict, with Canon law throughout the early Christian period.	<urn:uuid:392d2c16-f5df-436a-a8b8-4f22f07d26e2>	CC-MAIN-2020-05	https://www.periplus.com/p/9786130270797/early-irish-law?path=1_21_232	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00455.warc.gz	en	0.980059	217	3.90625	4	[ -0.5258964896202087, 0.0697915256023407, -0.1237553209066391, -0.26677465438842773, 0.20362399518489838, -0.08793609589338303, 0.2794643044471741, -0.4362299144268036, 0.09088106453418732, -0.22042948007583618, -0.9122558236122131, -0.011679550632834435, -0.23214665055274963, 0.29982408881...	1	Early Irish law refers to the statutes that governed everyday life and politics in Ireland during the Gaelic period. They were partially eclipsed by the Norman invasion of 1169, but underwent a resurgence in the 13th century, and survived in parallel to English law over the majority of the island until the 17th century. "Early Irish Law" was often, although not universally, referred to within the law texts as "Fenechas," the law of the Feni, or the freemen of Ireland. They are also referred to as "Brehon Law." The word "Brehon" is a derivation of breitheamh (earlier brithem), the Irish word for a judge. The laws were originally held in an oral tradition, and are comparable to Welsh law. They were recorded in the Old Irish period (ca. 600-900 AD) and the texts reflect the traditional laws of pre-Christian Ireland mixed with Christian influence and juristic innovation. These secular laws existed in parallel, and occasionally in conflict, with Canon law throughout the early Christian period.	228	ENGLISH	1
- Search The Registry - Teacher’s Forum - Youth Programs - About Us - Creating Support - My Account The date remembers Goree Island. This African land mass played an important part in the early days of African history in the America's. Goree Island is a small 45-acre island located off the coast of Senegal. Goree Island was developed as a center of the expanding European slave trade of Black African people. The first record of slave trading there dates back to 1536 and was conducted by Portuguese, the first Europeans to set foot on the Island in 1444. The house of slaves was built in 1776. Built by the Dutch, it is the last slave house still standing in Goree and now serves as a museum. The island is considered as a memorial to the Black Diaspora. An estimated 20 million Africans passed through the Island between the mid-1500s and the mid-1800s. During the African slave trade, Goree Island was a slave-holding warehouse, an absolute center for the trade in African men, women and children. Millions of West Africans were taken against their will. These Africans were brought to Goree Island, sold into slavery, and held in the holding warehouse on the island until they were shipped across the Atlantic Ocean. They were sold in South America, the Caribbean, and North America to create a new world. The living conditions of the slaves on Goree Island were atrocious. Human beings were chained and shackled. As many as 30 men would sit in an 8-square-foot cell with only a small slit of window facing outward. Once a day, they were fed and allowed to attend to their needs, but still the house was overrun with disease. They were naked, except for a piece of cloth around their waists. They were put in a long narrow cell used for them to lie on the floor, one against the other. The children were separated from their mothers. Their mothers were across the courtyard, likely unable to hear their children cry. The rebellious Africans were locked up in an oppressive, small cubicle under the stairs; while seawater was sipped through the holes to step up dehydration Above their heads, in the dealer's apartments, balls and festivities were going on. But even more poignant and heart wrenching than the cells and the chains was the small "door of no return" through which every man, woman and child walked to the slave boat, catching a last glimpse of their homeland. When the French abolished slavery in 1848, 6000 persons, 5000 of them former captives were living on the island. Designated by the United Nations Educational, Scientific Cultural Organization (UNESCO) to be a World Heritage Site, Goree Island in the 21st century retains and preserves all the traces of its terrible past. The main Slaves' House built in 1777 remains in tact with cells and shackles, the Historical Museum, the Maritime Museum, residential homes and forts are all standing too. The Island today has about 1000 residents. Africana The Encyclopedia of the African and African American Experience Editors: Kwame Anthony Appiah and Henry Louis Gates Jr.	<urn:uuid:593d73b4-caa7-4a8b-9a16-55eea7357c7a>	CC-MAIN-2020-05	https://aaregistry.org/story/goree-island-home-of-the-door-of-no-return/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250604849.31/warc/CC-MAIN-20200121162615-20200121191615-00413.warc.gz	en	0.980629	648	4.4375	4	[ 0.07811009138822556, 0.6777505874633789, 0.1867339313030243, -0.008968032896518707, -0.10596875846385956, -0.035070888698101044, -0.14481252431869507, -0.28911125659942627, -0.14898177981376648, 0.21572071313858032, 0.3923457860946655, -0.2698094844818115, -0.24636854231357574, 0.831781268...	1	- Search The Registry - Teacher’s Forum - Youth Programs - About Us - Creating Support - My Account The date remembers Goree Island. This African land mass played an important part in the early days of African history in the America's. Goree Island is a small 45-acre island located off the coast of Senegal. Goree Island was developed as a center of the expanding European slave trade of Black African people. The first record of slave trading there dates back to 1536 and was conducted by Portuguese, the first Europeans to set foot on the Island in 1444. The house of slaves was built in 1776. Built by the Dutch, it is the last slave house still standing in Goree and now serves as a museum. The island is considered as a memorial to the Black Diaspora. An estimated 20 million Africans passed through the Island between the mid-1500s and the mid-1800s. During the African slave trade, Goree Island was a slave-holding warehouse, an absolute center for the trade in African men, women and children. Millions of West Africans were taken against their will. These Africans were brought to Goree Island, sold into slavery, and held in the holding warehouse on the island until they were shipped across the Atlantic Ocean. They were sold in South America, the Caribbean, and North America to create a new world. The living conditions of the slaves on Goree Island were atrocious. Human beings were chained and shackled. As many as 30 men would sit in an 8-square-foot cell with only a small slit of window facing outward. Once a day, they were fed and allowed to attend to their needs, but still the house was overrun with disease. They were naked, except for a piece of cloth around their waists. They were put in a long narrow cell used for them to lie on the floor, one against the other. The children were separated from their mothers. Their mothers were across the courtyard, likely unable to hear their children cry. The rebellious Africans were locked up in an oppressive, small cubicle under the stairs; while seawater was sipped through the holes to step up dehydration Above their heads, in the dealer's apartments, balls and festivities were going on. But even more poignant and heart wrenching than the cells and the chains was the small "door of no return" through which every man, woman and child walked to the slave boat, catching a last glimpse of their homeland. When the French abolished slavery in 1848, 6000 persons, 5000 of them former captives were living on the island. Designated by the United Nations Educational, Scientific Cultural Organization (UNESCO) to be a World Heritage Site, Goree Island in the 21st century retains and preserves all the traces of its terrible past. The main Slaves' House built in 1777 remains in tact with cells and shackles, the Historical Museum, the Maritime Museum, residential homes and forts are all standing too. The Island today has about 1000 residents. Africana The Encyclopedia of the African and African American Experience Editors: Kwame Anthony Appiah and Henry Louis Gates Jr.	680	ENGLISH	1
Pope Alexander II followed Pope Nicholas II and was the 156th man to assume the role. He was only the second pope in history to choose the name Alexander, which became popular later. This article will cover the life of Pope Alexander II and some of the work that he did. Given the name Anselmo at birth, the man who would become Pope Alexander II lived in a small district just outside of Milan with his noble family. He attended school and helped found the Pataria movement, which called for new changes in the Church such as prohibiting clerks from marrying. Also known as Anselm, he would later work for the Imperial Court. Nicholas II left behind a bull or decree that took away some of the control that the Roman Catholic Church previously held. This decree allowed cardinal bishops to nominate the next pope and decide on the man who would assume the position. They chose Anselm who decided to use the name Alexander II during his reign. There was some controversy over his election, which led to the cardinal bishops naming him on September 30 and crowning him the following day to prevent any uprising. Time as Pope Pope Alexander II was one of the first popes to speak out about the treatment of Jews. He did so in 1065 after praising a city that protected a group of Jews. During the crusades against the moors, he encouraged people to protect the Jews and claimed that the enemies were those driving others from their towns and homes. Alexander II also oversaw the appointment of one of the first Polish bishops in 1072 after demanding that a Polish priest appoint a bishop born in that country. He served as pope for more than 11 years. Following his death in 1073, Gregory VII became the new pope. Quick Facts About Alexander II was born in Milan, which was then part of the Holy Roman Empire somewhere between 1010 and 1015. Anselmo da Baggio was the name given to him at birth and the name he used during his early career. He died on April 21, 1073, in Rome, which was then a Papal State. Though history does not know his cause of death, he was buried in St. Peter’s Basilica. The papacy of Alexander II began on October 1, 1061. His papacy ended on April 21, 1073, upon his death. Gregory VII became the next pope and began his papacy the day after Alexander’s death. Interesting Facts About Visitors can tour the Tomb of Pope Alexander II, which is a sculpture in Vatican City at St. Peter’s Basilica. Pope Alexander II is one of the men depicted in the sculpture. Alexander II had a close relationship with the Church of England after naming one of his former teachers the Primate of England. Some credit that nomination with extending the reach of the Catholic Church. He was one of the first popes to speak out against divorce. When news reached Rome that Emperor Henry IV planned to divorce his wife, Alexander’s legate let the man know that the pope would not approve his coronation, which led to him returning to his wife. During his early years, Alexander II was one of the only four men chosen for the position of prince bishop of Milan. He was so adored by the public that many people protested in the streets after another man earn the title. Alexander II was so upset with the lives led by the clergy in Milan that once he left the city, he only returned twice in his later years.	<urn:uuid:2e25cde1-0b25-4010-92d4-e050cc347fb1>	CC-MAIN-2020-05	https://popehistory.com/popes/pope-alexander-ii/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598800.30/warc/CC-MAIN-20200120135447-20200120164447-00443.warc.gz	en	0.991348	735	3.671875	4	[ -0.09606505930423737, 0.16026628017425537, 0.10247457027435303, -0.023838918656110764, -0.455761194229126, -0.07279099524021149, 0.3456045687198639, 0.4728086590766907, 0.25619107484817505, -0.0768248587846756, -0.34515196084976196, -0.33574575185775757, 0.012244521640241146, 0.23947282135...	13	Pope Alexander II followed Pope Nicholas II and was the 156th man to assume the role. He was only the second pope in history to choose the name Alexander, which became popular later. This article will cover the life of Pope Alexander II and some of the work that he did. Given the name Anselmo at birth, the man who would become Pope Alexander II lived in a small district just outside of Milan with his noble family. He attended school and helped found the Pataria movement, which called for new changes in the Church such as prohibiting clerks from marrying. Also known as Anselm, he would later work for the Imperial Court. Nicholas II left behind a bull or decree that took away some of the control that the Roman Catholic Church previously held. This decree allowed cardinal bishops to nominate the next pope and decide on the man who would assume the position. They chose Anselm who decided to use the name Alexander II during his reign. There was some controversy over his election, which led to the cardinal bishops naming him on September 30 and crowning him the following day to prevent any uprising. Time as Pope Pope Alexander II was one of the first popes to speak out about the treatment of Jews. He did so in 1065 after praising a city that protected a group of Jews. During the crusades against the moors, he encouraged people to protect the Jews and claimed that the enemies were those driving others from their towns and homes. Alexander II also oversaw the appointment of one of the first Polish bishops in 1072 after demanding that a Polish priest appoint a bishop born in that country. He served as pope for more than 11 years. Following his death in 1073, Gregory VII became the new pope. Quick Facts About Alexander II was born in Milan, which was then part of the Holy Roman Empire somewhere between 1010 and 1015. Anselmo da Baggio was the name given to him at birth and the name he used during his early career. He died on April 21, 1073, in Rome, which was then a Papal State. Though history does not know his cause of death, he was buried in St. Peter’s Basilica. The papacy of Alexander II began on October 1, 1061. His papacy ended on April 21, 1073, upon his death. Gregory VII became the next pope and began his papacy the day after Alexander’s death. Interesting Facts About Visitors can tour the Tomb of Pope Alexander II, which is a sculpture in Vatican City at St. Peter’s Basilica. Pope Alexander II is one of the men depicted in the sculpture. Alexander II had a close relationship with the Church of England after naming one of his former teachers the Primate of England. Some credit that nomination with extending the reach of the Catholic Church. He was one of the first popes to speak out against divorce. When news reached Rome that Emperor Henry IV planned to divorce his wife, Alexander’s legate let the man know that the pope would not approve his coronation, which led to him returning to his wife. During his early years, Alexander II was one of the only four men chosen for the position of prince bishop of Milan. He was so adored by the public that many people protested in the streets after another man earn the title. Alexander II was so upset with the lives led by the clergy in Milan that once he left the city, he only returned twice in his later years.	752	ENGLISH	1
One example of unimaginable, inhuman behavior is that of child labor. Today, some of us think of putting children to work as a subplot of Dicken’s novels. Others declare that it has remained a common practice of labor exploitation to the present day. In fact, it is so common that probably the branded sneakers most people wear are a byproduct of this odious policy. Although it is often considered an aspect of the Industrial Revolution, child labor began earlier. Children from impoverished families have always worked as soon as they were able to in order to contribute to the finances of their home. However, in the pre-industrial era, there weren’t as many job options available for children. When industrialisation boomed, this changed. Newly established mines and factories required many workers who could perform simple tasks, and factory owners soon realized that children were the perfect choice for such work. They were submissive, didn’t complain much, and could be easily controlled and paid poorly. This set new challenges for society. Some research has shown that children usually started working when they were only eight years old. By 1900, in America, the states could be distinguished by whether or not they permitted child labor or implemented certain standards. In the North, the opposition to this kind of labor intensified, thus causing many factories to move to the South. American children mostly worked in agriculture, glass, and textile factories. They also went down mines, and worked as piecers in spinning machines, chimney sweepers, and scavengers who clambered among the dangerous mechanisms and cleaned them from dirt or dust. All of these jobs were, of course, hazardous for children and, moreover, they demanded long working hours that rarely resulted in fair wages. Faced with such an arduous working environment, the exhausted child workers suffered countless injuries. At the beginning of the 20th century, a few progressives in the United States came together and formed the National Child Labor Committee (NCLC) with the aim of ending child labor. In the following years, the federal government set up and established the Children’s Bureau within the office of the Department of Labor. The NCLC launched an investigative strategy with the help of a few field photographers whose goal was to investigate and document child workers in the various industries. One of those photographers was a sociologist named Lewis Hine, who quit his job as a teacher and decided to join NCLC. He recorded child labor instances across America, particularly the work conditions and challenges that these children faced. Hine strongly believed the photograph was a powerful media and one that could bring change and awareness to the world. Often working under wraps, he visited many places throughout the country, entering factories, mines, and workshops where he documented workers as young as four year old. Hine was hardly welcomed by the employers, so he developed various cunning strategies that helped him interview the children and take their photos. It was Hine’s work, as well as that of other photographers involved in the NCLC action, that consequently led to the passage of the Keating-Owens Child Labor Act in 1916. The act introduced child labor standards, such as an eight-hour workday, no working overnight for any minor under 16, and a minimum age of 14 years. Nevertheless, the Act was ruled unconstitutional, so the reforms concerning child labor had to wait until the implementation of the New Deal. The detailed aspects of Hine’s work were brought to the public’s attention in 2004 by Joe Manning, a retired social worker. He was determined to delve into the lives of the photographed children, so he examined Hine’s photos and displayed the subjects on his website MorningsOnMapleStreet.com.	<urn:uuid:a6372f95-2a29-4f62-9374-1154b90a7729>	CC-MAIN-2020-05	https://www.thevintagenews.com/2015/06/30/depressing-vintage-photos-of-child-labor/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250609478.50/warc/CC-MAIN-20200123071220-20200123100220-00309.warc.gz	en	0.981324	771	3.59375	4	[ -0.3709091544151306, 0.044701818376779556, -0.018133986741304398, 0.010480813682079315, -0.02368699572980404, 0.5416454672813416, -0.14614146947860718, -0.012941221706569195, -0.4744359254837036, 0.04311203956604004, 0.36617207527160645, 0.39239534735679626, 0.035878878086805344, 0.3029713...	9	One example of unimaginable, inhuman behavior is that of child labor. Today, some of us think of putting children to work as a subplot of Dicken’s novels. Others declare that it has remained a common practice of labor exploitation to the present day. In fact, it is so common that probably the branded sneakers most people wear are a byproduct of this odious policy. Although it is often considered an aspect of the Industrial Revolution, child labor began earlier. Children from impoverished families have always worked as soon as they were able to in order to contribute to the finances of their home. However, in the pre-industrial era, there weren’t as many job options available for children. When industrialisation boomed, this changed. Newly established mines and factories required many workers who could perform simple tasks, and factory owners soon realized that children were the perfect choice for such work. They were submissive, didn’t complain much, and could be easily controlled and paid poorly. This set new challenges for society. Some research has shown that children usually started working when they were only eight years old. By 1900, in America, the states could be distinguished by whether or not they permitted child labor or implemented certain standards. In the North, the opposition to this kind of labor intensified, thus causing many factories to move to the South. American children mostly worked in agriculture, glass, and textile factories. They also went down mines, and worked as piecers in spinning machines, chimney sweepers, and scavengers who clambered among the dangerous mechanisms and cleaned them from dirt or dust. All of these jobs were, of course, hazardous for children and, moreover, they demanded long working hours that rarely resulted in fair wages. Faced with such an arduous working environment, the exhausted child workers suffered countless injuries. At the beginning of the 20th century, a few progressives in the United States came together and formed the National Child Labor Committee (NCLC) with the aim of ending child labor. In the following years, the federal government set up and established the Children’s Bureau within the office of the Department of Labor. The NCLC launched an investigative strategy with the help of a few field photographers whose goal was to investigate and document child workers in the various industries. One of those photographers was a sociologist named Lewis Hine, who quit his job as a teacher and decided to join NCLC. He recorded child labor instances across America, particularly the work conditions and challenges that these children faced. Hine strongly believed the photograph was a powerful media and one that could bring change and awareness to the world. Often working under wraps, he visited many places throughout the country, entering factories, mines, and workshops where he documented workers as young as four year old. Hine was hardly welcomed by the employers, so he developed various cunning strategies that helped him interview the children and take their photos. It was Hine’s work, as well as that of other photographers involved in the NCLC action, that consequently led to the passage of the Keating-Owens Child Labor Act in 1916. The act introduced child labor standards, such as an eight-hour workday, no working overnight for any minor under 16, and a minimum age of 14 years. Nevertheless, the Act was ruled unconstitutional, so the reforms concerning child labor had to wait until the implementation of the New Deal. The detailed aspects of Hine’s work were brought to the public’s attention in 2004 by Joe Manning, a retired social worker. He was determined to delve into the lives of the photographed children, so he examined Hine’s photos and displayed the subjects on his website MorningsOnMapleStreet.com.	761	ENGLISH	1
Procedures of experiment: All groups had to complete two types of labs. The first lab our group had to complete was completed like so: using a car one had to tie a piece of string approximately 80 centimeters in length to a toy car on a ramp. This string was then feed one top of a super frictionless wheel. The end of the rope that had the end nearest to the ground was tied off with a 0. Kilogram weight. The car was then pulled back by a participant until it reached 0. 8 meters and was let go. A second participant would then record the time it took for the car to reach the end of the ramp. This was repeated a few times. One would add 0. 5 kilogram weight to the car and the time was then recorded in a similar fashion. These times would be recorded into a table and would be used as raw data. The second part of the lab was different in that: a group had to tie a small scale to opposite end of the rope where the weight was located. Immediately following that scale, one would then tie a toy car. After the toy car another scale would be attached; likewise another car would follow. One student would then pull the whole system back before the back end of the second car would touch the wall provided by the amp. Immediately after that student would release the system he and a second student would read the scales. Essentially, one student would have to read one scale and the other releasing would have to read one too. These force readings would be recorded in a table and would be used as raw data too. Ill. Summary of data: Each group had to determine the mass of each car before beginning each lab. Our group had found that both of our cars were 0. 261 kilograms. Additionally, group had to record the trail times for the first lab report like the following.	<urn:uuid:a181c1fa-5d08-4892-8d2c-b3ddb9eb548c>	CC-MAIN-2020-05	https://paperap.com/paper-on-newton-lab-report/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250608295.52/warc/CC-MAIN-20200123041345-20200123070345-00525.warc.gz	en	0.992091	379	3.390625	3	[ -0.05284574627876282, 0.27458417415618896, 0.34461432695388794, -0.1990605890750885, -0.6997756958007812, 0.45801275968551636, -0.21312706172466278, 0.21840067207813263, 0.1130191907286644, -0.22745923697948456, 0.394327849149704, -0.2540038228034973, 0.3138674199581146, 0.4425485134124756...	3	Procedures of experiment: All groups had to complete two types of labs. The first lab our group had to complete was completed like so: using a car one had to tie a piece of string approximately 80 centimeters in length to a toy car on a ramp. This string was then feed one top of a super frictionless wheel. The end of the rope that had the end nearest to the ground was tied off with a 0. Kilogram weight. The car was then pulled back by a participant until it reached 0. 8 meters and was let go. A second participant would then record the time it took for the car to reach the end of the ramp. This was repeated a few times. One would add 0. 5 kilogram weight to the car and the time was then recorded in a similar fashion. These times would be recorded into a table and would be used as raw data. The second part of the lab was different in that: a group had to tie a small scale to opposite end of the rope where the weight was located. Immediately following that scale, one would then tie a toy car. After the toy car another scale would be attached; likewise another car would follow. One student would then pull the whole system back before the back end of the second car would touch the wall provided by the amp. Immediately after that student would release the system he and a second student would read the scales. Essentially, one student would have to read one scale and the other releasing would have to read one too. These force readings would be recorded in a table and would be used as raw data too. Ill. Summary of data: Each group had to determine the mass of each car before beginning each lab. Our group had found that both of our cars were 0. 261 kilograms. Additionally, group had to record the trail times for the first lab report like the following.	387	ENGLISH	1
What Do The Terms, Disability, And Inclusion? Essay -Disability is referred to as a physical or mental condition that limits a person 's movements, senses, or activities. Not everyone is born with a disability some are developed through health problems or accidents. There are moderate, mild, to serve cases of disabilities. Every person with a disability does not have to be accompanied by an additional person. -Inclusion is the action or state of including or of being included within a group or structure. In relations to the educational aspects it is when certain students are placed in regular classrooms for a sense of equality and exposure. Mainstreaming, inclusion and full inclusion are three levels of incorporating students into the classroom. 2. Do you or a family member have a disability? How has it affected your life? -Yes, I have a family member who has autism. She is 26 years and is well known in the family. This has affected the family because accommodations are made at family functions for her. For instance certain sound and noises cannot be made, accessible ramps and there must be someone with her at all times if her parents are not around at the moment. In the movie the family could still do normal thing just with some exceptions. His brother still played with him just has boys would do. 3. Do you think that children with physical, emotional and neurological disabilities should go to regular schools and be full-time members of regular education…	<urn:uuid:5f0cb522-8aca-4add-86b3-78595c1c3c44>	CC-MAIN-2020-05	https://www.cram.com/essay/What-Do-The-Terms-Disability-And-Inclusion/P36PJDFNB5YW	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00003.warc.gz	en	0.985244	295	3.828125	4	[ -0.1902705430984497, -0.18945960700511932, 0.46450167894363403, -0.23399421572685242, -0.4803066551685333, 0.4901430308818817, 0.5783108472824097, 0.0991182029247284, -0.10793599486351013, -0.20747967064380646, 0.39409318566322327, 0.0385279655456543, 0.032590776681900024, 0.02338575385510...	1	What Do The Terms, Disability, And Inclusion? Essay -Disability is referred to as a physical or mental condition that limits a person 's movements, senses, or activities. Not everyone is born with a disability some are developed through health problems or accidents. There are moderate, mild, to serve cases of disabilities. Every person with a disability does not have to be accompanied by an additional person. -Inclusion is the action or state of including or of being included within a group or structure. In relations to the educational aspects it is when certain students are placed in regular classrooms for a sense of equality and exposure. Mainstreaming, inclusion and full inclusion are three levels of incorporating students into the classroom. 2. Do you or a family member have a disability? How has it affected your life? -Yes, I have a family member who has autism. She is 26 years and is well known in the family. This has affected the family because accommodations are made at family functions for her. For instance certain sound and noises cannot be made, accessible ramps and there must be someone with her at all times if her parents are not around at the moment. In the movie the family could still do normal thing just with some exceptions. His brother still played with him just has boys would do. 3. Do you think that children with physical, emotional and neurological disabilities should go to regular schools and be full-time members of regular education…	290	ENGLISH	1
character of the story is William Kamkwamba. He is not tall in height and he was black in color. When the story started William was about 3 – 6 years old. He did not have big muscles but he was fit in the body. His best description was a middle size. His face was round. When he smiled he looked like a person who is always happy. William’s hair was black and looked hard. important character traits the main character shows in the book are; he was determined, innovative, forgiving and kind. William was determined to build the windmill when he had no tools. He was determined to build the windmill even when people called him garbage boy. William was innovative when he and Gilbert fixed old radios. He was innovative when he and Geoffrey were making the radio station. William was a forgiving person when the people called him a madman or garbage boy. He even forgave when the students always shouted his name and called him mean things. William was kind to his family when he wanted to make cooking gas so that the women in his family would not get cough. conflict in the story was the character against nature. William’s father was a farmer in Masitala. His whole family depended on money from the crops he grew. William went to school using money from the farm. When the drought and famine came to Malawi, the crops all died from lack of water in the soil. So William had to drop out of school. The other conflict is the way William did not have tools and materials to build his windmill. Even though he did not have the proper materials and tools to build the windmill, he would go to the scrap yard to search for them. It took him weeks and weeks to find the materials. His friends helped him with money to buy the materials that he could not find in the scrap yard. The Main Event ended when the rain came down and the farmers could plant their crops again. William’s father decided to plant maize and a little tobacco this time. He would use the money from the crops to pay William school fees. William then went back to school but later had to drop out again because there was not not have the proper tools or materials but he finished building the windmill. Everyone in the village was impressed. He used the electricity from the windmill to supply light to his house. He used a wire system to place light bulbs in his room, the living room and his parent’s room. He made an electric button to put the light off and on. He also made an electric breaker box. windmill made William to be famous in Malawi. Many people came to see the windmill and wrote about it in the newspaper and television. Due to the news about William windmill, he was able to go back to school and later travel purpose for writing this book was to tell his life story so that people who read it would learn. He was telling the story so that someone reading it would be able to change their life. He wants to give new ideas to those reading the this book had on me was to think in a new direction. You do not have to get all the tools to build the thing you want. The story made me to understand electricity in a way that I never knew. The book entertained me for a long time. The book exposed me to a lot of new words and phrases. recommend this book to a classmate because I think it would change that person’s life forever. That person will develop a new way of thinking about the world. The person may also be able to help his/her community or country. The book will give those lots of ideas.	<urn:uuid:266b0087-f9ae-4535-ac6d-dccea17229f1>	CC-MAIN-2020-05	https://graceplaceofwillmar.org/i-story-is-william-kamkwamba-he-is-not/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597230.18/warc/CC-MAIN-20200120023523-20200120051523-00476.warc.gz	en	0.986214	803	3.546875	4	[ -0.35318511724472046, 0.5571422576904297, 0.2067350149154663, 0.06037148833274841, -0.3450077772140503, -0.31458818912506104, 0.5070890188217163, 0.009701086208224297, -0.3196910321712494, 0.4241833984851837, -0.017577283084392548, -0.1556287258863449, -0.002999580930918455, 0.131786376237...	1	character of the story is William Kamkwamba. He is not tall in height and he was black in color. When the story started William was about 3 – 6 years old. He did not have big muscles but he was fit in the body. His best description was a middle size. His face was round. When he smiled he looked like a person who is always happy. William’s hair was black and looked hard. important character traits the main character shows in the book are; he was determined, innovative, forgiving and kind. William was determined to build the windmill when he had no tools. He was determined to build the windmill even when people called him garbage boy. William was innovative when he and Gilbert fixed old radios. He was innovative when he and Geoffrey were making the radio station. William was a forgiving person when the people called him a madman or garbage boy. He even forgave when the students always shouted his name and called him mean things. William was kind to his family when he wanted to make cooking gas so that the women in his family would not get cough. conflict in the story was the character against nature. William’s father was a farmer in Masitala. His whole family depended on money from the crops he grew. William went to school using money from the farm. When the drought and famine came to Malawi, the crops all died from lack of water in the soil. So William had to drop out of school. The other conflict is the way William did not have tools and materials to build his windmill. Even though he did not have the proper materials and tools to build the windmill, he would go to the scrap yard to search for them. It took him weeks and weeks to find the materials. His friends helped him with money to buy the materials that he could not find in the scrap yard. The Main Event ended when the rain came down and the farmers could plant their crops again. William’s father decided to plant maize and a little tobacco this time. He would use the money from the crops to pay William school fees. William then went back to school but later had to drop out again because there was not not have the proper tools or materials but he finished building the windmill. Everyone in the village was impressed. He used the electricity from the windmill to supply light to his house. He used a wire system to place light bulbs in his room, the living room and his parent’s room. He made an electric button to put the light off and on. He also made an electric breaker box. windmill made William to be famous in Malawi. Many people came to see the windmill and wrote about it in the newspaper and television. Due to the news about William windmill, he was able to go back to school and later travel purpose for writing this book was to tell his life story so that people who read it would learn. He was telling the story so that someone reading it would be able to change their life. He wants to give new ideas to those reading the this book had on me was to think in a new direction. You do not have to get all the tools to build the thing you want. The story made me to understand electricity in a way that I never knew. The book entertained me for a long time. The book exposed me to a lot of new words and phrases. recommend this book to a classmate because I think it would change that person’s life forever. That person will develop a new way of thinking about the world. The person may also be able to help his/her community or country. The book will give those lots of ideas.	782	ENGLISH	1
Houston, Texas is the most populous city in the south. It has been nicknamed Space City because of its importance to NASA. It is also one of the most diverse cities in America and is home to speakers of almost 150 different languages. It is also home to one of the largest rodeos in the entire world. It was here that the Astrodome, the world's first stadium with the dome, was built. Houston could be called one of the most important cities in Texas. However, Houston has changed a great deal since it's tough beginnings. In 1836, Texas was founded as a republic rather than a state. It was that same year that Houston was first established. In four months, Houston grew from a little more than ten people to about 1500. Houston was the first capital of Texas while it was still a republic. However, Houston suffered from an acute moral problem. Drunkenness and gambling were all too commonplace. It wasn't until 1846 that Texas was annexed into the Union. By 1850, there were close to 2500 people in Houston. Almost 50 percent of the population were slaves. In 1861 after the election of President Lincoln, Houston voted to secede from the Union. Texas was one of the first states to secede. When the Civil War officially broke out, around 25,000 Texans immediately joined the Confederate forces. Throughout the war, many more served as soldiers. Texas virtually fell apart at the end of the war, and Houston suffered alongside the other cities. There was both economic deprivation and constant feuding as a result of the hard feelings from the war. The Reconstruction period was a time when people in Texas lost all of their civil rights because they had left the Union. Reconstruction was not successful for Texas until 1870 when it returned to the Union to stay. With its inclusion in the Union, Houston regained some of its prosperity. Its population in 1870 was over 9000. A thriving lumber industry began, hospitals were built, and the Port of Houston was constructed. Houston was back! World War I and II brought the shipping industry to Texas. The economy of the city was primarily dependent on its port. In 1962, NASA came to the city. From that point on, the city was an odd mixture of the old and the new. There were still rodeos in the same city as NASA was setting up its Manned Spacecraft Center, now called the Lyndon B. Johnson Space Center. Part of this center is the Christopher C. Kraft Jr. Mission Control Center. This center is still important to the manned spaceflight of the United States. The old and the new are part of what makes this city so unique. The modernization of Houston has not destroyed its heritage. One aspect of the new is the sports that Houston so enjoys. Houston is home to the Houston Astros, which is a major league baseball team. It is also home to Houston Dash and Houston Dynamo, which are soccer teams. Basketball and rugby are also played in Houston. The Astrodome opened in 1965. It was initially named the Harris County Domed Stadium, and the dome was so magnificent that the stadium became called the "Eighth Wonder of the World." It is a primary landmark in Houston now, but it is only one of many. Another landmark in Houston is its Sculpture Park. If you do happen to come here for a visit, you must not miss this unique, fascinating park. It is filled with sculptures of various animals and other things, including a gigantic armadillo and a huge bird. These large structures dwarf humans. Houston also has monuments and memorials, including the Bear Creek War Monument and the Police Officers' Memorial. The latter was made to commemorate fallen Houston police officers so that the sacrifices they made would not be forgotten. One feature of the memorial and various other areas in Houston that is undoubtedly an aspect of its modernization rather than its old-fashioned qualities is the greenery that now characterizes the city. For instance, there are many parks, such as Buffalo Bayou Park and Memorial Park. The Houston Parks Board has been working to further the care of city parks, such as mowing and fertilization. The efforts of Houston to go green have been aided by the planting of private lawns in the city. Similar to the city parks, it is vital that these lawns be well cared for so that they are an enhancement to the beauty of this historic area rather than a blight. Some things that you can do to make sure that this is so are to mow, fertilize and aerate your lawn regularly. You can research what types of grass will work best for your area and remain green for the better part of each year. Many kinds of grass have specific mowing heights that work best for them. It is important not to 'scalp' your grass. This means to cut it too short so that it stresses the grass. It can stunt the growth of a lawn or kill it outright. For instance, Bermuda grass, which is one of the more common grasses in Houston, should be mowed at a height of one to two inches. St. Augustine, another common grass in the area, should be two and a half to four inches in height. The final common type, which is Zoysia grass, should be from one and a half to three inches high after mowing. It is easy to mow a lawn incorrectly, and it is hard to take the time to research and do. However, Lawn Love has made it easy. Here at Lawn Love, we offer professional mowing services at your convenience. Mowing a lawn is something that has to be done every one to two weeks, and it can involve many hours of intensive labor, so why not outsource your work to us? Call or get a free quote online and schedule your mowing services today to help Houston get green.	<urn:uuid:15be7a50-87cf-4d24-9492-d5f5de4bcbcd>	CC-MAIN-2020-05	https://lawnlove.com/texas/houston-lawn-care/lawn-mowing	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251796127.92/warc/CC-MAIN-20200129102701-20200129132701-00510.warc.gz	en	0.983301	1,195	3.3125	3	[ 0.05195079371333122, -0.363406777381897, 0.38086965680122375, -0.19008678197860718, -0.2387128472328186, 0.39623022079467773, -0.2307751476764679, -0.018058128654956818, -0.04052194952964783, -0.08172076940536499, 0.1535232961177826, 0.08870163559913635, 0.08315563201904297, 0.004957811441...	14	Houston, Texas is the most populous city in the south. It has been nicknamed Space City because of its importance to NASA. It is also one of the most diverse cities in America and is home to speakers of almost 150 different languages. It is also home to one of the largest rodeos in the entire world. It was here that the Astrodome, the world's first stadium with the dome, was built. Houston could be called one of the most important cities in Texas. However, Houston has changed a great deal since it's tough beginnings. In 1836, Texas was founded as a republic rather than a state. It was that same year that Houston was first established. In four months, Houston grew from a little more than ten people to about 1500. Houston was the first capital of Texas while it was still a republic. However, Houston suffered from an acute moral problem. Drunkenness and gambling were all too commonplace. It wasn't until 1846 that Texas was annexed into the Union. By 1850, there were close to 2500 people in Houston. Almost 50 percent of the population were slaves. In 1861 after the election of President Lincoln, Houston voted to secede from the Union. Texas was one of the first states to secede. When the Civil War officially broke out, around 25,000 Texans immediately joined the Confederate forces. Throughout the war, many more served as soldiers. Texas virtually fell apart at the end of the war, and Houston suffered alongside the other cities. There was both economic deprivation and constant feuding as a result of the hard feelings from the war. The Reconstruction period was a time when people in Texas lost all of their civil rights because they had left the Union. Reconstruction was not successful for Texas until 1870 when it returned to the Union to stay. With its inclusion in the Union, Houston regained some of its prosperity. Its population in 1870 was over 9000. A thriving lumber industry began, hospitals were built, and the Port of Houston was constructed. Houston was back! World War I and II brought the shipping industry to Texas. The economy of the city was primarily dependent on its port. In 1962, NASA came to the city. From that point on, the city was an odd mixture of the old and the new. There were still rodeos in the same city as NASA was setting up its Manned Spacecraft Center, now called the Lyndon B. Johnson Space Center. Part of this center is the Christopher C. Kraft Jr. Mission Control Center. This center is still important to the manned spaceflight of the United States. The old and the new are part of what makes this city so unique. The modernization of Houston has not destroyed its heritage. One aspect of the new is the sports that Houston so enjoys. Houston is home to the Houston Astros, which is a major league baseball team. It is also home to Houston Dash and Houston Dynamo, which are soccer teams. Basketball and rugby are also played in Houston. The Astrodome opened in 1965. It was initially named the Harris County Domed Stadium, and the dome was so magnificent that the stadium became called the "Eighth Wonder of the World." It is a primary landmark in Houston now, but it is only one of many. Another landmark in Houston is its Sculpture Park. If you do happen to come here for a visit, you must not miss this unique, fascinating park. It is filled with sculptures of various animals and other things, including a gigantic armadillo and a huge bird. These large structures dwarf humans. Houston also has monuments and memorials, including the Bear Creek War Monument and the Police Officers' Memorial. The latter was made to commemorate fallen Houston police officers so that the sacrifices they made would not be forgotten. One feature of the memorial and various other areas in Houston that is undoubtedly an aspect of its modernization rather than its old-fashioned qualities is the greenery that now characterizes the city. For instance, there are many parks, such as Buffalo Bayou Park and Memorial Park. The Houston Parks Board has been working to further the care of city parks, such as mowing and fertilization. The efforts of Houston to go green have been aided by the planting of private lawns in the city. Similar to the city parks, it is vital that these lawns be well cared for so that they are an enhancement to the beauty of this historic area rather than a blight. Some things that you can do to make sure that this is so are to mow, fertilize and aerate your lawn regularly. You can research what types of grass will work best for your area and remain green for the better part of each year. Many kinds of grass have specific mowing heights that work best for them. It is important not to 'scalp' your grass. This means to cut it too short so that it stresses the grass. It can stunt the growth of a lawn or kill it outright. For instance, Bermuda grass, which is one of the more common grasses in Houston, should be mowed at a height of one to two inches. St. Augustine, another common grass in the area, should be two and a half to four inches in height. The final common type, which is Zoysia grass, should be from one and a half to three inches high after mowing. It is easy to mow a lawn incorrectly, and it is hard to take the time to research and do. However, Lawn Love has made it easy. Here at Lawn Love, we offer professional mowing services at your convenience. Mowing a lawn is something that has to be done every one to two weeks, and it can involve many hours of intensive labor, so why not outsource your work to us? Call or get a free quote online and schedule your mowing services today to help Houston get green.	1,233	ENGLISH	1
A Christmas Carol – Summary Not because workhouses were helping the poor it was more of a punishment. Scrooge was ignorant in the fact that he believed the conditions the poor lived in were self-inflicted, ‘I can’t afford to make idle people merry. I help to support the establishments I have mentioned- they cost enough; and those who are badly off must go there’ he believes they are uneducated and lazy so they deserve it. However in reality most people if given the opportunity and education would try to alleviate the quality of their lives. The Cratchit’s symbolize happiness in the story, but when they show tiny Tim dying in the future it touches many hearts. This is because his illness is curable if the Cratchit family did not have financial difficulties. The reason Dickens includes this in the story is to show how ignorant the rich people were to the poor and also to show how many poor families were going through the same scenario in real life. During the 1830s more than half the deaths were child-related. Moreover, Dickens wanted to irradiate a false sense of scrutiny held by most wealthy people that they were doing enough to help the poor when in reality they were not ‘a few of us are endeavoring to raise a fund, buy the poor people some meat and drinks, and means of warmth we choose this time of year because it is a time of all others’. This suggests they only help once a year. If so then they are not doing enough to help the poor and should try to consider helping them through out the year, because that would make more of a difference. Especially in this period of time because the Victorian era was when industrial businesses really began to start and also child labor. Dickens wanted his book to leave an impact on people and he did achieve his goal. As one person in America read it and gave all his workers a pay rise, and so did many others. The novel a Christmas Carol helped irradiate the ignorance of the rich community about the poverty-stricken condition of the poor and encouraged the rich to give more monetary charity regularly. A Christmas Carol demonstrates fairytale qualities to engage with the audience, for instance, at the end there is a happy-ever-after. Where the bitter self absorbed Scrooge redeems himself by helping the poor and builds a loving relationship with tiny Tim and his family. ‘I’ll raise your salary,’ ‘and to tiny Tim, who did NOT die. He became a second father. ’ This is on the very last page, and the story ends very lightheartedly similar to other fairytales. Also Scrooge changes he becomes a better person, this is done by his own actions. Charles Dickens used religion to engage with the audience because he knew how at that period people were very superstitious and religious and believed in ghosts ‘under the impression that they scarcely furnish a Christian cheer’ ‘god bless it’ . When Jacob Marley comes as a ghost, to show Scrooge consequences of life after death with chains hanging from his body to symbolize the sins he has committed. The Victorians believed very much in life after death and if you were good you would go to paradise and if you were bad you would suffer after death. Dickens emphasizes religion to connect with the audience, and he believed it was the best way to get his message across. In conclusion a Christmas Carol was written as a fairytale with an moral lesson behind it. The message Dickens is trying to put across is that ‘money cannot buy you happiness’ also was to highlight to the public that as a community they were not alleviating the plight of poor people enough. I think this is because they show Scrooge’s clerk cheerful and happy however he is underprivileged and they show Scrooge who is wealthy however a petulant and miserable man. The reason being was because this genre would influence Dickens audience most. Also it has a happy ending as Scrooge has changed from a cold individual to a caring and giving person toward the poor. Scrooge rectifies his way at the end so subsequently he will not suffer. Also scrooge has become a happier man within himself and not only to other people. Finally Dickens has represented a Christmas Carol as an enjoyable read with a significant message behind it.	<urn:uuid:a648d502-9e5e-4c7f-8673-97ee3bc19619>	CC-MAIN-2020-05	https://newyorkessays.com/essay-a-christmas-carol-summary/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250597458.22/warc/CC-MAIN-20200120052454-20200120080454-00515.warc.gz	en	0.988419	902	3.65625	4	[ -0.07437710464000702, 0.13704030215740204, 0.2521668076515198, 0.06699550151824951, 0.32197296619415283, -0.1937711536884308, -0.00042958883568644524, 0.25048595666885376, -0.13326071202754974, 0.03478522598743439, 0.5388180613517761, 0.24130746722221375, 0.1413854956626892, 0.192439317703...	1	A Christmas Carol – Summary Not because workhouses were helping the poor it was more of a punishment. Scrooge was ignorant in the fact that he believed the conditions the poor lived in were self-inflicted, ‘I can’t afford to make idle people merry. I help to support the establishments I have mentioned- they cost enough; and those who are badly off must go there’ he believes they are uneducated and lazy so they deserve it. However in reality most people if given the opportunity and education would try to alleviate the quality of their lives. The Cratchit’s symbolize happiness in the story, but when they show tiny Tim dying in the future it touches many hearts. This is because his illness is curable if the Cratchit family did not have financial difficulties. The reason Dickens includes this in the story is to show how ignorant the rich people were to the poor and also to show how many poor families were going through the same scenario in real life. During the 1830s more than half the deaths were child-related. Moreover, Dickens wanted to irradiate a false sense of scrutiny held by most wealthy people that they were doing enough to help the poor when in reality they were not ‘a few of us are endeavoring to raise a fund, buy the poor people some meat and drinks, and means of warmth we choose this time of year because it is a time of all others’. This suggests they only help once a year. If so then they are not doing enough to help the poor and should try to consider helping them through out the year, because that would make more of a difference. Especially in this period of time because the Victorian era was when industrial businesses really began to start and also child labor. Dickens wanted his book to leave an impact on people and he did achieve his goal. As one person in America read it and gave all his workers a pay rise, and so did many others. The novel a Christmas Carol helped irradiate the ignorance of the rich community about the poverty-stricken condition of the poor and encouraged the rich to give more monetary charity regularly. A Christmas Carol demonstrates fairytale qualities to engage with the audience, for instance, at the end there is a happy-ever-after. Where the bitter self absorbed Scrooge redeems himself by helping the poor and builds a loving relationship with tiny Tim and his family. ‘I’ll raise your salary,’ ‘and to tiny Tim, who did NOT die. He became a second father. ’ This is on the very last page, and the story ends very lightheartedly similar to other fairytales. Also Scrooge changes he becomes a better person, this is done by his own actions. Charles Dickens used religion to engage with the audience because he knew how at that period people were very superstitious and religious and believed in ghosts ‘under the impression that they scarcely furnish a Christian cheer’ ‘god bless it’ . When Jacob Marley comes as a ghost, to show Scrooge consequences of life after death with chains hanging from his body to symbolize the sins he has committed. The Victorians believed very much in life after death and if you were good you would go to paradise and if you were bad you would suffer after death. Dickens emphasizes religion to connect with the audience, and he believed it was the best way to get his message across. In conclusion a Christmas Carol was written as a fairytale with an moral lesson behind it. The message Dickens is trying to put across is that ‘money cannot buy you happiness’ also was to highlight to the public that as a community they were not alleviating the plight of poor people enough. I think this is because they show Scrooge’s clerk cheerful and happy however he is underprivileged and they show Scrooge who is wealthy however a petulant and miserable man. The reason being was because this genre would influence Dickens audience most. Also it has a happy ending as Scrooge has changed from a cold individual to a caring and giving person toward the poor. Scrooge rectifies his way at the end so subsequently he will not suffer. Also scrooge has become a happier man within himself and not only to other people. Finally Dickens has represented a Christmas Carol as an enjoyable read with a significant message behind it.	872	ENGLISH	1
At what age did Shakespeare die? William Shakespeare died on 23 April 1616, his 52nd birthday. In truth, the exact date of Shakespeare’s death is not known but assumed from a record of his burial two days later, 25 April 1616, at Holy Trinity Church. Stratford Upon Avon, where his grave remains. Where did Shakespeare die? In 1610 Shakespeare left his working life in London and lived in retirement with his wife in Stratford-upon-Avon’s second largest property – New House. It is believed that Shakespeare’s death occurred in New House, where he would have been attended by his son-in-law Dr John Hall, the local physician. How did Shakespeare die? We don’t know the cause of Shakespeare’s death, but there is a theory that Shakespeare died after contracting a fever following a drinking binge with fellow playwrights Ben Jonson and Michael Drayton. The source of this theory is John Ward, the vicar of Holy Trinity Church in, who wrote many years after Shakespeare’s death that “Shakespeare, Drayton, and Ben Jonson had a merry meeting, and it seems drank too hard; for Shakespeare died of a fever there contracted.” Most historians agree, however, that given Stratford-upon-Avon’s reputation for scandalous stories and rumors in the 17th Century this an overblown anecdote with no base in fact. A more convincing theory is that Shakespeare was sick for over a month before he died. The evidence comes from the fact that on 25 March 1616 (just 4 weeks before his death) Shakespeare dictated his will – in keeping with the 17th Century tradition of drawing up wills on one’s deathbed. This suggests Shakespeare could have been aware his life was coming to an end. Some scholars also point to his signature on his will being somewhat shaky, giving evidence of his frailty at the time. Despite all of the theories, the cause of Shakespeare’s death at the age of just 52 will likely remain a mystery. But living in Elizabethan England where the average life expectancy was just 35 years, Shakespeare died a grandfather after living a relatively long and healthy life. Did Shakespeare die poor? Shakespeare died a wealthy man. His plays were very popular and his London theatres were booked out every day, ensuring a good income. At the end of his life he owned several properties in London and Stratford. He left generous amounts of money to friends and relatives. It is sometimes thought that he died poor because he left his second best bed to his wife. It was a loving gesture because it was the custom to reserve the best bed for guests and to sleep in the second best bed. That is where the couple slept together, where their children were conceived and born, and probably where Shakespeare died. He knew, too that his wife would be taken care of after his death, and would continue to live in the matrimonial home. What were Shakespeare’s last words? Nobody knows for sure what Shakespeare’s last words were, as he died in the privacy of his close family and there are no known reports of his death. However, in anticipation of his death, Shakespeare wrote a few words to be inscribed on his tomb, to ensure that once buried no-one would dig him up to move his body to somewhere else. Shakespeare’s epitaph reads: Good friend for Jesus sake forbeare, To dig the dust enclosed here. Blessed be the man that spares these stones, And cursed be he that moves my bones.	<urn:uuid:dbdac634-c4a8-47ee-95df-be4b94297b45>	CC-MAIN-2020-05	https://www.nosweatshakespeare.com/resources/life/shakespeares-death/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251778168.77/warc/CC-MAIN-20200128091916-20200128121916-00164.warc.gz	en	0.987851	754	3.296875	3	[ -0.3177664875984192, -0.03247647359967232, 0.8047547340393066, -0.19201835989952087, -0.277910053730011, -0.14532321691513062, 0.25108760595321655, 0.5104044675827026, -0.03281870484352112, -0.1473061442375183, 0.05477917939424515, -0.17670221626758575, -0.2645936906337738, 0.2480882108211...	1	At what age did Shakespeare die? William Shakespeare died on 23 April 1616, his 52nd birthday. In truth, the exact date of Shakespeare’s death is not known but assumed from a record of his burial two days later, 25 April 1616, at Holy Trinity Church. Stratford Upon Avon, where his grave remains. Where did Shakespeare die? In 1610 Shakespeare left his working life in London and lived in retirement with his wife in Stratford-upon-Avon’s second largest property – New House. It is believed that Shakespeare’s death occurred in New House, where he would have been attended by his son-in-law Dr John Hall, the local physician. How did Shakespeare die? We don’t know the cause of Shakespeare’s death, but there is a theory that Shakespeare died after contracting a fever following a drinking binge with fellow playwrights Ben Jonson and Michael Drayton. The source of this theory is John Ward, the vicar of Holy Trinity Church in, who wrote many years after Shakespeare’s death that “Shakespeare, Drayton, and Ben Jonson had a merry meeting, and it seems drank too hard; for Shakespeare died of a fever there contracted.” Most historians agree, however, that given Stratford-upon-Avon’s reputation for scandalous stories and rumors in the 17th Century this an overblown anecdote with no base in fact. A more convincing theory is that Shakespeare was sick for over a month before he died. The evidence comes from the fact that on 25 March 1616 (just 4 weeks before his death) Shakespeare dictated his will – in keeping with the 17th Century tradition of drawing up wills on one’s deathbed. This suggests Shakespeare could have been aware his life was coming to an end. Some scholars also point to his signature on his will being somewhat shaky, giving evidence of his frailty at the time. Despite all of the theories, the cause of Shakespeare’s death at the age of just 52 will likely remain a mystery. But living in Elizabethan England where the average life expectancy was just 35 years, Shakespeare died a grandfather after living a relatively long and healthy life. Did Shakespeare die poor? Shakespeare died a wealthy man. His plays were very popular and his London theatres were booked out every day, ensuring a good income. At the end of his life he owned several properties in London and Stratford. He left generous amounts of money to friends and relatives. It is sometimes thought that he died poor because he left his second best bed to his wife. It was a loving gesture because it was the custom to reserve the best bed for guests and to sleep in the second best bed. That is where the couple slept together, where their children were conceived and born, and probably where Shakespeare died. He knew, too that his wife would be taken care of after his death, and would continue to live in the matrimonial home. What were Shakespeare’s last words? Nobody knows for sure what Shakespeare’s last words were, as he died in the privacy of his close family and there are no known reports of his death. However, in anticipation of his death, Shakespeare wrote a few words to be inscribed on his tomb, to ensure that once buried no-one would dig him up to move his body to somewhere else. Shakespeare’s epitaph reads: Good friend for Jesus sake forbeare, To dig the dust enclosed here. Blessed be the man that spares these stones, And cursed be he that moves my bones.	737	ENGLISH	1
Arriving on August 13 at Pensacola Bay, Luna and his men made landfall the next. For the next few weeks, he dispatched one vessel to New Spain to announce their arrival to the bay, two others were prepared for a voyage to Spain and foraging and exploring parties were sent out. By September 19, and before the remaining vessels could be successfully unloaded, a hurricane struck. It was recorded that five of the vessels sunk with one pushed into a grove further inland. From the day the hurricane struck up to April of 1560, Luna was forced to leave (although he left some people at Emanuel Point) the area for supplies and help, given that he could find no local Indians where he had landed. He went west to modern-day Alabama, found some Indians and named this smaller settlement Santa Cruz. Viceroy Coronado sent two relief ships to Luna, however those supplies only lasted for a few months and Luna also barely avoided a conflict with another set of Indians as Luna pushed further inland. Luna was recalled in January of 1561. A couple months later, Luna joined an expedition though Cuba and Santa Elena. All the while the Emanuel Point settlement last a few more months before they finally left. This area would not see any more European settlers until 1698 when another Spanish group arrived. After spending years searching for Luna's sunken vessels, one was finally discovered in 1992 by a Florida Bureau of Archaeological Research team, followed by a second discovery in 2006 made by a team led by graduate student Jim Collis from the UWF Division of Anthropology and Archaeology. Work continues to this day.	<urn:uuid:9edeeb5b-37c9-4863-8715-c89869e0aa1b>	CC-MAIN-2020-05	https://www.theclio.com/entry/26229	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251773463.72/warc/CC-MAIN-20200128030221-20200128060221-00133.warc.gz	en	0.98409	329	3.6875	4	[ -0.15536664426326752, 0.09555771201848984, 0.1512301117181778, -0.05199434608221054, 0.0005305786617100239, 0.17768718302249908, -0.4442242980003357, 0.013586289249360561, -0.0036150384694337845, -0.4445539712905884, 0.131342813372612, -0.02333177626132965, -0.2054044008255005, 0.301891297...	1	Arriving on August 13 at Pensacola Bay, Luna and his men made landfall the next. For the next few weeks, he dispatched one vessel to New Spain to announce their arrival to the bay, two others were prepared for a voyage to Spain and foraging and exploring parties were sent out. By September 19, and before the remaining vessels could be successfully unloaded, a hurricane struck. It was recorded that five of the vessels sunk with one pushed into a grove further inland. From the day the hurricane struck up to April of 1560, Luna was forced to leave (although he left some people at Emanuel Point) the area for supplies and help, given that he could find no local Indians where he had landed. He went west to modern-day Alabama, found some Indians and named this smaller settlement Santa Cruz. Viceroy Coronado sent two relief ships to Luna, however those supplies only lasted for a few months and Luna also barely avoided a conflict with another set of Indians as Luna pushed further inland. Luna was recalled in January of 1561. A couple months later, Luna joined an expedition though Cuba and Santa Elena. All the while the Emanuel Point settlement last a few more months before they finally left. This area would not see any more European settlers until 1698 when another Spanish group arrived. After spending years searching for Luna's sunken vessels, one was finally discovered in 1992 by a Florida Bureau of Archaeological Research team, followed by a second discovery in 2006 made by a team led by graduate student Jim Collis from the UWF Division of Anthropology and Archaeology. Work continues to this day.	347	ENGLISH	1
Stephen Crane was an American journalist, novelist, and poet credited with the introduction of realism into American literature. His first novel, Maggie, A Girl of the Streets, was the gritty, glum result of Crane's observations of the poor while living in New York City. The novel was not a success, but he developed his realistic style to such an extent that his next effort gave him literary fame: The Red Badge of Courage described the emotions and experience of a Civil War soldier so evocatively that it was difficult to believe that Crane had never been in war. His reputation was then solidified, and he was given journalistic assignments in Greece and Cuba. He led an adventuresome life, including surviving the sinking of a ship, witnessing battles, covering the aftermath of war, and eliciting scandal from a relationship. He eventually moved to Europe and died in Germany of tuberculosis at the young age of 28. - The Open Boat: A Tale Intended to be After the Fact. Being the Experience of Four Men Sunk from the Steamer Commodore (1894) - Published in 1897, The Open Boat is based on an actual incident from Stephen Crane’s life. While on his way to Cuba, Crane's ship sank off the coast of Florida. Crane and other survivors were stranded at sea for thirty hours. They eventually made their way to safety in a small boat, but one of the men drowned while trying to swim to shore. Crane wrote this story soon after the incident occurred. - The Red Badge of Courage (1895) - The Red Badge of Courage is an impressionistic novel by Stephen Crane about the meaning of courage, as it is narrated by Henry Fleming, a recruit in the American Civil War. It is one of the most influential American war stories ever written even though the author was born after the war and had never seen battle himself. Crane met and spoke with a number of veterans as a student and he created what is widely regarded as an unusually realistic depiction of a young man in battle. FCIT. (2020, January 19). Stephen Crane author page. Retrieved January 19, 2020, from FCIT. "Stephen Crane author page." Lit2Go ETC. Web. 19 January 2020. <>. FCIT, "Stephen Crane author page." Accessed January 19, 2020..	<urn:uuid:a9e68069-b732-4281-a995-a4f8c9dc925d>	CC-MAIN-2020-05	https://etc.usf.edu/lit2go/authors/162/stephen-crane/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250594333.5/warc/CC-MAIN-20200119064802-20200119092802-00154.warc.gz	en	0.983155	470	3.4375	3	[ -0.07791773229837418, 0.3644463121891022, -0.08980011194944382, -0.1280619353055954, -0.1778547465801239, 0.2597474753856659, 0.41520926356315613, 0.09233533591032028, -0.26520249247550964, -0.22280149161815643, 0.14000555872917175, 0.35520318150520325, -0.11508436501026154, 0.340732336044...	1	Stephen Crane was an American journalist, novelist, and poet credited with the introduction of realism into American literature. His first novel, Maggie, A Girl of the Streets, was the gritty, glum result of Crane's observations of the poor while living in New York City. The novel was not a success, but he developed his realistic style to such an extent that his next effort gave him literary fame: The Red Badge of Courage described the emotions and experience of a Civil War soldier so evocatively that it was difficult to believe that Crane had never been in war. His reputation was then solidified, and he was given journalistic assignments in Greece and Cuba. He led an adventuresome life, including surviving the sinking of a ship, witnessing battles, covering the aftermath of war, and eliciting scandal from a relationship. He eventually moved to Europe and died in Germany of tuberculosis at the young age of 28. - The Open Boat: A Tale Intended to be After the Fact. Being the Experience of Four Men Sunk from the Steamer Commodore (1894) - Published in 1897, The Open Boat is based on an actual incident from Stephen Crane’s life. While on his way to Cuba, Crane's ship sank off the coast of Florida. Crane and other survivors were stranded at sea for thirty hours. They eventually made their way to safety in a small boat, but one of the men drowned while trying to swim to shore. Crane wrote this story soon after the incident occurred. - The Red Badge of Courage (1895) - The Red Badge of Courage is an impressionistic novel by Stephen Crane about the meaning of courage, as it is narrated by Henry Fleming, a recruit in the American Civil War. It is one of the most influential American war stories ever written even though the author was born after the war and had never seen battle himself. Crane met and spoke with a number of veterans as a student and he created what is widely regarded as an unusually realistic depiction of a young man in battle. FCIT. (2020, January 19). Stephen Crane author page. Retrieved January 19, 2020, from FCIT. "Stephen Crane author page." Lit2Go ETC. Web. 19 January 2020. <>. FCIT, "Stephen Crane author page." Accessed January 19, 2020..	497	ENGLISH	1
The Boston Tea Party - Category: History - Published: Wednesday, 05 July 2006 00:00 - Hits: 5065 Tea was a daily staple in 18th century colonial America, and the colonists had developed a thriving black market tea trade to circumvent English taxes. This situation eventually culmintated in the Boston Tea Party - one of the decisive events leading up to the American Revolution. The Dutch were among the first Europeans to integrate tea into their daily diet. Holland controlled lucrative trade routes to China and was the major European tea importer at the beginning of the 17th century. Naturally the habit of tea drinking passed to the Dutch colonies in the New World, and the citizens of New Amsterdam (later named New York) constituted a significant portion of the overall tea trade. Tea consumption in New Amsterdam was such that by the time the English assumed control of the region in 1664 they found that the settlement consumed more tea than all the rest of England combined. The popularity of tea spread to the remaining New World colonies and by 1720 tea had been established as a dietary staple. The tea trade was now controlled by the East India Company of England, and tea was heavily taxed. This encouraged the rise of black market trading which cut into the profits of the East India Company. By 1773 the situation had reached a critical point. The East India Company had large stockpiles of tea that it was unable to sell and was facing bankruptcy. The British government responded by passing the Tea Act of 1773 which gave the Company the right to sell tea in the colonies without the usual colonial tax. This would have given the Company a virtual monopoly on the tea trade as they would be able to undercut the smugglers as well as the local tea merchants. The British government was expecting the colonists to willingly accept this situation since they would be able to buy tea more cheaply than before. However, the Tea Act threatened the livelihoods of several influential citizens who were able to stir up resentment towards the British concerning the issue of taxation without representation. The result was a tea boycott that had wide support and brought the colonies together in a common cause. The East India Company was prevented from landing its tea at several ports and in Charleston the tea was simply warehoused and allowed to rot. Port officials in Boston, however, were pro-British and gave permission for three ships to land their cargo. As the ships lay in harbor, approximately 150 men disguised as Mohawk Indians boarded them and dumped all the tea into the water. This event, known to history as the Boston Tea Party, occurred on December 16, 1773. The British retaliated by passing several decrees that closed the port of Boston and restricted powers of self-government. All of these actions had the effect of uniting the 13 colonies in their resentment against British rule, and were significant factors leading up to the American Revolution.	<urn:uuid:2e9d779a-0186-4c4b-bfdb-7031d6230837>	CC-MAIN-2020-05	http://teagenius.com/index.php/history/69-the-boston-tea-party	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00379.warc.gz	en	0.983863	583	3.96875	4	[ 0.03942091390490532, -0.3716340661048889, 0.4104640483856201, -0.23368945717811584, -0.21551072597503662, -0.06325556337833405, 0.32321107387542725, -0.15197619795799255, -0.4230262041091919, 0.319990873336792, 0.21796181797981262, -0.10451850295066833, -0.41736894845962524, 0.326474696397...	1	The Boston Tea Party - Category: History - Published: Wednesday, 05 July 2006 00:00 - Hits: 5065 Tea was a daily staple in 18th century colonial America, and the colonists had developed a thriving black market tea trade to circumvent English taxes. This situation eventually culmintated in the Boston Tea Party - one of the decisive events leading up to the American Revolution. The Dutch were among the first Europeans to integrate tea into their daily diet. Holland controlled lucrative trade routes to China and was the major European tea importer at the beginning of the 17th century. Naturally the habit of tea drinking passed to the Dutch colonies in the New World, and the citizens of New Amsterdam (later named New York) constituted a significant portion of the overall tea trade. Tea consumption in New Amsterdam was such that by the time the English assumed control of the region in 1664 they found that the settlement consumed more tea than all the rest of England combined. The popularity of tea spread to the remaining New World colonies and by 1720 tea had been established as a dietary staple. The tea trade was now controlled by the East India Company of England, and tea was heavily taxed. This encouraged the rise of black market trading which cut into the profits of the East India Company. By 1773 the situation had reached a critical point. The East India Company had large stockpiles of tea that it was unable to sell and was facing bankruptcy. The British government responded by passing the Tea Act of 1773 which gave the Company the right to sell tea in the colonies without the usual colonial tax. This would have given the Company a virtual monopoly on the tea trade as they would be able to undercut the smugglers as well as the local tea merchants. The British government was expecting the colonists to willingly accept this situation since they would be able to buy tea more cheaply than before. However, the Tea Act threatened the livelihoods of several influential citizens who were able to stir up resentment towards the British concerning the issue of taxation without representation. The result was a tea boycott that had wide support and brought the colonies together in a common cause. The East India Company was prevented from landing its tea at several ports and in Charleston the tea was simply warehoused and allowed to rot. Port officials in Boston, however, were pro-British and gave permission for three ships to land their cargo. As the ships lay in harbor, approximately 150 men disguised as Mohawk Indians boarded them and dumped all the tea into the water. This event, known to history as the Boston Tea Party, occurred on December 16, 1773. The British retaliated by passing several decrees that closed the port of Boston and restricted powers of self-government. All of these actions had the effect of uniting the 13 colonies in their resentment against British rule, and were significant factors leading up to the American Revolution.	620	ENGLISH	1
Christopher Columbus was a Genoese sea captain who, in 1492, approached Queen Isabella with an interesting plan, which was to try to find a new route to India by sailing west across the Atlantic Ocean. In August 1492, Columbus sailed west across the Atlantic towards what he thought would be India, but little did he know he'd find our present day America. On October 12th, 1492 a lookout aboard the Pinta spotted land, which was the present day Bahamas. The natives greated Columbus with open arms and, not knowing he wasn't actually in India, he called them the "Indians". In 1493, Columbus returned to Spain to report his findings and he later sailed back to the Americas three more times to try and transform the islands that he and his crew had found into Spanish colonies. There are a lot of people throughout history that have changed the world, but in my mind Christopher Columbus was one of the most important of those people. He was the first explorer to find the Americas and their inhabitants. If he hadn't accidentally stumbled upon our, now present day, America who knows how our lives would be right now. The chain of events leading up to present day could be drastically altered if, say, Franscisco Pizzaro had found the Americas. Finding two huge continents that no one except the inhabitants knew were there seems like a pretty good world changing event to me. In 1492 Columbus set sail as an explorer for Spain and was at sea looking for a new route to India, that he thought he would find if he sailed west over the Atlantic Ocean, for a little over a month. Once he landed on the Bahamas he named the local inhabitants, that were living there at the time, Indians because he thought that he was actually in India and not in a new land that no one in Europe knew about. So, there is one way right there as to how Christopher Columbus changed the world. He gave the world a name for Indians, which mostly everybody in the entire world knows. So the simple name that he came up with then is now a world wide know name. The main and most obvious reason as to how Columbus changed the world is that he found the Americas. If he hadn't found the Americas for Spain and anothr explorer from say a country in Africa had found the Americas then our present day lives would most likely be drastically altered. We could have a completely different form of government and we might have completely different states, we might have more or less than fifty states. We might've even been just one large state instead of fifty individual states. If Columbus hadn't found the Americas and some other explorer had then we might not even be free. So, if Columbus hadn't found the Americas then our everyday lives that we know and love might not even exist. So, simply put, Columbus affected the world in a huge way without even knowing what he had done. He found that land that would later come to be the great land of the United States of America. He named the inhabitants of the new land and gave the world a name known around the planet. Also, because he found the Americas, he, in a way, gave us our way of life that we live and love everyday. Who would've guessed that, by accidentally stumbling across the Americas, Christopher Columbus would've had such a huge affect on the world, in the past and now in the present day.	<urn:uuid:36865d10-374e-49be-9cf8-7f1b4e4439d5>	CC-MAIN-2020-05	https://www.studymode.com/essays/Christopher-Columbus-Was-a-Genoese-Sea-63768037.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00401.warc.gz	en	0.984926	696	3.984375	4	[ -0.17168894410133362, -0.008649194613099098, 0.29456380009651184, 0.2100241333246231, -0.25335150957107544, -0.11825058609247208, 0.26400721073150635, 0.16435843706130981, -0.11242834478616714, -0.07214773446321487, 0.5180075764656067, -0.2304897904396057, -0.3858923614025116, 0.4617568552...	1	Christopher Columbus was a Genoese sea captain who, in 1492, approached Queen Isabella with an interesting plan, which was to try to find a new route to India by sailing west across the Atlantic Ocean. In August 1492, Columbus sailed west across the Atlantic towards what he thought would be India, but little did he know he'd find our present day America. On October 12th, 1492 a lookout aboard the Pinta spotted land, which was the present day Bahamas. The natives greated Columbus with open arms and, not knowing he wasn't actually in India, he called them the "Indians". In 1493, Columbus returned to Spain to report his findings and he later sailed back to the Americas three more times to try and transform the islands that he and his crew had found into Spanish colonies. There are a lot of people throughout history that have changed the world, but in my mind Christopher Columbus was one of the most important of those people. He was the first explorer to find the Americas and their inhabitants. If he hadn't accidentally stumbled upon our, now present day, America who knows how our lives would be right now. The chain of events leading up to present day could be drastically altered if, say, Franscisco Pizzaro had found the Americas. Finding two huge continents that no one except the inhabitants knew were there seems like a pretty good world changing event to me. In 1492 Columbus set sail as an explorer for Spain and was at sea looking for a new route to India, that he thought he would find if he sailed west over the Atlantic Ocean, for a little over a month. Once he landed on the Bahamas he named the local inhabitants, that were living there at the time, Indians because he thought that he was actually in India and not in a new land that no one in Europe knew about. So, there is one way right there as to how Christopher Columbus changed the world. He gave the world a name for Indians, which mostly everybody in the entire world knows. So the simple name that he came up with then is now a world wide know name. The main and most obvious reason as to how Columbus changed the world is that he found the Americas. If he hadn't found the Americas for Spain and anothr explorer from say a country in Africa had found the Americas then our present day lives would most likely be drastically altered. We could have a completely different form of government and we might have completely different states, we might have more or less than fifty states. We might've even been just one large state instead of fifty individual states. If Columbus hadn't found the Americas and some other explorer had then we might not even be free. So, if Columbus hadn't found the Americas then our everyday lives that we know and love might not even exist. So, simply put, Columbus affected the world in a huge way without even knowing what he had done. He found that land that would later come to be the great land of the United States of America. He named the inhabitants of the new land and gave the world a name known around the planet. Also, because he found the Americas, he, in a way, gave us our way of life that we live and love everyday. Who would've guessed that, by accidentally stumbling across the Americas, Christopher Columbus would've had such a huge affect on the world, in the past and now in the present day.	708	ENGLISH	1
On the other side of the strait was Scylla, another sea-monster. The two sides of the strait are within an arrow's range of each other, so close that sailors attempting to avoid Charybdis will pass too close to Scylla and vice versa. The Argonauts were able to avoid both dangers because they were guided by Thetis, one of the Nereids. Odysseus was not so fortunate; he chose to risk Scylla at the cost of some of his crew rather than lose the whole ship to Charybdis. Traditionally this has been associated with the Strait of Messina between Italy and Sicily. Despite being more than two miles wide at its narrowest point, not to mention three and a half miles wide at the rock traditionally identified as the home of Scylla, whilst the minor whirlpools traditionally identified as Charybdis are not even in the narrows, this identification has stuck. Recently scholars have looked again at the location and suggested this association was an erroneous later identification and that a more likely origin for the story could be found near Cape Skilla in north west Greece.	<urn:uuid:50116fe4-049e-4f65-9dd2-0014733d6432>	CC-MAIN-2020-05	http://www.fact-index.com/c/ch/charybdis.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250593937.27/warc/CC-MAIN-20200118193018-20200118221018-00357.warc.gz	en	0.98529	234	3.453125	3	[ -0.04701950028538704, -0.26938602328300476, 0.2738496661186218, -0.22528351843357086, -0.3086877465248108, -0.242219939827919, -0.04149520769715309, 0.18522341549396515, -0.42494478821754456, -0.2792523205280304, 0.04022083804011345, -0.33269429206848145, -0.024790965020656586, 0.312745153...	3	On the other side of the strait was Scylla, another sea-monster. The two sides of the strait are within an arrow's range of each other, so close that sailors attempting to avoid Charybdis will pass too close to Scylla and vice versa. The Argonauts were able to avoid both dangers because they were guided by Thetis, one of the Nereids. Odysseus was not so fortunate; he chose to risk Scylla at the cost of some of his crew rather than lose the whole ship to Charybdis. Traditionally this has been associated with the Strait of Messina between Italy and Sicily. Despite being more than two miles wide at its narrowest point, not to mention three and a half miles wide at the rock traditionally identified as the home of Scylla, whilst the minor whirlpools traditionally identified as Charybdis are not even in the narrows, this identification has stuck. Recently scholars have looked again at the location and suggested this association was an erroneous later identification and that a more likely origin for the story could be found near Cape Skilla in north west Greece.	237	ENGLISH	1
12th Century Calendar the year and the calendar The 12th century year has 365 days, starting from the 25th of March. Every fourth year, the 6th day before the Kalends of March (24th February) was counted twice. This leap day was called the bisextus. Each month (named as in modern times) was divided up into days, the first day was the "Kalends" of that month (eg Kalends of October). The 5th (or 7th in March, May, July, October) day of the month was the "Nones" and the 13th (or 15th in the above mentioned months) of the month was the ides of that month. In between days were listed as a number of days before any of these. For example: 2th January = 3 before Nones of January 25th February = 4 before Kalends March 15th March = Ides of March 14th April = 16 before Kalends May or in shorthand XVI KL May 14th May = day before ides of May The week was seven days long, with the same names as in modern times. Some days were considered unlucky for bloodletting and other activites- these were called egyptian days, and the dates varied with the month. Days can also be refered to by the saints days and festivals held on that day. Many are constant in timing (eg John the baptist's nativity on 14th June) but others change according to factors such as the moon (eg easter. Calendars also noted the soltices, equinoxes, lunar cyles (important for calculating festivals), seasons and "dogdays" - the dys the romans considered the hottest days of summer. calculating the calendar Some monastaries made the calculation of days and dates a specialty. Complicated tables could be used to predict factors from which weekday it will be on a certain date to when easter will fall. The complicated tables and specialisation required to read these suggest that even most literate people would not perform these tasks, rather would ask specialised monks, or their local priest. Local priests were expected to know such calculations, but accounts suggest in some areas testing of this knowledge was rather lax. It was especially important to the religeous community to be able to calculate when special days such as easter fell, and also to remember when certain saints days might be celebrated. Books containing a day by day account of the year giving the relevant religous observances on each day (sometimes even what kind of vestments to wear) were kept for such purposes. the day and it's hours - St Alban's psalter essay "THE CALENDAR AND LITURGICAL APPARATUS" http:	<urn:uuid:3c3801b9-0a4f-47df-a59d-a4a93f78244e>	CC-MAIN-2020-05	https://cunnan.lochac.sca.org/index.php?title=12th_Century_Calendar&oldid=3763	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251802249.87/warc/CC-MAIN-20200129194333-20200129223333-00100.warc.gz	en	0.985122	574	3.375	3	[ -0.3326399326324463, -0.08555837720632553, 0.09533322602510452, 0.06576917320489883, -0.2868325710296631, -0.1567889153957367, -0.3530999422073364, 0.09909071028232574, 0.03445162624120712, -0.027083970606327057, 0.11892375349998474, 0.06844711303710938, 0.2608092725276947, 0.3984225094318...	2	12th Century Calendar the year and the calendar The 12th century year has 365 days, starting from the 25th of March. Every fourth year, the 6th day before the Kalends of March (24th February) was counted twice. This leap day was called the bisextus. Each month (named as in modern times) was divided up into days, the first day was the "Kalends" of that month (eg Kalends of October). The 5th (or 7th in March, May, July, October) day of the month was the "Nones" and the 13th (or 15th in the above mentioned months) of the month was the ides of that month. In between days were listed as a number of days before any of these. For example: 2th January = 3 before Nones of January 25th February = 4 before Kalends March 15th March = Ides of March 14th April = 16 before Kalends May or in shorthand XVI KL May 14th May = day before ides of May The week was seven days long, with the same names as in modern times. Some days were considered unlucky for bloodletting and other activites- these were called egyptian days, and the dates varied with the month. Days can also be refered to by the saints days and festivals held on that day. Many are constant in timing (eg John the baptist's nativity on 14th June) but others change according to factors such as the moon (eg easter. Calendars also noted the soltices, equinoxes, lunar cyles (important for calculating festivals), seasons and "dogdays" - the dys the romans considered the hottest days of summer. calculating the calendar Some monastaries made the calculation of days and dates a specialty. Complicated tables could be used to predict factors from which weekday it will be on a certain date to when easter will fall. The complicated tables and specialisation required to read these suggest that even most literate people would not perform these tasks, rather would ask specialised monks, or their local priest. Local priests were expected to know such calculations, but accounts suggest in some areas testing of this knowledge was rather lax. It was especially important to the religeous community to be able to calculate when special days such as easter fell, and also to remember when certain saints days might be celebrated. Books containing a day by day account of the year giving the relevant religous observances on each day (sometimes even what kind of vestments to wear) were kept for such purposes. the day and it's hours - St Alban's psalter essay "THE CALENDAR AND LITURGICAL APPARATUS" http:	592	ENGLISH	1
John Quincy Adams Biography As a diplomat, he was involved in numerous international negotiations, and as Secretary of State, he participated in the creation of the Monroe Doctrine. John Quincy Adams played a pivotal role during his term as President Monroe’s secretary of state. Especially in the formulation of the foreign policy of the president known as the Monroe Doctrine. Outstanding defender of freedom of expression and the abolitionist cause. The promoter of a nationalist economic program contrary to the interests of the landlords was harshly criticized by the political opposition in the Congress. With a father turned into one of the main leaders of the rebellious colonies, and with a patriotic and very cultured mother who decisively influenced his character and education. John Quincy Adams spent his first youth in the War of Independence. In the year 1778, with only eleven years of age. Adams accompanied his father on a dangerous and important trip to Paris, whose goal was to seek help for the colonies. Adams, apart from acquiring an impressive culture, got a great command of the French language and knew the European political reality. In 1781, when he was just fourteen years old, he was appointed the private secretary of Francis Dana, the first American ambassador in St. Petersburg, Russia. Before returning to the United States, Adams participated along with his father, as an adviser, in the peace negotiations that ended the War of Independence, in the year 1784. Finally, Adams finished his law studies at Harvard University in 1787, the same year he joined the firm of the prestigious lawyer Theophilus Parsons. Three years later, John Quincy Adams opened his own law firm in the elitist city of Boston. John Quincy Adams had few achievements as president since his agenda was routinely blocked by his political enemies. He arrived at the office with ambitious public improvement plans, which included the construction of canals and roads, and even the planning of a national observatory for the study of the skies. As president, Adams was probably ahead of his time. And although he may have been one of the smartest men to serve as president, he might seem aloof and arrogant. Spouse and family Adams married Louisa Catherine Johnson on July 26, 1797. They had three children, two of whom led scandalous lives. The third son, Charles Frances Adams, became ambassador of the United States and member of the House of Representatives of the United States. Adams was the son of John Adams, one of the Founding Fathers and the second president of the United States, and Abigail Adams. “Old Man Eloquent”, which was taken from a sonnet by John Milton. When he took the presidential oath on March 4, 1825, Adams placed his hand in a law book of the United States. He is still the only president who does not use a Bible during the oath. Beginnings in politics In 1793 he was appointed by President George Washington diplomat in Holland. After some time he was sent to London to collaborate with John Jay in the negotiations with Great Britain, which culminated in the so-called Treaty of Jay. Equally in 1797 he received the position of ambassador in Prussia. In 1801 he was elected to the Massachusetts Senate and two years later to the United States. In 1809 President James Madison appointed him ambassador to Russia and in 1814 he negotiated in Ghent the treaty that ended the Anglo-American War. Again he was appointed diplomat in Great Britain in 1815. In the year 1817, he was appointed by President James Monroe Secretary of State. It forced Spain to cede Florida, it also modified the Louisiana border in the Transcontinental Treaty (Treaty Adams-Onis) signed in 1819. Way to the presidency In 1824 he was involved in a tough electoral competition for the presidency. After the voting, the candidate who received the most votes was with some difference Andrew Jackson, followed in that order, by J. Q. Adams, William H. Crawford, and Henry Clay. The fact that none had the majority and that the legal system did not contemplate the possibility of mechanisms such as the second round. They determined that the Senate had to make a decision about it. What then occurred was Clay’s support of Adams’ candidacy. Clay’s favor was paid by appointment of Secretary of State in Adams’s cabinet, which caused sharp criticism of the new president. Adams, who was the sixth president of the United States, was in charge from March 4, 1825, until March 3, 1829. He swore his office on a law book, instead of on the Bible, as usual. John Quincy Adams left office on March 4, 1829, after losing the election in 1828. Adams did not attend the inauguration of his successor, Andrew Jackson, who had publicly snubbed him by not making the traditional “courtesy call” to the president. outgoing. Adams became one of the three presidents who decided not to attend the investiture of his successor; the others were his father and Andrew Johnson. Adams did not retire after leaving office but was presented by the Republican-Nationals to Congress, being elected in the 1830 elections. He was the first President to be elected to Congress after his term. He was elected eight times, occupying his post of congressman for 17 years, from 1831 until his death. The Political group Lacking in kindness and too “aristocratic,” Adams refused to use presidential patronage to form a political group of supporters around him. What made it possible for the Jacksonians to organize themselves conveniently to face it in the next presidential election of 1828, in which Adams was unreservedly defeated by the Democratic candidacy of Jackson, by 178 votes against 83. Accused by his enemies as a corrupt politician, Adams retired to his home in Quincy, until 1831, when he was re-elected to the House of Representatives. This position did not cease to occupy until February 21, 1848, the date of his death as a result of a stroke suffered in the same House. In his last term as congressman, John Quincy Adams was known for his burning defense in the abolition of slavery in all states of the Union. Demonstrating once again the high degree of freedom and individualism that he possessed in political matters, even going against his own party. While preparing to address the House of Representatives on February 21, 1848, he fainted after suffering a cerebral hemorrhage. Two days later, on February 23, he died in the Capitol building in Washington D.C .. After the death of his wife, his son buried him with her in the family vault of the United First Parish Church. His parents are also buried there. Although the presidency of John Quincy Adams was controversial, and in most cases was a failure, Adams did leave a mark in the history of the United States. The Monroe Doctrine is perhaps his greatest legacy. He is best remembered, in modern times, for his opposition to slavery, and in particular his role in defending the slaves of the Amistad ship.	<urn:uuid:21c83f47-1c81-44e8-826a-7a97a469c6fe>	CC-MAIN-2020-05	https://www.burrosabio.net/john-quincy-adams-short-biography/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251728207.68/warc/CC-MAIN-20200127205148-20200127235148-00221.warc.gz	en	0.987824	1,472	3.6875	4	[ -0.21750056743621826, 0.3202826678752899, 0.30120447278022766, -0.31647059321403503, -0.18036077916622162, 0.3991592526435852, 0.6324177980422974, -0.1502915471792221, -0.3612104058265686, -0.2590245008468628, -0.11868590116500854, 0.7185488939285278, 0.4142330586910248, 0.5873054265975952...	4	John Quincy Adams Biography As a diplomat, he was involved in numerous international negotiations, and as Secretary of State, he participated in the creation of the Monroe Doctrine. John Quincy Adams played a pivotal role during his term as President Monroe’s secretary of state. Especially in the formulation of the foreign policy of the president known as the Monroe Doctrine. Outstanding defender of freedom of expression and the abolitionist cause. The promoter of a nationalist economic program contrary to the interests of the landlords was harshly criticized by the political opposition in the Congress. With a father turned into one of the main leaders of the rebellious colonies, and with a patriotic and very cultured mother who decisively influenced his character and education. John Quincy Adams spent his first youth in the War of Independence. In the year 1778, with only eleven years of age. Adams accompanied his father on a dangerous and important trip to Paris, whose goal was to seek help for the colonies. Adams, apart from acquiring an impressive culture, got a great command of the French language and knew the European political reality. In 1781, when he was just fourteen years old, he was appointed the private secretary of Francis Dana, the first American ambassador in St. Petersburg, Russia. Before returning to the United States, Adams participated along with his father, as an adviser, in the peace negotiations that ended the War of Independence, in the year 1784. Finally, Adams finished his law studies at Harvard University in 1787, the same year he joined the firm of the prestigious lawyer Theophilus Parsons. Three years later, John Quincy Adams opened his own law firm in the elitist city of Boston. John Quincy Adams had few achievements as president since his agenda was routinely blocked by his political enemies. He arrived at the office with ambitious public improvement plans, which included the construction of canals and roads, and even the planning of a national observatory for the study of the skies. As president, Adams was probably ahead of his time. And although he may have been one of the smartest men to serve as president, he might seem aloof and arrogant. Spouse and family Adams married Louisa Catherine Johnson on July 26, 1797. They had three children, two of whom led scandalous lives. The third son, Charles Frances Adams, became ambassador of the United States and member of the House of Representatives of the United States. Adams was the son of John Adams, one of the Founding Fathers and the second president of the United States, and Abigail Adams. “Old Man Eloquent”, which was taken from a sonnet by John Milton. When he took the presidential oath on March 4, 1825, Adams placed his hand in a law book of the United States. He is still the only president who does not use a Bible during the oath. Beginnings in politics In 1793 he was appointed by President George Washington diplomat in Holland. After some time he was sent to London to collaborate with John Jay in the negotiations with Great Britain, which culminated in the so-called Treaty of Jay. Equally in 1797 he received the position of ambassador in Prussia. In 1801 he was elected to the Massachusetts Senate and two years later to the United States. In 1809 President James Madison appointed him ambassador to Russia and in 1814 he negotiated in Ghent the treaty that ended the Anglo-American War. Again he was appointed diplomat in Great Britain in 1815. In the year 1817, he was appointed by President James Monroe Secretary of State. It forced Spain to cede Florida, it also modified the Louisiana border in the Transcontinental Treaty (Treaty Adams-Onis) signed in 1819. Way to the presidency In 1824 he was involved in a tough electoral competition for the presidency. After the voting, the candidate who received the most votes was with some difference Andrew Jackson, followed in that order, by J. Q. Adams, William H. Crawford, and Henry Clay. The fact that none had the majority and that the legal system did not contemplate the possibility of mechanisms such as the second round. They determined that the Senate had to make a decision about it. What then occurred was Clay’s support of Adams’ candidacy. Clay’s favor was paid by appointment of Secretary of State in Adams’s cabinet, which caused sharp criticism of the new president. Adams, who was the sixth president of the United States, was in charge from March 4, 1825, until March 3, 1829. He swore his office on a law book, instead of on the Bible, as usual. John Quincy Adams left office on March 4, 1829, after losing the election in 1828. Adams did not attend the inauguration of his successor, Andrew Jackson, who had publicly snubbed him by not making the traditional “courtesy call” to the president. outgoing. Adams became one of the three presidents who decided not to attend the investiture of his successor; the others were his father and Andrew Johnson. Adams did not retire after leaving office but was presented by the Republican-Nationals to Congress, being elected in the 1830 elections. He was the first President to be elected to Congress after his term. He was elected eight times, occupying his post of congressman for 17 years, from 1831 until his death. The Political group Lacking in kindness and too “aristocratic,” Adams refused to use presidential patronage to form a political group of supporters around him. What made it possible for the Jacksonians to organize themselves conveniently to face it in the next presidential election of 1828, in which Adams was unreservedly defeated by the Democratic candidacy of Jackson, by 178 votes against 83. Accused by his enemies as a corrupt politician, Adams retired to his home in Quincy, until 1831, when he was re-elected to the House of Representatives. This position did not cease to occupy until February 21, 1848, the date of his death as a result of a stroke suffered in the same House. In his last term as congressman, John Quincy Adams was known for his burning defense in the abolition of slavery in all states of the Union. Demonstrating once again the high degree of freedom and individualism that he possessed in political matters, even going against his own party. While preparing to address the House of Representatives on February 21, 1848, he fainted after suffering a cerebral hemorrhage. Two days later, on February 23, he died in the Capitol building in Washington D.C .. After the death of his wife, his son buried him with her in the family vault of the United First Parish Church. His parents are also buried there. Although the presidency of John Quincy Adams was controversial, and in most cases was a failure, Adams did leave a mark in the history of the United States. The Monroe Doctrine is perhaps his greatest legacy. He is best remembered, in modern times, for his opposition to slavery, and in particular his role in defending the slaves of the Amistad ship.	1,515	ENGLISH	1
Isaac Newton: The man who discovered gravity A genius with dark secrets Isaac Newton changed the way we understand the Universe. Revered in his own lifetime, he discovered the laws of gravity and motion and invented calculus. He helped to shape our rational world view. But Newton’s story is also one of a monstrous ego who believed that he alone was able to understand God’s creation. His private life was far from rational – consumed by petty jealousies, bitter rivalries and a ruthless quest for reputation. 25 December 1642 Not expected to survive the day Newton was born prematurely on Christmas morning, in Woolsthorpe, Lincolnshire. He was a tiny baby, given little chance of survival. The country he was born into was chaotic and turbulent. England was being torn apart by civil war. Plague was an ever-present threat. Many believed the end of the world was imminent. But the hamlet of Woolsthorpe was a quiet community, little touched by either war or plague, which respected Puritan values of sobriety, simple worship and hard work. A lonely boy who hated his stepfather Newton’s father had died before he was born. When Isaac was three, his mother left him with his grandmother and married a man from a nearby village. This turbulent start scarred Newton for life. He felt rejected by his family. He hated his stepfather and threatened to burn his house down. At Grantham school, Newton sought solace in books. He was unmoved by literature and poetry but loved mechanics and technology, inventing an elaborate system of sundials which was accurate to the minute. While his mother hoped he would run the family farm, his uncle and his headmaster realised Newton was destined for an intellectual life. A mathematical mentor Newton enrolled at Trinity College, Cambridge. Here he found a father figure who set him on the road to important discoveries. Isaac Barrow, Cambridge's first professor of mathematics, steered Newton away from the standard undergraduate texts and towards the big unsolved mathematical problems of the day, such as calculus - a way of describing how things change. Calculus would later be crucial for explaining the universe in mathematical terms. Newton also hunted out new works by men such as Descartes, who argued that the Universe was governed by mechanical laws. Newton’s productive plague years When Cambridge University was closed because of the plague, Newton was forced to return home. This was the most productive period of his life. Newton was driven by the belief that the path to true knowledge lay in making observations rather than reading books. For example, rather than trust texts on optics, he experimented by sticking a bodkin – a blunt needle – in his eye to see its effect. He laid the groundwork for his theories of calculus and laws of motion that would later make him famous. But, naturally secretive, he kept his ideas to himself. New ideas lead to a revolutionary new telescope Newton continued to experiment in his laboratory. This mix of theory and practice led him to many different kinds of discoveries. His theory of optics made him reconsider the design of the telescope, which up until this point was a large, cumbersome instrument. By using mirrors instead of lenses, Newton was able to create a more powerful instrument, 10 times smaller than traditional telescopes. When the Royal Society heard about Newton’s telescope they were impressed. This gave Newton the courage to tell them what he described as a ‘crucial experiment’ about light and colours. Taking criticism badly The Royal Society was an elite group who met to share and critique each other’s work. They encouraged Newton to share his ideas. But Newton's theories about light did not go down well. Other members of the Royal Society could not reproduce his results – partly because Newton had described his experiment in an obscure manner. Newton did not take the criticism well. When Robert Hooke challenged Newton’s letters on light and colours, he made a lifelong enemy. Newton had an ugly temper and an unshakable conviction that he was right. With his pride dented, he began to withdraw from intellectual life. A self-imposed exile Smarting from criticism, Newton isolated himself from other natural philosophers and dedicated himself to radical religious and alchemical work. With his mother on her deathbed, he returned home to Woolsthorpe and embarked on a period of solitary study. He became absorbed in alchemy, a secretive study of the nature of life and the medieval forerunner of chemistry. Some argue that these ideas, while not scientific in the sense that we understand them now, helped him think radical thoughts that shaped his most important work, including his theories of gravity. Newton's greatest rivalry begins When German philosopher Gottfried Leibniz published an important mathematical paper, it was the beginning of a lifelong feud between the two men. Leibniz, one of Europe’s most prominent philosophers, had set his mind to one of the trickiest problems in mathematics – the way equations could describe the physical world. Like Newton, he created a new theory of calculus. However, Newton claimed he'd done the same work 20 years before and that Leibniz had stolen his ideas. But the secretive Newton hadn't published his work and had to hastily return to his old notes so the world could see his workings . The Principia Mathematica: A foundation of modern science Challenged by Robert Hooke to prove his theories about planetary orbits, Newton produced what is considered the foundation for physics as we know it. The Philosophiae Naturalis Principia Mathematica took Newton two years to write. It was the culmination of more than 20 years of thinking. It outlined his own theory of calculus, the three laws of motion and the first rigorous account of his theory of universal gravitation. Together, this provided a revolutionary new mathematical description of the Universe. The work cemented his reputation and contains much of what he is remembered for today. Newton enters the world of politics Having made his name as a natural philosopher, Newton was attracted to a new life as a politician and public figure. Profoundly religious, Newton could not sit by while James II attempted to re-Catholicise Cambridge University – even if it meant nailing his own religious colours to the mast. He successfully fought James's reforms and got himself elected as a Member of Parliament. However, he made little impact in the Commons and appears on record only to ask for a window to be closed. Exhaustion and breakdown In mid-1693, Newton suffered a mental collapse when he suspected that his friends were conspiring against him. After working five nights in a row, Newton suffered what we might describe as a nervous breakdown. He later apologised to the philosopher John Locke and to the MP Samuel Pepys for having wished them dead, though whether he actually wished this is unclear. Yet Newton's fragile mental health did not dent his public reputation. He was soon offered an important new post. Newton saves Britain's currency As warden of the Royal Mint, Newton found a new calling. He attempted to make Britain's currency the most stable in the world. In the 17th Century, Britain's finances were in crisis. One in every 10 coins was forged, and often the metal in a coin was worth more than the face value of the coin itself. Newton oversaw a huge project to recall the old currency, and issue a more reliable one. Always methodical, Newton kept a database of counterfeiters, and prosecuted them with a puritanical fury. He was appointed Master of the Mint in 1700 and held the post for the rest of his life. Newton elected president of the Royal Society As the leading figure in British natural philosophy, Newton had completed his most important work. Now he set about securing his reputation. Newton was an imposing leader, obsessed by power and reputation. Though he continued to publish his own work, he also worked to make and break the reputations of other men. He tried to write Hooke out of history and began another bitter dispute with astronomer John Flamsteed by publishing Flamsteed's catalogue of stars without his consent. Newton remained an influential figure, surrounded by a new generation of students brought up on his ideas. Newton re-writes history in his favour Newton and Leibniz had quarrelled over who invented calculus. Now Newton saw a way to triumph over his intellectual nemesis. In 1713, the Royal Society formed a committee to decide once and for all who invented calculus. It found that Newton had beaten Leibniz by many years. However, the secret author of the Royal Society report was none other than Newton himself. Leibniz refused to concede defeat, and the feud only ended once both men were dead. Today, it is accepted that both men arrived at the calculus independently. Newton creates a legend At the very end of his life, Newton told a story which has become one of the most enduring legends in the history of science. Dining with fellow Royal Society member William Stukeley, Newton remembered that he had been sitting beneath an apple tree at his family home of Woolsthorpe, and a falling apple had prompted him to think about gravity. The story was also told by other people who knew Newton, including his niece Catherine who cared for him in his later years. However, the myth that Newton was hit on the head by the apple was a later invention. 20th March 1727 Newton died aged 84, and was buried with full honours in Westminster Abbey. As a celebrated natural philosopher, he was a new kind of national hero. Newton laid the foundations for our scientific age. His laws of motion and theory of gravity underpin much of modern physics and engineering. Yet he had believed he was put on Earth to decode the word of God, by studying both the scriptures and the book of nature. For him, theology and mathematics were part of one project to discover a single system of the world.	<urn:uuid:c8d856c1-0eb3-4c37-b37d-97a9809e6e0a>	CC-MAIN-2020-05	https://www.bbc.co.uk/teach/teach/isaac-newton-the-man-who-discovered-gravity/zh8792p	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250606872.19/warc/CC-MAIN-20200122071919-20200122100919-00347.warc.gz	en	0.986063	2,074	3.296875	3	[ 0.002888751681894064, 0.40918344259262085, 0.007814292795956135, -0.059405844658613205, -0.6701491475105286, 0.006936904974281788, 0.3522210717201233, 0.24413138628005981, 0.08387964963912964, 0.07763290405273438, -0.19926047325134277, -0.8516325950622559, 0.007038652431219816, -0.08322517...	5	Isaac Newton: The man who discovered gravity A genius with dark secrets Isaac Newton changed the way we understand the Universe. Revered in his own lifetime, he discovered the laws of gravity and motion and invented calculus. He helped to shape our rational world view. But Newton’s story is also one of a monstrous ego who believed that he alone was able to understand God’s creation. His private life was far from rational – consumed by petty jealousies, bitter rivalries and a ruthless quest for reputation. 25 December 1642 Not expected to survive the day Newton was born prematurely on Christmas morning, in Woolsthorpe, Lincolnshire. He was a tiny baby, given little chance of survival. The country he was born into was chaotic and turbulent. England was being torn apart by civil war. Plague was an ever-present threat. Many believed the end of the world was imminent. But the hamlet of Woolsthorpe was a quiet community, little touched by either war or plague, which respected Puritan values of sobriety, simple worship and hard work. A lonely boy who hated his stepfather Newton’s father had died before he was born. When Isaac was three, his mother left him with his grandmother and married a man from a nearby village. This turbulent start scarred Newton for life. He felt rejected by his family. He hated his stepfather and threatened to burn his house down. At Grantham school, Newton sought solace in books. He was unmoved by literature and poetry but loved mechanics and technology, inventing an elaborate system of sundials which was accurate to the minute. While his mother hoped he would run the family farm, his uncle and his headmaster realised Newton was destined for an intellectual life. A mathematical mentor Newton enrolled at Trinity College, Cambridge. Here he found a father figure who set him on the road to important discoveries. Isaac Barrow, Cambridge's first professor of mathematics, steered Newton away from the standard undergraduate texts and towards the big unsolved mathematical problems of the day, such as calculus - a way of describing how things change. Calculus would later be crucial for explaining the universe in mathematical terms. Newton also hunted out new works by men such as Descartes, who argued that the Universe was governed by mechanical laws. Newton’s productive plague years When Cambridge University was closed because of the plague, Newton was forced to return home. This was the most productive period of his life. Newton was driven by the belief that the path to true knowledge lay in making observations rather than reading books. For example, rather than trust texts on optics, he experimented by sticking a bodkin – a blunt needle – in his eye to see its effect. He laid the groundwork for his theories of calculus and laws of motion that would later make him famous. But, naturally secretive, he kept his ideas to himself. New ideas lead to a revolutionary new telescope Newton continued to experiment in his laboratory. This mix of theory and practice led him to many different kinds of discoveries. His theory of optics made him reconsider the design of the telescope, which up until this point was a large, cumbersome instrument. By using mirrors instead of lenses, Newton was able to create a more powerful instrument, 10 times smaller than traditional telescopes. When the Royal Society heard about Newton’s telescope they were impressed. This gave Newton the courage to tell them what he described as a ‘crucial experiment’ about light and colours. Taking criticism badly The Royal Society was an elite group who met to share and critique each other’s work. They encouraged Newton to share his ideas. But Newton's theories about light did not go down well. Other members of the Royal Society could not reproduce his results – partly because Newton had described his experiment in an obscure manner. Newton did not take the criticism well. When Robert Hooke challenged Newton’s letters on light and colours, he made a lifelong enemy. Newton had an ugly temper and an unshakable conviction that he was right. With his pride dented, he began to withdraw from intellectual life. A self-imposed exile Smarting from criticism, Newton isolated himself from other natural philosophers and dedicated himself to radical religious and alchemical work. With his mother on her deathbed, he returned home to Woolsthorpe and embarked on a period of solitary study. He became absorbed in alchemy, a secretive study of the nature of life and the medieval forerunner of chemistry. Some argue that these ideas, while not scientific in the sense that we understand them now, helped him think radical thoughts that shaped his most important work, including his theories of gravity. Newton's greatest rivalry begins When German philosopher Gottfried Leibniz published an important mathematical paper, it was the beginning of a lifelong feud between the two men. Leibniz, one of Europe’s most prominent philosophers, had set his mind to one of the trickiest problems in mathematics – the way equations could describe the physical world. Like Newton, he created a new theory of calculus. However, Newton claimed he'd done the same work 20 years before and that Leibniz had stolen his ideas. But the secretive Newton hadn't published his work and had to hastily return to his old notes so the world could see his workings . The Principia Mathematica: A foundation of modern science Challenged by Robert Hooke to prove his theories about planetary orbits, Newton produced what is considered the foundation for physics as we know it. The Philosophiae Naturalis Principia Mathematica took Newton two years to write. It was the culmination of more than 20 years of thinking. It outlined his own theory of calculus, the three laws of motion and the first rigorous account of his theory of universal gravitation. Together, this provided a revolutionary new mathematical description of the Universe. The work cemented his reputation and contains much of what he is remembered for today. Newton enters the world of politics Having made his name as a natural philosopher, Newton was attracted to a new life as a politician and public figure. Profoundly religious, Newton could not sit by while James II attempted to re-Catholicise Cambridge University – even if it meant nailing his own religious colours to the mast. He successfully fought James's reforms and got himself elected as a Member of Parliament. However, he made little impact in the Commons and appears on record only to ask for a window to be closed. Exhaustion and breakdown In mid-1693, Newton suffered a mental collapse when he suspected that his friends were conspiring against him. After working five nights in a row, Newton suffered what we might describe as a nervous breakdown. He later apologised to the philosopher John Locke and to the MP Samuel Pepys for having wished them dead, though whether he actually wished this is unclear. Yet Newton's fragile mental health did not dent his public reputation. He was soon offered an important new post. Newton saves Britain's currency As warden of the Royal Mint, Newton found a new calling. He attempted to make Britain's currency the most stable in the world. In the 17th Century, Britain's finances were in crisis. One in every 10 coins was forged, and often the metal in a coin was worth more than the face value of the coin itself. Newton oversaw a huge project to recall the old currency, and issue a more reliable one. Always methodical, Newton kept a database of counterfeiters, and prosecuted them with a puritanical fury. He was appointed Master of the Mint in 1700 and held the post for the rest of his life. Newton elected president of the Royal Society As the leading figure in British natural philosophy, Newton had completed his most important work. Now he set about securing his reputation. Newton was an imposing leader, obsessed by power and reputation. Though he continued to publish his own work, he also worked to make and break the reputations of other men. He tried to write Hooke out of history and began another bitter dispute with astronomer John Flamsteed by publishing Flamsteed's catalogue of stars without his consent. Newton remained an influential figure, surrounded by a new generation of students brought up on his ideas. Newton re-writes history in his favour Newton and Leibniz had quarrelled over who invented calculus. Now Newton saw a way to triumph over his intellectual nemesis. In 1713, the Royal Society formed a committee to decide once and for all who invented calculus. It found that Newton had beaten Leibniz by many years. However, the secret author of the Royal Society report was none other than Newton himself. Leibniz refused to concede defeat, and the feud only ended once both men were dead. Today, it is accepted that both men arrived at the calculus independently. Newton creates a legend At the very end of his life, Newton told a story which has become one of the most enduring legends in the history of science. Dining with fellow Royal Society member William Stukeley, Newton remembered that he had been sitting beneath an apple tree at his family home of Woolsthorpe, and a falling apple had prompted him to think about gravity. The story was also told by other people who knew Newton, including his niece Catherine who cared for him in his later years. However, the myth that Newton was hit on the head by the apple was a later invention. 20th March 1727 Newton died aged 84, and was buried with full honours in Westminster Abbey. As a celebrated natural philosopher, he was a new kind of national hero. Newton laid the foundations for our scientific age. His laws of motion and theory of gravity underpin much of modern physics and engineering. Yet he had believed he was put on Earth to decode the word of God, by studying both the scriptures and the book of nature. For him, theology and mathematics were part of one project to discover a single system of the world.	2,042	ENGLISH	1
The Royal Irish Constabulary (RIC) was the police force in Ireland (outside Dublin) from the early 19th century until 1922. From the 1850s the RIC performed a range of civil and local government duties together with their policing, integrating the constables with their local communities. While “barracks” in cities resembled those of the British Army, the term was also used for small country police stations often consisting of ordinary houses (as in the case at Oldcastle) or huts with a day-room and a few bedrooms. The Oldcastle RIC barracks was sited with a commanding view of the town centre as was common for RIC buildings at the time. Following the first volunteer attacks of the War of Independence in October 1919, smaller RIC barracks were evacuated and the garrisons transferred to the larger towns in Meath which featured more fortified buildings. Local volunteer groups from the Fifth Oldcastle Battalion were very active during the war of independence. The majority of constables in rural areas were drawn from the same social class, religion and general background as their neighbours. This was the case at Oldcastle where the 1911 census records indicate that the building was occupied by eight Roman Catholics aged between 20 and 51 (their identity is indicated by initials only). By the spring of 1920 several RIC barracks in Meath had been evacuated and the IRA had began to take over policing duties in the county although robberies became more prevalent. After the treaty was signed, the British and Irish Governments agreed to disband the RIC in January 1922. The Meath Chronicle of 18 March 1922 reported that “every police barracks in Meath is now cleared of RIC…. The old regime has given place to the new…. The flag of green, white and gold now proudly floats over fortresses hitherto sacred to the union Jack.”	<urn:uuid:91d4abd8-99f7-4bc1-87e0-892e6fcd4147>	CC-MAIN-2020-05	https://fmgarchitects.ie/media/articles/oldcastle-former-ric-barracks-building/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00482.warc.gz	en	0.986811	371	3.5	4	[ -0.24171923100948334, -0.284318745136261, 0.19535793364048004, 0.10670601576566696, 0.2759353220462799, -0.04720790311694145, 0.00909715797752142, -0.5327960252761841, -0.10027053952217102, -0.4657151401042938, 0.04636984318494797, -0.358489990234375, 0.22032125294208527, 0.346501886844635...	8	The Royal Irish Constabulary (RIC) was the police force in Ireland (outside Dublin) from the early 19th century until 1922. From the 1850s the RIC performed a range of civil and local government duties together with their policing, integrating the constables with their local communities. While “barracks” in cities resembled those of the British Army, the term was also used for small country police stations often consisting of ordinary houses (as in the case at Oldcastle) or huts with a day-room and a few bedrooms. The Oldcastle RIC barracks was sited with a commanding view of the town centre as was common for RIC buildings at the time. Following the first volunteer attacks of the War of Independence in October 1919, smaller RIC barracks were evacuated and the garrisons transferred to the larger towns in Meath which featured more fortified buildings. Local volunteer groups from the Fifth Oldcastle Battalion were very active during the war of independence. The majority of constables in rural areas were drawn from the same social class, religion and general background as their neighbours. This was the case at Oldcastle where the 1911 census records indicate that the building was occupied by eight Roman Catholics aged between 20 and 51 (their identity is indicated by initials only). By the spring of 1920 several RIC barracks in Meath had been evacuated and the IRA had began to take over policing duties in the county although robberies became more prevalent. After the treaty was signed, the British and Irish Governments agreed to disband the RIC in January 1922. The Meath Chronicle of 18 March 1922 reported that “every police barracks in Meath is now cleared of RIC…. The old regime has given place to the new…. The flag of green, white and gold now proudly floats over fortresses hitherto sacred to the union Jack.”	404	ENGLISH	1
The Lovings moved to Washington and had three children, but Mildred Loving did not like living away from her home. In 1963 she wrote to the U.S. attorney general for help. At his suggestion, she contacted the American Civil Liberties Union, which filed a motion in the county court to vacate the sentence and allow the Lovings to live in Virginia as husband and wife. The local judge refused and the ACLU filed subsequent unsuccessful suits in state and federal courts. The United States Supreme Court heard their case, and its unanimous ruling on June 12, 1967, overturned Virginia's law, stating that the freedom to marry a person of another race was an individual civil right that a state could not deny. Loving and her family returned to Caroline County, where they lived quietly in the home they built together. She often demurred that all we ever wanted was to get married, because we loved each other, but Loving's courage ensured that interracial couples no longer faced legal discrimination against marriage. Reprinted with permission of the Library of Virginia.	<urn:uuid:04bc53dc-97c2-4f98-9389-c361fba2f82b>	CC-MAIN-2020-05	https://www.theclio.com/entry/41193	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251799918.97/warc/CC-MAIN-20200129133601-20200129163601-00110.warc.gz	en	0.984894	213	3.265625	3	[ -0.3692930042743683, 0.19494490325450897, -0.4257102608680725, -0.06811881065368652, -0.040174856781959534, 0.3572292923927307, -0.18741463124752045, -0.2351367324590683, -0.018465211614966393, 0.1438872367143631, 0.05099662020802498, 0.5063178539276123, 0.19814370572566986, -0.40237912535...	2	The Lovings moved to Washington and had three children, but Mildred Loving did not like living away from her home. In 1963 she wrote to the U.S. attorney general for help. At his suggestion, she contacted the American Civil Liberties Union, which filed a motion in the county court to vacate the sentence and allow the Lovings to live in Virginia as husband and wife. The local judge refused and the ACLU filed subsequent unsuccessful suits in state and federal courts. The United States Supreme Court heard their case, and its unanimous ruling on June 12, 1967, overturned Virginia's law, stating that the freedom to marry a person of another race was an individual civil right that a state could not deny. Loving and her family returned to Caroline County, where they lived quietly in the home they built together. She often demurred that all we ever wanted was to get married, because we loved each other, but Loving's courage ensured that interracial couples no longer faced legal discrimination against marriage. Reprinted with permission of the Library of Virginia.	218	ENGLISH	1
Traders, Kings and Pilgrims Chapter 9 talks about traders, kingdoms along the coasts, silk route, the spread of Buddhism, pilgrims and beginning of Bhakti. About traders, students will get to learn how traders used to carry fine potters from the places they were made, how new routes were explored by them, etc. New kingdoms were set up along the coasts and how the silk route came into existence. How Buddhism was widely spread and at the conclusion, it describes the beginning of Bhakti. Students can understand these concepts precisely with the help of CBSE Class 6 History notes of Chapter 9 – Traders, Kings and Pilgrims. How to find out about trade and traders You have read in the previous chapter that fine pottery were found from several archaeological sites throughout the subcontinent. These potteries were carried by traders from the places they were made, to sell them at other places. South India was famous for gold, pepper, and precious stones. In the Roman Empire, pepper was valued so much that it was known as black gold. So, traders carried many of these goods to Rome in ships, across the sea, and by land in caravans. Several sea routes were explored by traders and some of these followed the coasts. There were others across the Arabian Sea and the Bay of Bengal, where sailors took advantage of the monsoon winds to cross the seas more quickly. New kingdoms along the coasts The southern half of the subcontinent was marked by a long coastline, and with hills, plateaus, and river valleys. Kaveri was the most fertile amongst the river valleys. Chiefs and kings become rich and powerful who controlled the river valleys and the coasts. Sangam poems mention the muvendar, a Tamil word meaning three chiefs, used for the heads of three ruling families, the Cholas, Cheras, and Pandyas, who became powerful in south India around 2300 years ago. Each of the three chiefs had two centres of power: one inland, and one on the coast. Among the six cities, two were important: Puhar or Kaveripattinam, the port of the Cholas, and Madurai, the capital of the Pandyas. Instead of regular taxes, the chiefs demanded and received gifts from the people. They used to go on military expeditions to collect tribute from neighbouring areas. Some of the wealth they kept for themselves and the rest they distributed amongst their supporters, including members of their family, soldiers, and poets. Many poets’ compositions were found in the Sangam collection who were awarded precious stones, gold, horses, elephants, chariots, and fine cloth. Around 200 years later a dynasty known as the Satavahanas became powerful in western India. The most important ruler of the Satavahanas was Gautamiputra Shri Satakarni. He and other Satavahana rulers were known as lords of the dakshinapatha, literally the route leading to the south, which was also used as a name for the entire southern region. The story of the Silk Route The process of making silk was very complicated. Raw silk has to be extracted from the cocoons of silkworms, spun into thread and then woven into cloth. China first invented the technique of making silk. The method used by China was kept as a secret for thousands of years. People from China who went to distant lands on foot, horseback, and on camels, carried silk with them. The paths they followed came to be known as the Silk Route. Chinese rulers sometimes sent gifts of silk to rulers in Iran and West Asia, due to which the knowledge of silk spread further west. Amongst the rulers and rich people in Rome, wearing silk became the fashion about 2000 years ago. At that period, silk was very expensive, as it had to be brought all the way from China, via roads, through mountains and deserts. Some kings tried to control large portions of the route, because they could benefit from taxes, tributes and gifts that were brought by traders travelling along the route. In return, they protected the traders who passed through their kingdoms from attacks by robbers. The Silk route was controlled by the Kushanas, who ruled over central Asia and north-west India around 2000 years ago. Their two major centres of power were Peshawar and Mathura. Taxila was also included in their kingdom. During their rule, a branch of the Silk Route extended from Central Asia down to the seaports at the mouth of the river Indus, from where silk was shipped westwards to the Roman Empire. The spread of Buddhism Kanishka was the most famous Kushana ruler, who ruled around 1900 years ago. He organised a Buddhist council, where scholars met and discussed important matters. Ashvaghosha, a poet who composed a biography of the Buddha, the Buddhacharita, lived in his court. Mahayana Buddhism, a new form of Buddhism, developed which had two distinct features. Earlier, the Buddha’s presence was shown in sculpture by using certain signs. For instance, his attainment of enlightenment was shown by sculptures of the peepal tree. Later, statues of the Buddha were made in Mathura and in Taxila. Bodhisattvas were supposed to be persons who had attained enlightenment and after attaining enlightenment, they could live in complete isolation and meditate in peace. But, they remained in the world to teach and help other people. In India, Buddhism was spread to the western and eastern regions, where dozens of caves were hollowed out of hills for monks to live in. Some of these caves were made on the orders of kings and queens, others by merchants and farmers, located near passes through the Western Ghats. Buddhism also spread southeastwards, to Sri Lanka, Myanmar, Thailand, and other parts of Southeast Asia including Indonesia. The older form of Buddhism, known as Theravada Buddhism was more popular in these areas. The quest of the pilgrims The Chinese Buddhist pilgrims, Fa Xian, came to the subcontinent about 1600 years ago, Xuan Zang and I-Qing, came about 50 years after Xuan Zang. They came to visit places associated with the life of the Buddha as well as famous monasteries. Each of these pilgrims wrote of the dangers they encountered on their travels, which took years, of the countries and the monasteries that they visited, and the books they carried back with them. Xuan Zang, took the land route back to China. He carried back statues of the Buddha made of gold, silver and sandalwood, and over 600 manuscripts loaded on the backs of 20 horses. Over 50 manuscripts were lost when the boat on which he was crossing the Indus capsized. He spent the rest of his life translating the remaining manuscripts from Sanskrit into Chinese. The beginning of Bhakti During this time, the worship of certain deities Siva, Vishnu, and goddesses such as Durga, gained importance in Hinduism. These deities were worshipped through Bhakti, an idea that became very popular. Bhakti means a person’s devotion to his or her chosen deity. In the sacred book of Hindus, the Bhagavad Gita, the idea of Bhakti is present, which is included in the Mahabharata. In this Krishna the God, asked Arjuna, his devotee and friend, to abandon all dharmas and take refuge in him, as only he can set Arjuna free from every evil. This form of worship widely spread to different parts of the country. Those who followed the system of Bhakti emphasised devotion and individual worship of a god or goddess, rather than the performance of elaborate sacrifices. According to this system of belief, if a devotee worships the chosen deity with a pure heart, the deity will appear in the form in which he or she may desire. It could be thought of as a human being, lion, tree or any other form.	<urn:uuid:b959f938-ead5-421e-aaa6-093227d8e008>	CC-MAIN-2020-05	https://byjus.com/cbse-notes/class-6-social-science-history-chapter-9-traders-kings-and-pilgrims/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251671078.88/warc/CC-MAIN-20200125071430-20200125100430-00036.warc.gz	en	0.984611	1,664	3.96875	4	[ -0.003108280012384057, -0.0226910337805748, -0.06201781705021858, -0.3372427523136139, -0.22662138938903809, -0.33186888694763184, 0.4618987441062927, -0.3101443648338318, -0.03040434420108795, -0.13679854571819305, -0.009217629209160805, -0.48697394132614136, 0.026569779962301254, 0.36277...	2	Traders, Kings and Pilgrims Chapter 9 talks about traders, kingdoms along the coasts, silk route, the spread of Buddhism, pilgrims and beginning of Bhakti. About traders, students will get to learn how traders used to carry fine potters from the places they were made, how new routes were explored by them, etc. New kingdoms were set up along the coasts and how the silk route came into existence. How Buddhism was widely spread and at the conclusion, it describes the beginning of Bhakti. Students can understand these concepts precisely with the help of CBSE Class 6 History notes of Chapter 9 – Traders, Kings and Pilgrims. How to find out about trade and traders You have read in the previous chapter that fine pottery were found from several archaeological sites throughout the subcontinent. These potteries were carried by traders from the places they were made, to sell them at other places. South India was famous for gold, pepper, and precious stones. In the Roman Empire, pepper was valued so much that it was known as black gold. So, traders carried many of these goods to Rome in ships, across the sea, and by land in caravans. Several sea routes were explored by traders and some of these followed the coasts. There were others across the Arabian Sea and the Bay of Bengal, where sailors took advantage of the monsoon winds to cross the seas more quickly. New kingdoms along the coasts The southern half of the subcontinent was marked by a long coastline, and with hills, plateaus, and river valleys. Kaveri was the most fertile amongst the river valleys. Chiefs and kings become rich and powerful who controlled the river valleys and the coasts. Sangam poems mention the muvendar, a Tamil word meaning three chiefs, used for the heads of three ruling families, the Cholas, Cheras, and Pandyas, who became powerful in south India around 2300 years ago. Each of the three chiefs had two centres of power: one inland, and one on the coast. Among the six cities, two were important: Puhar or Kaveripattinam, the port of the Cholas, and Madurai, the capital of the Pandyas. Instead of regular taxes, the chiefs demanded and received gifts from the people. They used to go on military expeditions to collect tribute from neighbouring areas. Some of the wealth they kept for themselves and the rest they distributed amongst their supporters, including members of their family, soldiers, and poets. Many poets’ compositions were found in the Sangam collection who were awarded precious stones, gold, horses, elephants, chariots, and fine cloth. Around 200 years later a dynasty known as the Satavahanas became powerful in western India. The most important ruler of the Satavahanas was Gautamiputra Shri Satakarni. He and other Satavahana rulers were known as lords of the dakshinapatha, literally the route leading to the south, which was also used as a name for the entire southern region. The story of the Silk Route The process of making silk was very complicated. Raw silk has to be extracted from the cocoons of silkworms, spun into thread and then woven into cloth. China first invented the technique of making silk. The method used by China was kept as a secret for thousands of years. People from China who went to distant lands on foot, horseback, and on camels, carried silk with them. The paths they followed came to be known as the Silk Route. Chinese rulers sometimes sent gifts of silk to rulers in Iran and West Asia, due to which the knowledge of silk spread further west. Amongst the rulers and rich people in Rome, wearing silk became the fashion about 2000 years ago. At that period, silk was very expensive, as it had to be brought all the way from China, via roads, through mountains and deserts. Some kings tried to control large portions of the route, because they could benefit from taxes, tributes and gifts that were brought by traders travelling along the route. In return, they protected the traders who passed through their kingdoms from attacks by robbers. The Silk route was controlled by the Kushanas, who ruled over central Asia and north-west India around 2000 years ago. Their two major centres of power were Peshawar and Mathura. Taxila was also included in their kingdom. During their rule, a branch of the Silk Route extended from Central Asia down to the seaports at the mouth of the river Indus, from where silk was shipped westwards to the Roman Empire. The spread of Buddhism Kanishka was the most famous Kushana ruler, who ruled around 1900 years ago. He organised a Buddhist council, where scholars met and discussed important matters. Ashvaghosha, a poet who composed a biography of the Buddha, the Buddhacharita, lived in his court. Mahayana Buddhism, a new form of Buddhism, developed which had two distinct features. Earlier, the Buddha’s presence was shown in sculpture by using certain signs. For instance, his attainment of enlightenment was shown by sculptures of the peepal tree. Later, statues of the Buddha were made in Mathura and in Taxila. Bodhisattvas were supposed to be persons who had attained enlightenment and after attaining enlightenment, they could live in complete isolation and meditate in peace. But, they remained in the world to teach and help other people. In India, Buddhism was spread to the western and eastern regions, where dozens of caves were hollowed out of hills for monks to live in. Some of these caves were made on the orders of kings and queens, others by merchants and farmers, located near passes through the Western Ghats. Buddhism also spread southeastwards, to Sri Lanka, Myanmar, Thailand, and other parts of Southeast Asia including Indonesia. The older form of Buddhism, known as Theravada Buddhism was more popular in these areas. The quest of the pilgrims The Chinese Buddhist pilgrims, Fa Xian, came to the subcontinent about 1600 years ago, Xuan Zang and I-Qing, came about 50 years after Xuan Zang. They came to visit places associated with the life of the Buddha as well as famous monasteries. Each of these pilgrims wrote of the dangers they encountered on their travels, which took years, of the countries and the monasteries that they visited, and the books they carried back with them. Xuan Zang, took the land route back to China. He carried back statues of the Buddha made of gold, silver and sandalwood, and over 600 manuscripts loaded on the backs of 20 horses. Over 50 manuscripts were lost when the boat on which he was crossing the Indus capsized. He spent the rest of his life translating the remaining manuscripts from Sanskrit into Chinese. The beginning of Bhakti During this time, the worship of certain deities Siva, Vishnu, and goddesses such as Durga, gained importance in Hinduism. These deities were worshipped through Bhakti, an idea that became very popular. Bhakti means a person’s devotion to his or her chosen deity. In the sacred book of Hindus, the Bhagavad Gita, the idea of Bhakti is present, which is included in the Mahabharata. In this Krishna the God, asked Arjuna, his devotee and friend, to abandon all dharmas and take refuge in him, as only he can set Arjuna free from every evil. This form of worship widely spread to different parts of the country. Those who followed the system of Bhakti emphasised devotion and individual worship of a god or goddess, rather than the performance of elaborate sacrifices. According to this system of belief, if a devotee worships the chosen deity with a pure heart, the deity will appear in the form in which he or she may desire. It could be thought of as a human being, lion, tree or any other form.	1,687	ENGLISH	1
John Marshall was born on September 24, 1755 in Prince William County, Virginia. When John was ten, his father decided that they were going to move into a valley in the Blue Ridge Mountains, almost thirty miles from the house they lived. John’s parents were not well educated but they could read and write. The books were very hard to take care of and were very expensive. Marshall had a house bible but other than that they have almost no books to refer to. John’s father Thomas was good friends with George Washington. Washington had a library and he let John use and was the books were very helpful. The Marshall family had decided that John would be a lawyer. John went to William and Mary College, where he attended the law lectures of George Wythe. John Marshall joined the Culpeper Minute Men and was chosen as the Lieutenant. John’s grandfather, on his mother’s side, had been one of Yorktown’s wealthiest men but the war had ruined him financially. The family had taken a small tenement apartment next to the headquarters of Colonel Thomas Marshall who extended his protection. Marshall’s private law practice continuously grew. He became a well-known attorney but his dress habits didn’t change. Then he hired the best dressed attorney he could find for the customary one hundred dollars. Finally Marshall went to court to a hearing and was so deeply impressed that he pleaded to take the case. The fellow had paid the lawyer. He only had five dollars left and he took the case. In 1797, President John Adams appointed him to an American Mission to France to aid in the trade negotiations. John Marshall returned to the United States to be enthusiastically received by most of the country. Marshall was a part of the Marbury vs. Madison trial, his opinion of the trial was his intellectual and of moral force and he foreshadowed the views he would express in later trials. After becoming the First Chief Justice Marshall was asked by the nephew of George Washington to write the official biography. He was unprepared to write the biography but he decided to do it anyway. The biography that he wrote took four years to write and was five volumes. John Marshall fought in many trials during his lifetime, they are: Marbury vs. Madison fought in 1803 McColloch Vs. Maryland fought in 1819 Dartmouth College vs. Woodward fought in 1819 Cohens vs. Virginia fought in 1821 Gibbons vs. Odgen fought in 1831 Cherokee Nation vs. State of Georgia fought in 1831 Three years after the Cherokee Nation vs. State of Georgia trial John Marshall died. Now, in his honor, there is a dedicated law school, in Chicago, named after him because of his accomplishments. John Marshall Law School is where my father attended law school.	<urn:uuid:33be8f40-2612-4e73-a31f-2b1b5362463c>	CC-MAIN-2020-05	https://santosforcongress.com/john-marshall/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250598726.39/warc/CC-MAIN-20200120110422-20200120134422-00546.warc.gz	en	0.990878	609	3.359375	3	[ -0.4407879114151001, 0.6448320150375366, 0.4752817153930664, -0.10675977170467377, -0.12255439162254333, 0.17358654737472534, 0.19548404216766357, 0.08397258818149567, -0.5107971429824829, -0.42178255319595337, -0.053821347653865814, 0.26888057589530945, 0.018049024045467377, 0.20598490536...	7	John Marshall was born on September 24, 1755 in Prince William County, Virginia. When John was ten, his father decided that they were going to move into a valley in the Blue Ridge Mountains, almost thirty miles from the house they lived. John’s parents were not well educated but they could read and write. The books were very hard to take care of and were very expensive. Marshall had a house bible but other than that they have almost no books to refer to. John’s father Thomas was good friends with George Washington. Washington had a library and he let John use and was the books were very helpful. The Marshall family had decided that John would be a lawyer. John went to William and Mary College, where he attended the law lectures of George Wythe. John Marshall joined the Culpeper Minute Men and was chosen as the Lieutenant. John’s grandfather, on his mother’s side, had been one of Yorktown’s wealthiest men but the war had ruined him financially. The family had taken a small tenement apartment next to the headquarters of Colonel Thomas Marshall who extended his protection. Marshall’s private law practice continuously grew. He became a well-known attorney but his dress habits didn’t change. Then he hired the best dressed attorney he could find for the customary one hundred dollars. Finally Marshall went to court to a hearing and was so deeply impressed that he pleaded to take the case. The fellow had paid the lawyer. He only had five dollars left and he took the case. In 1797, President John Adams appointed him to an American Mission to France to aid in the trade negotiations. John Marshall returned to the United States to be enthusiastically received by most of the country. Marshall was a part of the Marbury vs. Madison trial, his opinion of the trial was his intellectual and of moral force and he foreshadowed the views he would express in later trials. After becoming the First Chief Justice Marshall was asked by the nephew of George Washington to write the official biography. He was unprepared to write the biography but he decided to do it anyway. The biography that he wrote took four years to write and was five volumes. John Marshall fought in many trials during his lifetime, they are: Marbury vs. Madison fought in 1803 McColloch Vs. Maryland fought in 1819 Dartmouth College vs. Woodward fought in 1819 Cohens vs. Virginia fought in 1821 Gibbons vs. Odgen fought in 1831 Cherokee Nation vs. State of Georgia fought in 1831 Three years after the Cherokee Nation vs. State of Georgia trial John Marshall died. Now, in his honor, there is a dedicated law school, in Chicago, named after him because of his accomplishments. John Marshall Law School is where my father attended law school.	617	ENGLISH	1
William Moon (1818-1894) was the inventor in the mid-1840s of an embossed alphabet for the blind (known as ‘The Moon Alphabet’, ‘Moon type’, or simply ‘moon’). He and his two children devoted their lives to the development and promotion of this alphabet [Adelaide (1845-1914) in the UK, and Robert (1844-1914) in the USA]. William Moon was born near Tunbridge Wells and contracted scarlet fever as a child. This led to partial blindness which had become total by the age of 21. He spent his adult life living in Brighton, initially with his widowed mother and subsequently with his first wife, Mary, and second wife, Anna Maria. In his early years, he scraped a living by teaching other blind people to read by touch. In addition to publishing moon books, much of his later life was devoted to initiating and promoting local Home Teaching Societies, and their associated free lending libraries of embossed books, to bring literacy to the blind. During and after his lifetime such societies were set up in many parts of the world. In France, Louis Braille (1809-1852) had invented the alphabet that bears his name as a blind teenager in 1824. It was inspired by a more complex French military system intended to allow soldiers to read in the dark. Although braille was eventually to become the standard alphabet for the blind throughout the world, at the time of Moon’s invention it was little known outside Paris and remained that way until after Braille’s death. In contrast to braille, Moon’s system is based on the standard alphabet. It comprises 14 symbols each with a clear bold outline used in various rotations. For many blind people, especially those who become blind late in life, people with a restricted sense of touch, and those with learning difficulties, moon is significantly easier to learn than the more abstract braille system. However, many people have also gained confidence from first learning moon and then moved on to learn braille. Compared to braille, moon had two main disadvantages: (i) texts written in moon were very bulky (the Bible required 4,000 pages spread over 58 volumes), and (ii) moon was laborious to write, even with mechanical assistance, whereas braille was relatively easy to produce. Despite these issues, moon was very successful in the nineteenth century. Moon remains in limited use to this day although the RNIB discontinued most of their moon products, courses and services in early 2012 [PDF]. However, the introduction of ‘dotty moon’ means that moon text can now be easily and cheaply produced using standard braille embossers coupled to a computer with the appropriate software. Such a system is currently in use at Linden Lodge School. William Moon’s work led to various formal accolades during his lifetime, most notably the honorary LL.D. awarded by the University of Philadelphia in 1871 which gave him the title by which he is commonly known today. Something of Dr. Moon’s personality and method of operating is captured by the following anecdote taken from his unpublished autobiography: At this point it is interesting to learn from Dr. Moon’s autobiography how he had approached the staggering problem of printing moon for the Chinese. He began by writing to the secretary of The British and Foreign Bible Society saying that he thought he could print some books for the blind in the Chinese language. The secretary replied “Do you not think it a great piece of presumption to suppose that you can do anything for the blind in China?”, “Not at all” said Dr. Moon “If I had I should not have written to you.” The secretary enquired what assistance he needed and was told, “Money and a Chinese dictionary,” Two days later he received a cheque for £25 and seven large quarto volumes of a Chinese dictionary and grammar. “To work I went” reads the autobiography “and studied the language and in short time was able to prepare a few texts of scripture in my simplified alphabet for the blind.” He was given the opportunity of meeting Mr. Hockee, a Chinese gentlemen, who helped him to prepare The Lord’s Prayer in the “Pekin Colloquial”. This was sent to the local missionary at Ningpoo, a Miss Alders. She liked it and ordered some portions of the Church liturgy and a chapter of St. Luke’s Gospel. This was immediately provided at the expense of a benevolent gentleman, Mr. Taylor, of Clapham Common. [reported by Andrew R. Cooper, A short history of Dr. William Moon] The Croft was built in 1890 as a summer residence for the Moon family. It replaced an earlier house on the same site, one that is recorded on the 1842 Edburton tithe map. It is a substantial property and sits well back from the road. Early in the autumn of 1892 [Dr. Moon] was attacked by an illness which turned out to be a slight paralytic stroke. He was at the time staying at his country residence, The Croft, which he had built at Fulking .. as soon as he was able to go about again, he earnestly begged to be allowed to tell the “good tidings” once more in the Mission House which adjoined his grounds; and it was thought that it would be a comfort to him if he were permitted occasionally to give some public addresses to the people of the village .. He spent the winter of 1892 in Brighton, returning to The Croft as soon as the weather would permit in 1893. In order that he might take exercise easily whenever he chose, his daughter caused a perfectly level walk to be constructed around the lawn. The path was provided with a handrail, and by placing his hand upon it he could walk alone and with safety. In this way his health seemed to be re-established .. Even so near the end as the summer of 1894, when he returned to Fulking, he eagerly listened to the reports constantly brought to him from Brighton by his daughter, on whom there had lain for some time the chief burden of the work. [Rutherfurd 1898, pages 257-258] Dr. Moon had built the Mission House around 1890 on land next to his house that had been given to the rector, Francis Gell, and his successors by John George Blaker of Brighton a couple of years earlier. Adelaide played a major role in the success of moon. She helped to run the printing house at 104 Queens Road, Brighton that produced the many moon books that were sent out to libraries for the blind around the world. And it seems likely that she introduced the first moon typewriter in 1908. When she died in 1914, The Croft was left to Samuel Payne to live in for the rest of his natural life (he died in 1923). Members of the Payne family are recorded as living in Fulking from at least 1841 to the 1920s. And the relevant Kelly’s Directory has Samuel Payne living in Fulking House as of 1922. The Croft later belonged to the Harris family who rented it out to Miss Atkins who was Clerk to the Parish Council (and also secretary of one or more other village organisations) and after that Edwin Harris lived there with his wife and family. Since the late 1970s it has changed hands several times until the present owners purchased it in 1997. A plaque to the right of the front door records the link to Dr. Moon. For more information about Dr. Moon and moon, see: - John Rutherfurd (1898) William Moon and his work for the blind. London: Hodder & Stoughton [PDF, reprint also available at Amazon]; - The documentation and resources made available at the Moon Literacy website; - The collection of articles provided by the Brighton Society for the Blind. [Post updated 9th November 2012.] [Copyright © 2012, Anthony R. Brooks. Adapted from Anthony R. Brooks (2008) The Changing Times of Fulking & Edburton. Chichester: RPM Print & Design, pages 155-156.] Currently popular local history posts: - The Aerial Cableway 1894-1909 - The Steep Grade Railway 1897-1909 - Tottington Manor: Sussex WWII Auxiliary Units HQ - Customary Cottage - Perching Manor - The Shepherd and Dog - John Ruskin, the pump house, and the fountain - The manor of Perching - Perching Barn - Fulking Post Office	<urn:uuid:2deaf676-f1bf-4f73-969f-9700976e1b67>	CC-MAIN-2020-05	https://fulking.net/dr-moon-at-the-croft/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00014.warc.gz	en	0.983322	1,800	3.59375	4	[ -0.13150711357593536, -0.1158825233578682, 0.23277272284030914, -0.24083980917930603, -0.7418632507324219, 0.2836024761199951, 0.0943334698677063, -0.15109828114509583, -0.18633593618869781, -0.18543609976768494, -0.040744394063949585, 0.07432875782251358, 0.21037186682224274, -0.076032191...	1	William Moon (1818-1894) was the inventor in the mid-1840s of an embossed alphabet for the blind (known as ‘The Moon Alphabet’, ‘Moon type’, or simply ‘moon’). He and his two children devoted their lives to the development and promotion of this alphabet [Adelaide (1845-1914) in the UK, and Robert (1844-1914) in the USA]. William Moon was born near Tunbridge Wells and contracted scarlet fever as a child. This led to partial blindness which had become total by the age of 21. He spent his adult life living in Brighton, initially with his widowed mother and subsequently with his first wife, Mary, and second wife, Anna Maria. In his early years, he scraped a living by teaching other blind people to read by touch. In addition to publishing moon books, much of his later life was devoted to initiating and promoting local Home Teaching Societies, and their associated free lending libraries of embossed books, to bring literacy to the blind. During and after his lifetime such societies were set up in many parts of the world. In France, Louis Braille (1809-1852) had invented the alphabet that bears his name as a blind teenager in 1824. It was inspired by a more complex French military system intended to allow soldiers to read in the dark. Although braille was eventually to become the standard alphabet for the blind throughout the world, at the time of Moon’s invention it was little known outside Paris and remained that way until after Braille’s death. In contrast to braille, Moon’s system is based on the standard alphabet. It comprises 14 symbols each with a clear bold outline used in various rotations. For many blind people, especially those who become blind late in life, people with a restricted sense of touch, and those with learning difficulties, moon is significantly easier to learn than the more abstract braille system. However, many people have also gained confidence from first learning moon and then moved on to learn braille. Compared to braille, moon had two main disadvantages: (i) texts written in moon were very bulky (the Bible required 4,000 pages spread over 58 volumes), and (ii) moon was laborious to write, even with mechanical assistance, whereas braille was relatively easy to produce. Despite these issues, moon was very successful in the nineteenth century. Moon remains in limited use to this day although the RNIB discontinued most of their moon products, courses and services in early 2012 [PDF]. However, the introduction of ‘dotty moon’ means that moon text can now be easily and cheaply produced using standard braille embossers coupled to a computer with the appropriate software. Such a system is currently in use at Linden Lodge School. William Moon’s work led to various formal accolades during his lifetime, most notably the honorary LL.D. awarded by the University of Philadelphia in 1871 which gave him the title by which he is commonly known today. Something of Dr. Moon’s personality and method of operating is captured by the following anecdote taken from his unpublished autobiography: At this point it is interesting to learn from Dr. Moon’s autobiography how he had approached the staggering problem of printing moon for the Chinese. He began by writing to the secretary of The British and Foreign Bible Society saying that he thought he could print some books for the blind in the Chinese language. The secretary replied “Do you not think it a great piece of presumption to suppose that you can do anything for the blind in China?”, “Not at all” said Dr. Moon “If I had I should not have written to you.” The secretary enquired what assistance he needed and was told, “Money and a Chinese dictionary,” Two days later he received a cheque for £25 and seven large quarto volumes of a Chinese dictionary and grammar. “To work I went” reads the autobiography “and studied the language and in short time was able to prepare a few texts of scripture in my simplified alphabet for the blind.” He was given the opportunity of meeting Mr. Hockee, a Chinese gentlemen, who helped him to prepare The Lord’s Prayer in the “Pekin Colloquial”. This was sent to the local missionary at Ningpoo, a Miss Alders. She liked it and ordered some portions of the Church liturgy and a chapter of St. Luke’s Gospel. This was immediately provided at the expense of a benevolent gentleman, Mr. Taylor, of Clapham Common. [reported by Andrew R. Cooper, A short history of Dr. William Moon] The Croft was built in 1890 as a summer residence for the Moon family. It replaced an earlier house on the same site, one that is recorded on the 1842 Edburton tithe map. It is a substantial property and sits well back from the road. Early in the autumn of 1892 [Dr. Moon] was attacked by an illness which turned out to be a slight paralytic stroke. He was at the time staying at his country residence, The Croft, which he had built at Fulking .. as soon as he was able to go about again, he earnestly begged to be allowed to tell the “good tidings” once more in the Mission House which adjoined his grounds; and it was thought that it would be a comfort to him if he were permitted occasionally to give some public addresses to the people of the village .. He spent the winter of 1892 in Brighton, returning to The Croft as soon as the weather would permit in 1893. In order that he might take exercise easily whenever he chose, his daughter caused a perfectly level walk to be constructed around the lawn. The path was provided with a handrail, and by placing his hand upon it he could walk alone and with safety. In this way his health seemed to be re-established .. Even so near the end as the summer of 1894, when he returned to Fulking, he eagerly listened to the reports constantly brought to him from Brighton by his daughter, on whom there had lain for some time the chief burden of the work. [Rutherfurd 1898, pages 257-258] Dr. Moon had built the Mission House around 1890 on land next to his house that had been given to the rector, Francis Gell, and his successors by John George Blaker of Brighton a couple of years earlier. Adelaide played a major role in the success of moon. She helped to run the printing house at 104 Queens Road, Brighton that produced the many moon books that were sent out to libraries for the blind around the world. And it seems likely that she introduced the first moon typewriter in 1908. When she died in 1914, The Croft was left to Samuel Payne to live in for the rest of his natural life (he died in 1923). Members of the Payne family are recorded as living in Fulking from at least 1841 to the 1920s. And the relevant Kelly’s Directory has Samuel Payne living in Fulking House as of 1922. The Croft later belonged to the Harris family who rented it out to Miss Atkins who was Clerk to the Parish Council (and also secretary of one or more other village organisations) and after that Edwin Harris lived there with his wife and family. Since the late 1970s it has changed hands several times until the present owners purchased it in 1997. A plaque to the right of the front door records the link to Dr. Moon. For more information about Dr. Moon and moon, see: - John Rutherfurd (1898) William Moon and his work for the blind. London: Hodder & Stoughton [PDF, reprint also available at Amazon]; - The documentation and resources made available at the Moon Literacy website; - The collection of articles provided by the Brighton Society for the Blind. [Post updated 9th November 2012.] [Copyright © 2012, Anthony R. Brooks. Adapted from Anthony R. Brooks (2008) The Changing Times of Fulking & Edburton. Chichester: RPM Print & Design, pages 155-156.] Currently popular local history posts: - The Aerial Cableway 1894-1909 - The Steep Grade Railway 1897-1909 - Tottington Manor: Sussex WWII Auxiliary Units HQ - Customary Cottage - Perching Manor - The Shepherd and Dog - John Ruskin, the pump house, and the fountain - The manor of Perching - Perching Barn - Fulking Post Office	1,866	ENGLISH	1
In the general disorder, the Papacy, under some very able men, markedly increased its power and extended the geographical range of its authority. In principle, as we have seen, even before the year 500 its claims were sweeping. Whether those claims would be implemented depended upon the opportunity and upon the ability of the individuals in the Papal chair. The political disorders offered the challenge. Some Popes were weak and did not rise to the occasion. Indeed, as we are to see, towards the end of the period the Papacy fell victim for a time to the turbulence of the surrounding political scene and sank to an all-time low in its power. Yet it also had some very able and devoted men. Of the Popes of this period the strongest was Gregory I, by common consent called the Great. Significantly, too, he was canonized by the Catholic Church and esteemed a saint, an exemplar of Christian faith and life. Occupying the throne of Peter from 590 to his death in 604, or for only fourteen years, he packed into that brief period a prodigious amount of work and achievement. Gregory came from a prominent Roman house and had a Pope among his ancestors. The family was deeply religious. Three of his father's sisters dedicated themselves as virgins and two of them were eventually enrolled as saints. After his father's death his mother adopted the monastic life and later was canonized. Gregory was born about the year 540 and was given as good an education as the Rome of his day could provide. That city had been sacked again and again, it was greatly reduced in population, its aqueducts were no longer functioning, and many of the huge public buildings of imperial days were falling into ruins. Gregory knew no Greek and cared little for the classical pre-Christian Latin authors or for philosophy, astronomy, or mathematics. He early showed marked administrative ability and was appointed by the Emperor to head the civil administration of the city. Through the death of his father he inherited large wealth. Much of that wealth was in Sicily and with it he founded and endowed six monasteries off that island. He also turned his ancestral home in Rome into a monastery. The remainder of his fortune he gave to the poor. Whether he ever became technically a monk is in debate, but he was undoubtedly attracted to the monastery, frequented the one which he had founded in Rome, led an ascetic life, and was a warm admirer of Benedict. Indeed, most of our authentic information about the latter comes through him. The Pope appointed him one of the seven regionary deacons of the city, officers whose duty it was to look after the administration of alms. For six years he served in Constantinople as the Papal representative at the imperial court. When he arrived, Justinian had been dead for less than fifteen years, much of Italy, including Rome, was still in the Empire, and the Christological controversies had not yet been finally resolved, Always strictly and gravely orthodox, he was grieved by the large number of Monophysites who were separated from the Catholic Church. While in Constantinople he wrote voluminously in the clear but unadorned Latin which was characteristic of him. Returning to Rome about 585 or 586, he became secretary to the Pope. In 590, through the popular acclaim of the clergy and people of Rome, Gregory was elected Pope. He was most reluctant to assume the duties of the office and is said to have written to Constantinople asking that the necessary imperial confirmation not be given. As Pope he faced a combination of problems which would have appalled and baffled a less able and resolute man, and he had to meet them under the handicap of physical frailty and recurrent attacks of indigestion, gout, and fever. His was the responsibility for seeing that the population of Rome was fed. Shortly before his accession the city had suffered from an inundation of the Tiber and the ensuing pestilence, and this aggravated his problem. The Lombards were expanding their power in Italy. In addition to the military threat of their arms and to the ruthless pillaging which is associated with invasions, they presented a religious challenge, for, to the extent that they were Christians, they were Arians. Gregory had the responsibility for the very large physical possessions of the Church of Rome, including its buildings in Rome and its endowments, chiefly in lands, in Italy, Sicily, Gaul, and North Africa. He held to the traditional claims of his see for priority in the Catholic Church, and as Patriarch in the West felt especial responsibility for Italy, Gaul, and Spain. At the outset he may almost have despaired of saving from shipwreck what he called "the rotten old vessel of which God had given" him "the charge." Gregory rose to all the manifold obligations and reached out beyond them to new enterprises. He saw that Rome's poor were fed and that the church fabrics of the city were repaired and maintained. He managed the estates of the church so successfully that their revenues were increased, but with humane treatment of those who cultivated their lands. He raised armies, kept Rome inviolate from Lombard attacks, negotiated with both Lombards and imperial officials, and on his own authority made peace with the Lombards. During his pontificate he was the outstanding figure in Italy, in its political as well as its ecclesiastical life. He exercised authority in Gaul and Spain, attempted to reform abuses in the church in the Frankish domains, reached out into Illyricum, and inaugurated the Roman mission to Britain of which we are to hear more in a moment. He maintained contacts with the other patriarchs of the Catholic Church and insisted on the primacy of Rome, especially against the claims of the Patriarch of Constantinople. Gregory preached frequently. He also gave thought and effort to the public services of the Church, including its liturgy and music. He introduced changes in the liturgy. The type of music called Gregorian and which attained wide and prolonged popularity has been attributed to him. Just how much, if anything, he had to do with it has been in dispute, but it is clear that he was interested in the music of the Church and it is probable that he at least made decisive modifications by editing what had come down from the past. He maintained strict discipline among the clergy, sought to enforce the rule of clerical celibacy which had long been the ideal in the West, and gave especial oversight to the bishops who were in the ecclesiastical province of which the Bishop of Rome was metropolitan. He was greatly interested in monasteries, gave them increased liberty from the supervision of the bishops to govern their internal secular affairs, and was zealous in reforming those foundations which had lapsed morally and spiritually. He deposed unworthy abbots, sought to prevent monks from wandering about from one monastery to another, and, to obviate causes for scandal, decreed that women's convents be kept far apart from men's monasteries. While one of his favorite designations of himself, servus servorum Dei ("servant of the servants of God") had been employed before him, and not exclusively by Popes, it seems peculiarly appropriate for him. When, in the ninth century, it began to be used only by the Popes, it may have been in part because of his example. There was fully as great aptness in a phrase which was on an epitaph of Gregory, consul dei ("God's consul"), for to a preeminent degree Gregory brought to the Church the administrative gifts which characterized the great Romans. Like the more eminent consuls he was a builder of empire, an empire centred in Rome. It was an empire, too, which like that of the consuls and the Cssars who bore the title of consul guarded the heritage of Grsco-Roman civilization, Romanitas. Yet Gregory was not just another consul: he was a consul of God and the empire which he sought to strengthen was, as he saw it, the kingdom of God in which Christ was ruler and the Pope, as Peter's successor, Christ's vicegerent. In an age of mounting chaos that empire of Christ's Church stood for decency, order, justice, and the high values of the spirit. More than any other one man, Gregory laid the foundations for the power which the Church of Rome was to exercise in the Western Europe of the next nine centuries. The contrast with the Eastern wing of the Catholic Church is significant. The latter developed no such able administrators as did the Papacy. In this respect it had no one to compare with Leo the Great or with Gregory the Great. The obvious reason for the difference is that in the West the Empire waned and the Popes stepped in to take its place in preserving order while in the East the Empire continued and the leading Patriarch of that region, he of Constantinople, was overshadowed by the Emperor and the state. Even when men came to that Patriarchate from the civil service, as did Photius, they had been subordinates and not rulers and tended to conform to the tradition of cssaropapism. There may be deeper but more subtle reasons, such as the distinction between the Roman and the Greek genius, the one practical, the other, in its later Neoplatonic form, stressing spirit at the expense of flesh. It will be recalled that Monophysitism, belittling the human element in Christ, had much greater vogue in the East than in the West. Whatever the reasons, the contrast was real. This trend towards regarding the Popes as the successors of the Cssars and the Papacy as the exponent and protector of Romanitas brought with it both beneficent results and perils. On the one hand it gave to the Church of the West a structural unity, helped to hold Europe together, and made for civilization. On the other, it substituted, perhaps fatally, visible organisational unity for the unity of love and mixed the kind of power represented by the Roman Empire with that of the Cross and the resurrection. The latter was not completely lost, but it suffered by its conjunction with Romanitas. Gregory was not only an administrator. For centuries he was even more famous as a theologian. Here he was not an originator, for his primary talents were not those of the scholar. His preaching was simple and practical. In common with his times, he employed the allegorical interpretation of the Scriptures, held the relics of the saints in great reverence, and believed in and emphasized miracles. He was intimately familiar with the text of the Bible and made much use of it. He was a warm admirer of Augustine and it was to a large degree the latter's thought that he endeavoured to transmit. Gregory did not exactly reproduce Augustine. While, with the latter, he held that the number of the elect is fixed, he seemed to make less of predestination by God than of God's foreknowledge. He believed in the divine initiative in the salvation of the individual, but held that once grace had begun to act, enabled by it, the individual could cooperate with it. To him sin was more weakness than the basic corruption of man's nature which Augustine stressed. He was substantially in accord with the modified Augustinianism of the Council of Orange. Gregory put into written form much of the popular Christianity that had been growing up. He had more to say of purgatory than Augustine and was more certain of it than was the latter. Purgatory, so Gregory taught, is a state, a fire, in which Christians are purged of light sins before the final judgement. Men must repent of sins committed after baptism. He held that God's forgiveness is conditioned solely on men's contrition for their sins, but that works of penance lighten the load which would otherwise have to be borne in purgatory as disciplinary and cleansing, and that masses for the souls in purgatory are a help. For Christians this side the gate of death masses and the aid of the martyrs and saints are also to be sought, not that they ensure forgiveness, but because they aid in the discipline which the Church prescribes for those who repent of post-baptismal sins. Gregory also wrote extensively on angels and demons, systematizing what was generally believed in the circles of his day. He gave to both an hierarchical arrangement. He thought that the end of the world was at hand. The writings of Gregory became standard and were much read in succeeding centuries. He was regarded as the last of the great fathers of the Latin Church and did much to fix its beliefs. Was this article helpful?	<urn:uuid:3acd1151-e831-4642-aa76-7b808b720700>	CC-MAIN-2020-05	https://www.wilmingtonfavs.com/catholic-church-3/the-augmented-power-of-the-papacy-and-gregory-the-great.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251681625.83/warc/CC-MAIN-20200125222506-20200126012506-00477.warc.gz	en	0.990326	2,591	3.359375	3	[ -0.025363225489854813, 0.30424901843070984, 0.4634336233139038, -0.12126059830188751, -0.26730868220329285, -0.04783313348889351, 0.15746094286441803, -0.012159891426563263, 0.20155346393585205, -0.11515484005212784, -0.3038325309753418, 0.00020802346989512444, 0.2596866488456726, 0.310829...	1	In the general disorder, the Papacy, under some very able men, markedly increased its power and extended the geographical range of its authority. In principle, as we have seen, even before the year 500 its claims were sweeping. Whether those claims would be implemented depended upon the opportunity and upon the ability of the individuals in the Papal chair. The political disorders offered the challenge. Some Popes were weak and did not rise to the occasion. Indeed, as we are to see, towards the end of the period the Papacy fell victim for a time to the turbulence of the surrounding political scene and sank to an all-time low in its power. Yet it also had some very able and devoted men. Of the Popes of this period the strongest was Gregory I, by common consent called the Great. Significantly, too, he was canonized by the Catholic Church and esteemed a saint, an exemplar of Christian faith and life. Occupying the throne of Peter from 590 to his death in 604, or for only fourteen years, he packed into that brief period a prodigious amount of work and achievement. Gregory came from a prominent Roman house and had a Pope among his ancestors. The family was deeply religious. Three of his father's sisters dedicated themselves as virgins and two of them were eventually enrolled as saints. After his father's death his mother adopted the monastic life and later was canonized. Gregory was born about the year 540 and was given as good an education as the Rome of his day could provide. That city had been sacked again and again, it was greatly reduced in population, its aqueducts were no longer functioning, and many of the huge public buildings of imperial days were falling into ruins. Gregory knew no Greek and cared little for the classical pre-Christian Latin authors or for philosophy, astronomy, or mathematics. He early showed marked administrative ability and was appointed by the Emperor to head the civil administration of the city. Through the death of his father he inherited large wealth. Much of that wealth was in Sicily and with it he founded and endowed six monasteries off that island. He also turned his ancestral home in Rome into a monastery. The remainder of his fortune he gave to the poor. Whether he ever became technically a monk is in debate, but he was undoubtedly attracted to the monastery, frequented the one which he had founded in Rome, led an ascetic life, and was a warm admirer of Benedict. Indeed, most of our authentic information about the latter comes through him. The Pope appointed him one of the seven regionary deacons of the city, officers whose duty it was to look after the administration of alms. For six years he served in Constantinople as the Papal representative at the imperial court. When he arrived, Justinian had been dead for less than fifteen years, much of Italy, including Rome, was still in the Empire, and the Christological controversies had not yet been finally resolved, Always strictly and gravely orthodox, he was grieved by the large number of Monophysites who were separated from the Catholic Church. While in Constantinople he wrote voluminously in the clear but unadorned Latin which was characteristic of him. Returning to Rome about 585 or 586, he became secretary to the Pope. In 590, through the popular acclaim of the clergy and people of Rome, Gregory was elected Pope. He was most reluctant to assume the duties of the office and is said to have written to Constantinople asking that the necessary imperial confirmation not be given. As Pope he faced a combination of problems which would have appalled and baffled a less able and resolute man, and he had to meet them under the handicap of physical frailty and recurrent attacks of indigestion, gout, and fever. His was the responsibility for seeing that the population of Rome was fed. Shortly before his accession the city had suffered from an inundation of the Tiber and the ensuing pestilence, and this aggravated his problem. The Lombards were expanding their power in Italy. In addition to the military threat of their arms and to the ruthless pillaging which is associated with invasions, they presented a religious challenge, for, to the extent that they were Christians, they were Arians. Gregory had the responsibility for the very large physical possessions of the Church of Rome, including its buildings in Rome and its endowments, chiefly in lands, in Italy, Sicily, Gaul, and North Africa. He held to the traditional claims of his see for priority in the Catholic Church, and as Patriarch in the West felt especial responsibility for Italy, Gaul, and Spain. At the outset he may almost have despaired of saving from shipwreck what he called "the rotten old vessel of which God had given" him "the charge." Gregory rose to all the manifold obligations and reached out beyond them to new enterprises. He saw that Rome's poor were fed and that the church fabrics of the city were repaired and maintained. He managed the estates of the church so successfully that their revenues were increased, but with humane treatment of those who cultivated their lands. He raised armies, kept Rome inviolate from Lombard attacks, negotiated with both Lombards and imperial officials, and on his own authority made peace with the Lombards. During his pontificate he was the outstanding figure in Italy, in its political as well as its ecclesiastical life. He exercised authority in Gaul and Spain, attempted to reform abuses in the church in the Frankish domains, reached out into Illyricum, and inaugurated the Roman mission to Britain of which we are to hear more in a moment. He maintained contacts with the other patriarchs of the Catholic Church and insisted on the primacy of Rome, especially against the claims of the Patriarch of Constantinople. Gregory preached frequently. He also gave thought and effort to the public services of the Church, including its liturgy and music. He introduced changes in the liturgy. The type of music called Gregorian and which attained wide and prolonged popularity has been attributed to him. Just how much, if anything, he had to do with it has been in dispute, but it is clear that he was interested in the music of the Church and it is probable that he at least made decisive modifications by editing what had come down from the past. He maintained strict discipline among the clergy, sought to enforce the rule of clerical celibacy which had long been the ideal in the West, and gave especial oversight to the bishops who were in the ecclesiastical province of which the Bishop of Rome was metropolitan. He was greatly interested in monasteries, gave them increased liberty from the supervision of the bishops to govern their internal secular affairs, and was zealous in reforming those foundations which had lapsed morally and spiritually. He deposed unworthy abbots, sought to prevent monks from wandering about from one monastery to another, and, to obviate causes for scandal, decreed that women's convents be kept far apart from men's monasteries. While one of his favorite designations of himself, servus servorum Dei ("servant of the servants of God") had been employed before him, and not exclusively by Popes, it seems peculiarly appropriate for him. When, in the ninth century, it began to be used only by the Popes, it may have been in part because of his example. There was fully as great aptness in a phrase which was on an epitaph of Gregory, consul dei ("God's consul"), for to a preeminent degree Gregory brought to the Church the administrative gifts which characterized the great Romans. Like the more eminent consuls he was a builder of empire, an empire centred in Rome. It was an empire, too, which like that of the consuls and the Cssars who bore the title of consul guarded the heritage of Grsco-Roman civilization, Romanitas. Yet Gregory was not just another consul: he was a consul of God and the empire which he sought to strengthen was, as he saw it, the kingdom of God in which Christ was ruler and the Pope, as Peter's successor, Christ's vicegerent. In an age of mounting chaos that empire of Christ's Church stood for decency, order, justice, and the high values of the spirit. More than any other one man, Gregory laid the foundations for the power which the Church of Rome was to exercise in the Western Europe of the next nine centuries. The contrast with the Eastern wing of the Catholic Church is significant. The latter developed no such able administrators as did the Papacy. In this respect it had no one to compare with Leo the Great or with Gregory the Great. The obvious reason for the difference is that in the West the Empire waned and the Popes stepped in to take its place in preserving order while in the East the Empire continued and the leading Patriarch of that region, he of Constantinople, was overshadowed by the Emperor and the state. Even when men came to that Patriarchate from the civil service, as did Photius, they had been subordinates and not rulers and tended to conform to the tradition of cssaropapism. There may be deeper but more subtle reasons, such as the distinction between the Roman and the Greek genius, the one practical, the other, in its later Neoplatonic form, stressing spirit at the expense of flesh. It will be recalled that Monophysitism, belittling the human element in Christ, had much greater vogue in the East than in the West. Whatever the reasons, the contrast was real. This trend towards regarding the Popes as the successors of the Cssars and the Papacy as the exponent and protector of Romanitas brought with it both beneficent results and perils. On the one hand it gave to the Church of the West a structural unity, helped to hold Europe together, and made for civilization. On the other, it substituted, perhaps fatally, visible organisational unity for the unity of love and mixed the kind of power represented by the Roman Empire with that of the Cross and the resurrection. The latter was not completely lost, but it suffered by its conjunction with Romanitas. Gregory was not only an administrator. For centuries he was even more famous as a theologian. Here he was not an originator, for his primary talents were not those of the scholar. His preaching was simple and practical. In common with his times, he employed the allegorical interpretation of the Scriptures, held the relics of the saints in great reverence, and believed in and emphasized miracles. He was intimately familiar with the text of the Bible and made much use of it. He was a warm admirer of Augustine and it was to a large degree the latter's thought that he endeavoured to transmit. Gregory did not exactly reproduce Augustine. While, with the latter, he held that the number of the elect is fixed, he seemed to make less of predestination by God than of God's foreknowledge. He believed in the divine initiative in the salvation of the individual, but held that once grace had begun to act, enabled by it, the individual could cooperate with it. To him sin was more weakness than the basic corruption of man's nature which Augustine stressed. He was substantially in accord with the modified Augustinianism of the Council of Orange. Gregory put into written form much of the popular Christianity that had been growing up. He had more to say of purgatory than Augustine and was more certain of it than was the latter. Purgatory, so Gregory taught, is a state, a fire, in which Christians are purged of light sins before the final judgement. Men must repent of sins committed after baptism. He held that God's forgiveness is conditioned solely on men's contrition for their sins, but that works of penance lighten the load which would otherwise have to be borne in purgatory as disciplinary and cleansing, and that masses for the souls in purgatory are a help. For Christians this side the gate of death masses and the aid of the martyrs and saints are also to be sought, not that they ensure forgiveness, but because they aid in the discipline which the Church prescribes for those who repent of post-baptismal sins. Gregory also wrote extensively on angels and demons, systematizing what was generally believed in the circles of his day. He gave to both an hierarchical arrangement. He thought that the end of the world was at hand. The writings of Gregory became standard and were much read in succeeding centuries. He was regarded as the last of the great fathers of the Latin Church and did much to fix its beliefs. Was this article helpful?	2,600	ENGLISH	1
But though he had lost his tools, Gutenberg had not lost his courage. And he had not lost all his friends. One of them had money, and he bought Gutenberg a new set of tools and hired a workshop for him. And now at last Gutenberg's hopes were fulfilled. First of all it is thought that he made types of hard wood. Each type was a little block with a single letter at one end. Such types were a great deal better than block letters. The block letters were fixed. They could not be taken out of the words of which they were parts. The new types were movable so they could be set up to print one page, then taken apart and set up again and again to print any number of pages. But type made of wood did not always print the letters clearly and distinctly, so Gutenberg gave up wood types and tried metal types. Soon a Latin Bible was printed. It was in two volumes, each of which had three hundred pages, while each of the pages had forty-two lines. The letters were sharp and clear. They had been printed from movable types of metal.	<urn:uuid:22d11de5-ac1c-4e2f-bffb-12e7ffaf6ce3>	CC-MAIN-2020-05	http://e-reading.mobi/chapter.php/70959/106/Haaren_-_Famous_Men_of_The_Middle_Ages.html	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250611127.53/warc/CC-MAIN-20200123160903-20200123185903-00380.warc.gz	en	0.995708	226	3.390625	3	[ -0.456452339887619, 0.28219154477119446, -0.014122392982244492, 0.15843529999256134, -0.2331588864326477, -0.011945432983338833, -0.37740010023117065, 0.17615079879760742, -0.287100225687027, -0.24721430242061615, 0.009706572629511356, -0.15130086243152618, 0.067064568400383, 0.06767427176...	1	But though he had lost his tools, Gutenberg had not lost his courage. And he had not lost all his friends. One of them had money, and he bought Gutenberg a new set of tools and hired a workshop for him. And now at last Gutenberg's hopes were fulfilled. First of all it is thought that he made types of hard wood. Each type was a little block with a single letter at one end. Such types were a great deal better than block letters. The block letters were fixed. They could not be taken out of the words of which they were parts. The new types were movable so they could be set up to print one page, then taken apart and set up again and again to print any number of pages. But type made of wood did not always print the letters clearly and distinctly, so Gutenberg gave up wood types and tried metal types. Soon a Latin Bible was printed. It was in two volumes, each of which had three hundred pages, while each of the pages had forty-two lines. The letters were sharp and clear. They had been printed from movable types of metal.	222	ENGLISH	1
Gilbert Charles Stuart was a famous artist and portraitist born in North Kingstown, Rhode Island in 1755. His father was a Scottish immigrant and business owner, his mother was born into a prominent family in Middletown, Rhode Island. Stuart’s artistic talent was apparent at an early age. Cosmo Alexander, a famous Scottish artist, brought Stuart to Europe to pursue his artistic studies. After a short stint abroad, Stuart had moved to Boston and was admitted to the Scots’ Charitable Society in February 1775. Shortly thereafter, Stuart left for Europe again, spent 16 years in England and Ireland before returning to the United States. While living in Philadelphia he created his most famous works that we still remember today. He painted nearly 1,000 portraits of politicians and prominent figures of the time but one stands as the most famous of all.. The Athenaeum, the unfinished portrait of George Washington is the image portrayed on The United States One Dollar Bill! His work was also displayed on U.S. postage during that time. I In 1805, he returned to Boston/Roxbury and lived on Devonshire Street until his death 1828. He is buried in an unmarked grave in the Old South Burial Ground.	<urn:uuid:8bb14096-6ea5-4ce6-aa7e-1b5d015dbc28>	CC-MAIN-2020-05	https://scots-charitable.org/990-2/	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251672537.90/warc/CC-MAIN-20200125131641-20200125160641-00105.warc.gz	en	0.985426	255	3.453125	3	[ 0.27564695477485657, -0.23123036324977875, 0.2234286516904831, -0.017435509711503983, -0.1599525511264801, 0.16676396131515503, 0.2929616868495941, 0.10696399211883545, -0.2911635935306549, -0.02904183603823185, 0.12626692652702332, 0.0015000500716269016, 0.3157558739185333, 0.208861589431...	18	Gilbert Charles Stuart was a famous artist and portraitist born in North Kingstown, Rhode Island in 1755. His father was a Scottish immigrant and business owner, his mother was born into a prominent family in Middletown, Rhode Island. Stuart’s artistic talent was apparent at an early age. Cosmo Alexander, a famous Scottish artist, brought Stuart to Europe to pursue his artistic studies. After a short stint abroad, Stuart had moved to Boston and was admitted to the Scots’ Charitable Society in February 1775. Shortly thereafter, Stuart left for Europe again, spent 16 years in England and Ireland before returning to the United States. While living in Philadelphia he created his most famous works that we still remember today. He painted nearly 1,000 portraits of politicians and prominent figures of the time but one stands as the most famous of all.. The Athenaeum, the unfinished portrait of George Washington is the image portrayed on The United States One Dollar Bill! His work was also displayed on U.S. postage during that time. I In 1805, he returned to Boston/Roxbury and lived on Devonshire Street until his death 1828. He is buried in an unmarked grave in the Old South Burial Ground.	265	ENGLISH	1
Do you believe that Messianic Believers in the United States should celebrate Thanksgiving Day? The tradition of celebrating Thanksgiving Day goes back to the Pilgrims who settled the Plymouth Colony in 1621. Originally, these colonists were English Puritans who had protested against much of the popery or Catholic elements present in the Church of England. Being persecuted in England, they had settled in the Netherlands for a season, but discovered that they would not be totally satisfied until they found a home of their own where they could practice their religious convictions in total peace. The Pilgrims’ intention was to actually settle in the colony of Virginia, but their voyage to the New World caused them to be led off course and settle in what is today Massachusetts. They were greeted by a harsh Winter that caused many of them to die from cold and hunger. In the Spring of 1621, the Pilgrims planted their first crops with the help of the local Indians. By that October, the Pilgrims celebrated their harvest to boost the morale of those who had endured terrible loss and hardships. They wanted to thank God and their Indian neighbors for the bounty that had been provided. As Puritans, the Pilgrims’ spiritual convictions came from a strict reading of the Bible. They were very intent on eliminating any opulent elements of Catholicism from their worship. Much of their society was focused around the idea that they had fled England in a similar way to how the Ancient Israelites were led out of Egypt. As America was viewed as a new “Promised Land,” much of the symbolism of the Old Testament was adopted for the Pilgrims’ life. The emphasis on thanking God with a large communal meal in the Autumn is likely appropriated from the Tanach themes of the Feast of Tabernacles. Thanksgiving Day is a holiday intended to commemorate the hardships of some of the early settlers of America, and how thankful they were to have God preserve them through times of difficult trial. These early pioneers and pilgrims were godly men and women who left Europe to flee religious persecution and establish a Bible-based community in the New World. Because we as Messianic Believers would not be here without Christians such as these, it is entirely appropriate for us as Americans to remember what they did.	<urn:uuid:a2abf2ce-04e0-4db7-b5ed-2b35dff47379>	CC-MAIN-2020-05	https://messianicapologetics.net/archives/40487	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251700988.64/warc/CC-MAIN-20200127143516-20200127173516-00187.warc.gz	en	0.9874	465	3.546875	4	[ 0.4005926549434662, 0.3299604058265686, 0.43993836641311646, -0.03601347655057907, 0.1429760754108429, 0.04173644259572029, -0.21239444613456726, 0.4078812599182129, 0.09574104845523834, 0.5458707809448242, -0.2686040699481964, -0.05768876522779465, -0.42542314529418945, 0.1395495980978012...	3	Do you believe that Messianic Believers in the United States should celebrate Thanksgiving Day? The tradition of celebrating Thanksgiving Day goes back to the Pilgrims who settled the Plymouth Colony in 1621. Originally, these colonists were English Puritans who had protested against much of the popery or Catholic elements present in the Church of England. Being persecuted in England, they had settled in the Netherlands for a season, but discovered that they would not be totally satisfied until they found a home of their own where they could practice their religious convictions in total peace. The Pilgrims’ intention was to actually settle in the colony of Virginia, but their voyage to the New World caused them to be led off course and settle in what is today Massachusetts. They were greeted by a harsh Winter that caused many of them to die from cold and hunger. In the Spring of 1621, the Pilgrims planted their first crops with the help of the local Indians. By that October, the Pilgrims celebrated their harvest to boost the morale of those who had endured terrible loss and hardships. They wanted to thank God and their Indian neighbors for the bounty that had been provided. As Puritans, the Pilgrims’ spiritual convictions came from a strict reading of the Bible. They were very intent on eliminating any opulent elements of Catholicism from their worship. Much of their society was focused around the idea that they had fled England in a similar way to how the Ancient Israelites were led out of Egypt. As America was viewed as a new “Promised Land,” much of the symbolism of the Old Testament was adopted for the Pilgrims’ life. The emphasis on thanking God with a large communal meal in the Autumn is likely appropriated from the Tanach themes of the Feast of Tabernacles. Thanksgiving Day is a holiday intended to commemorate the hardships of some of the early settlers of America, and how thankful they were to have God preserve them through times of difficult trial. These early pioneers and pilgrims were godly men and women who left Europe to flee religious persecution and establish a Bible-based community in the New World. Because we as Messianic Believers would not be here without Christians such as these, it is entirely appropriate for us as Americans to remember what they did.	467	ENGLISH	1
In terms of British military history, the Falkland Islands are best known for the 10-week war in 1982 against Argentina. However, almost 70 years earlier, the waters around these South Atlantic islands were the setting of a significant naval battle in the early months of the First World War. The lead-up to the Battle of the Falklands actually began thousands of miles away on November 1st 1914, a date that remains as one of the darkest in Royal Navy history. Off the coast of Chile that day, a British squadron commanded by Rear Admiral Christopher Cradock was defeated by the expert gunnery of German Vice Admiral Maximilian Von Spee. Two old armoured British cruisers Monmouth and Good Hope were sunk with all hands, including Cradock. This first defeat of the Royal Navy since the War of 1812 severely damaged Britain’s perceived power and prestige, but more worryingly, all British trade in South America was now at the mercy of Von Spee’s ships. Although victorious, Von Spee faced a serious problem - his ships had fired off over half their precious ammunition supply and re-supply was almost impossible owing to their isolated position. Von Spee’s only hope lay in a return to Germany. Meanwhile, the British immediately dispatched two fast battlecruisers to the South Atlantic hoping to intercept Von Spee before he rounded Cape Horn and became lost in the vast Atlantic Ocean. Invincible and Inflexible, under the command of Vice-Admiral Sir Doveton Sturdee, reached Port Stanley in the Falkland Islands on the morning of December 7th. The battlecruisers were now joined by the three armoured cruisers Cornwall, Carnarvon and Kent and two light cruisers, the Glasgow and Bristol. But after steaming thousands of miles, the British ships needed several days to load coal for the next phase of their mission to find Von Spee. But while the British ships were safe in Port Stanley re-fueling, Von Spee had already rounded Cape Horn. Most admirals would have then simply raced for home port, but Von Spee announced to his surprised crew that he wanted to destroy the wireless station on the Falkland Islands. He believed the Falklands were undefended and this attack would constitute a final act of German defiance in the region. However, through an incredible piece of bad luck: although the British Squadron’s arrival was common knowledge in the ports down the Chilean coast no one had told the German admiral. It was to prove a fatal mistake. On the morning of December 8th, Von Spee dispatched the armoured cruiser Gneisenau and the light cruiser Nürnberg to attack the Falklands, whilst his flagship the armoured cruiser Scharnhorst and the light cruisers Dresden and Leipzig waited over the horizon. As the Gneisenau and Nürnberg approached the Falklands at around 8.30am, British lookouts on the islands spotted their smoke and immediately reported this back to the Canopus, an old antiquated battleship whose only use to the fleet was to be beached at the entrance to Port Stanley and transformed into a fort. Canopus saved the entire British squadron from destruction. There was no telephone line between Canopus and the British flagship Invincible so the old battleship was forced to hoist the time-honoured signal “Enemy in Sight.” Busy coaling, the British ships were caught completely by surprise and it would be hours before any of them could raise steam. Although he didn’t know it, the Falklands wireless station and, in fact, the entire British squadron were at Von Spee’s mercy. Remarkably, despite firing blind as the German ships were obscured by the headland, the second salvo from Canopus was a near-miss with shell splinters hitting the base of Gneisenau’s funnel The German ships were forced away and Canopus saved the entire British squadron from destruction. Defied of his objective, Von Spee’s squadron re-grouped and was forced to flee, heading south. However, led by Sturdee aboard Invincible, the British fleet gave chase with the advantage of faster ships and fine weather. Within a few hours, the German spotters saw the large clouds of black smoke from the chasing British battlecruisers which carried deadly 12-inch guns – battle would soon commence. At 12.47pm, the battlecruiser Inflexible opened fire at the colossal range of 16,500 yards. No British warship had ever before fired at a live target from such distance. While the shell fire was inaccurate, Von Spee soon realised his position was already critical. He was forced into a selfless act of bravery, turning his two armoured cruisers Scharnhorst and Gneisenau into the path of the oncoming British battlecrusiers, hoping to draw their fire away from his remaining three light cruisers, allowing them to escape. Admiral Sturdee, however, had planned for this, and while his battlecruisers Invincible and Inflexible would engage the Gneisenau and Scharnhorst, the Kent, Cornwall and Glasgow could hunt the escaping German light cruisers. Although British gunnery was poor, the sheer power of their 12-inch shells were slowly turning the Scharnhorst and Gneisenau into masses of twisted steel. Despite a desperate resistance, by 4.00pm the Scharnhorst ceased firing and by 4.17pm she slipped beneath the waves. Every member of her 800 strong crew perished, including Von Spee. By 5.15pm Gneisenau had ceased firing and also sank, with only 190 German sailors plucked from the icy seas. Meanwhile, the remaining British cruisers were straining to catch the remaining three German ships. Engineers on the antiquated cruiser Kent were amazed that her unreliable engines were still working, but a more pressing issue was an increasing lack of coal, as the German squadron's arrival at the Falklands had delayed Kent’s resupply. Wrecking parties were organised who worked with superhuman energy stripping anything they could find to feed the boilers. This caused the ship to make 24 knots, a speed she had never before achieved. Eventually, Kent caught and overwhelmed the Nürnberg. Only twelve German sailors were rescued. The British cruisers Glasgow and Cornwall together then sunk the Leipzig. But the Dresden managed to escape. Following her discovery by the British, she would eventually be scuttled several months later off the Chilean island of Más a Tierra by her own crew. The Battle of the Falklands lasted just one day with four German ships destroyed and all British vessels surviving intact. British trade in South America was once again secure and Admiral Cradock’s death had been avenged. However, despite a clear British victory, it may be that the bravery of Von Spee and his gallant crew is the most memorable aspect of this unique naval battle.	<urn:uuid:bc372e77-afbe-4c8b-8dab-4846b96ffc49>	CC-MAIN-2020-05	https://www.history.co.uk/article/the-empire-strikes-back-the-first-battle-of-the-falkland-islands-1914	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250620381.59/warc/CC-MAIN-20200124130719-20200124155719-00174.warc.gz	en	0.981753	1,453	3.53125	4	[ -0.2793017029762268, 0.31584176421165466, 0.21299442648887634, -0.5678310990333557, 0.2600099444389343, -0.26176440715789795, -0.05632627010345459, 0.11600250005722046, -0.2627412974834442, -0.12015074491500854, 0.17452579736709595, -0.4147830605506897, -0.07760630548000336, 0.684351086616...	12	In terms of British military history, the Falkland Islands are best known for the 10-week war in 1982 against Argentina. However, almost 70 years earlier, the waters around these South Atlantic islands were the setting of a significant naval battle in the early months of the First World War. The lead-up to the Battle of the Falklands actually began thousands of miles away on November 1st 1914, a date that remains as one of the darkest in Royal Navy history. Off the coast of Chile that day, a British squadron commanded by Rear Admiral Christopher Cradock was defeated by the expert gunnery of German Vice Admiral Maximilian Von Spee. Two old armoured British cruisers Monmouth and Good Hope were sunk with all hands, including Cradock. This first defeat of the Royal Navy since the War of 1812 severely damaged Britain’s perceived power and prestige, but more worryingly, all British trade in South America was now at the mercy of Von Spee’s ships. Although victorious, Von Spee faced a serious problem - his ships had fired off over half their precious ammunition supply and re-supply was almost impossible owing to their isolated position. Von Spee’s only hope lay in a return to Germany. Meanwhile, the British immediately dispatched two fast battlecruisers to the South Atlantic hoping to intercept Von Spee before he rounded Cape Horn and became lost in the vast Atlantic Ocean. Invincible and Inflexible, under the command of Vice-Admiral Sir Doveton Sturdee, reached Port Stanley in the Falkland Islands on the morning of December 7th. The battlecruisers were now joined by the three armoured cruisers Cornwall, Carnarvon and Kent and two light cruisers, the Glasgow and Bristol. But after steaming thousands of miles, the British ships needed several days to load coal for the next phase of their mission to find Von Spee. But while the British ships were safe in Port Stanley re-fueling, Von Spee had already rounded Cape Horn. Most admirals would have then simply raced for home port, but Von Spee announced to his surprised crew that he wanted to destroy the wireless station on the Falkland Islands. He believed the Falklands were undefended and this attack would constitute a final act of German defiance in the region. However, through an incredible piece of bad luck: although the British Squadron’s arrival was common knowledge in the ports down the Chilean coast no one had told the German admiral. It was to prove a fatal mistake. On the morning of December 8th, Von Spee dispatched the armoured cruiser Gneisenau and the light cruiser Nürnberg to attack the Falklands, whilst his flagship the armoured cruiser Scharnhorst and the light cruisers Dresden and Leipzig waited over the horizon. As the Gneisenau and Nürnberg approached the Falklands at around 8.30am, British lookouts on the islands spotted their smoke and immediately reported this back to the Canopus, an old antiquated battleship whose only use to the fleet was to be beached at the entrance to Port Stanley and transformed into a fort. Canopus saved the entire British squadron from destruction. There was no telephone line between Canopus and the British flagship Invincible so the old battleship was forced to hoist the time-honoured signal “Enemy in Sight.” Busy coaling, the British ships were caught completely by surprise and it would be hours before any of them could raise steam. Although he didn’t know it, the Falklands wireless station and, in fact, the entire British squadron were at Von Spee’s mercy. Remarkably, despite firing blind as the German ships were obscured by the headland, the second salvo from Canopus was a near-miss with shell splinters hitting the base of Gneisenau’s funnel The German ships were forced away and Canopus saved the entire British squadron from destruction. Defied of his objective, Von Spee’s squadron re-grouped and was forced to flee, heading south. However, led by Sturdee aboard Invincible, the British fleet gave chase with the advantage of faster ships and fine weather. Within a few hours, the German spotters saw the large clouds of black smoke from the chasing British battlecruisers which carried deadly 12-inch guns – battle would soon commence. At 12.47pm, the battlecruiser Inflexible opened fire at the colossal range of 16,500 yards. No British warship had ever before fired at a live target from such distance. While the shell fire was inaccurate, Von Spee soon realised his position was already critical. He was forced into a selfless act of bravery, turning his two armoured cruisers Scharnhorst and Gneisenau into the path of the oncoming British battlecrusiers, hoping to draw their fire away from his remaining three light cruisers, allowing them to escape. Admiral Sturdee, however, had planned for this, and while his battlecruisers Invincible and Inflexible would engage the Gneisenau and Scharnhorst, the Kent, Cornwall and Glasgow could hunt the escaping German light cruisers. Although British gunnery was poor, the sheer power of their 12-inch shells were slowly turning the Scharnhorst and Gneisenau into masses of twisted steel. Despite a desperate resistance, by 4.00pm the Scharnhorst ceased firing and by 4.17pm she slipped beneath the waves. Every member of her 800 strong crew perished, including Von Spee. By 5.15pm Gneisenau had ceased firing and also sank, with only 190 German sailors plucked from the icy seas. Meanwhile, the remaining British cruisers were straining to catch the remaining three German ships. Engineers on the antiquated cruiser Kent were amazed that her unreliable engines were still working, but a more pressing issue was an increasing lack of coal, as the German squadron's arrival at the Falklands had delayed Kent’s resupply. Wrecking parties were organised who worked with superhuman energy stripping anything they could find to feed the boilers. This caused the ship to make 24 knots, a speed she had never before achieved. Eventually, Kent caught and overwhelmed the Nürnberg. Only twelve German sailors were rescued. The British cruisers Glasgow and Cornwall together then sunk the Leipzig. But the Dresden managed to escape. Following her discovery by the British, she would eventually be scuttled several months later off the Chilean island of Más a Tierra by her own crew. The Battle of the Falklands lasted just one day with four German ships destroyed and all British vessels surviving intact. British trade in South America was once again secure and Admiral Cradock’s death had been avenged. However, despite a clear British victory, it may be that the bravery of Von Spee and his gallant crew is the most memorable aspect of this unique naval battle.	1,454	ENGLISH	1
The difference between a student giving up or succeeding in school may boil down to trust. This may be particularly true for students of color. Minority middle-school students that retain trust in their teachers and school get better grades. They also go on to college more often than their peers who lose trust, a new study shows. But a compassionate teacher with high expectations can earn back that trust — and help their students achieve success. As students grow into adulthood, they learn who and what they can trust. This includes what is known as institutional trust. Young people learn to trust or distrust institutions — such as the police, schools or the government — through their own experiences and by watching these entities in action. Middle school is a particularly important time in the development of institutional trust, says David Yeager. He’s a psychologist at the University of Texas in Austin. “It takes a certain level of cognitive maturity to think in general about an institution rather than a single person,” he says. In elementary school, students may trust in a teacher or two. But they are not yet able to see an individual as part of a broader educational system. By middle school, however, that can change. Students “are getting to the point where they have that ability,” Yeager says. Puberty plays a role, he points out; surging hormones can “make kids more sensitive to unfairness and injustice and disrespect.” Students also have more years of experience to draw on by the time they reach middle school. That potentially means they have seen more incidents in which a teacher or their school treated them or someone they know unfairly. This may especially be true for students from minority groups. “Minority youth learn from an early age that their group could be seen as lower ability or more likely to be dangerous,” Yeager says. That can start a pattern of lost trust, additional defiance, more punishment and more distrust. “We find that trust that’s lost in the hallways translates into hesitance to do what teachers say in the classroom,” Yeager says. As students participate less in the classroom, their grades drop. Opportunities begin to vanish. Students perceive the system as more unfair — and less trustworthy. And that cycle perpetuates itself. Less trust, less learning To investigate how much trust in teachers and education influence student success, Yeager and his colleagues recruited 277 students from a public school in the northeastern United States (with permission forms from their parents). About half the kids were African-American; the other half were white. Each spring and fall from sixth through eighth grade, beginning in 2004, the students were given a survey. It asked if they felt their school treated them fairly and whether they perceived bias in the way school policies were enforced. The researchers then followed those students through high school and on to college. In sixth grade, there was no difference between white and African-American students in institutional trust or how students felt they were treated. Trust then decreased over seventh and eighth grades among all students. The drop, though, was larger among African-American students than white students. African-American students also reported feeling that the educational system was more biased against them than other students. And they may have been right. These students received more discipline than their white counterparts — especially for subjective incidents categorized as “defiance” or “disobedience.” As these African-American students saw more bias, they also lost more and more trust in the educational system — even if they weren’t themselves the ones being disciplined. And over time, many opted out entirely. Students who lost more trust in education were less likely to attend a four-year college. A one-year follow-up study with Hispanic and Latino seventh-grade students saw similar trust gaps emerge over the school year. Could teachers restore this lost trust? To find out, the researchers tried a method called “wise feedback” with a subset of 44 seventh-grade students. Wise teaching strategies, Yeager explains, show students that they are valued and respected while holding them to a high standard. For 11 African-American and 11 white students, Yeager had their social studies teacher add a handwritten sticky note to a single graded essay. The note said “I’m giving you these comments because I have very high expectations and I know that you can reach them.” The goal, Yeager says, was to send a message that the teacher knew the student was worthwhile and had potential, and that the teacher would support the student in efforts to improve their work. The other group of 22 students served as a control. Their note said only that they were getting feedback on their paper. For African-American students, Yeager says, the wise feedback phrase “felt like a revelation.” Those students had fewer discipline incidents in the eighth grade than those who received control notes. They also were more likely to end up at a four-year college more than five years later. The notes, meanwhile, had no effect on white students. Yeager and his group published their findings February 8 in the journal Child Development. Trust is more than magic words “It is in some sense a validation that [saying] the right things to a kid at the right time can inspire them in ways that stick,” Yeager says. But he warns against the idea that a sticky note alone can fix broken trust. Yeager worries that some company will start selling Post-It notes with “good job” messages as a means to help teachers “magically make your achievement gap go away.” However, he points out, “There’s nothing magic about the phrase.” The real effect, he says, is in treating minority students with respect. The note, he says, “only works because the teachers did care.” If teachers behave with bias and act on stereotypes, no sticky note is going to make a difference. The effect of those sticky-note messages on the students was impressive, says Anne Gregory. She is a psychologist at Rutgers University in New Brunswick, N.J. But she agrees with Yeager that those notes cannot stand alone. Actions need to back up the written sentiments. “Kids are picking up on clues constantly [that tell them] how adults feel about them and how they’re being treated,” she says. “Kids see through superficial ‘you did a good job’ affirmations.” Good teachers know that they can’t take their authority for granted, Gregory says. Minority students who have been marginalized in the past are not going to walk into a classroom automatically trusting their next teacher to be fair. “Teachers need to work to earn that trust,” she says. A nice sticky note might help, but only if it’s a sign of a truly trustworthy teacher. Follow Eureka! Lab on Twitter	<urn:uuid:0fed6075-74f4-41c0-a1fd-babb64465b7b>	CC-MAIN-2020-05	https://www.sciencenewsforstudents.org/blog/eureka-lab/minority-students-succeed-teachers-need-earn-trust	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250595787.7/warc/CC-MAIN-20200119234426-20200120022426-00555.warc.gz	en	0.981941	1,439	3.703125	4	[ -0.05193939059972763, -0.17289453744888306, 0.18019415438175201, -0.03725694492459297, -0.2806518077850342, 0.33092132210731506, 0.31732308864593506, 0.08429703861474991, -0.023696836084127426, -0.14773094654083252, 0.29017379879951477, 0.2656055986881256, 0.16226878762245178, 0.1488991379...	7	The difference between a student giving up or succeeding in school may boil down to trust. This may be particularly true for students of color. Minority middle-school students that retain trust in their teachers and school get better grades. They also go on to college more often than their peers who lose trust, a new study shows. But a compassionate teacher with high expectations can earn back that trust — and help their students achieve success. As students grow into adulthood, they learn who and what they can trust. This includes what is known as institutional trust. Young people learn to trust or distrust institutions — such as the police, schools or the government — through their own experiences and by watching these entities in action. Middle school is a particularly important time in the development of institutional trust, says David Yeager. He’s a psychologist at the University of Texas in Austin. “It takes a certain level of cognitive maturity to think in general about an institution rather than a single person,” he says. In elementary school, students may trust in a teacher or two. But they are not yet able to see an individual as part of a broader educational system. By middle school, however, that can change. Students “are getting to the point where they have that ability,” Yeager says. Puberty plays a role, he points out; surging hormones can “make kids more sensitive to unfairness and injustice and disrespect.” Students also have more years of experience to draw on by the time they reach middle school. That potentially means they have seen more incidents in which a teacher or their school treated them or someone they know unfairly. This may especially be true for students from minority groups. “Minority youth learn from an early age that their group could be seen as lower ability or more likely to be dangerous,” Yeager says. That can start a pattern of lost trust, additional defiance, more punishment and more distrust. “We find that trust that’s lost in the hallways translates into hesitance to do what teachers say in the classroom,” Yeager says. As students participate less in the classroom, their grades drop. Opportunities begin to vanish. Students perceive the system as more unfair — and less trustworthy. And that cycle perpetuates itself. Less trust, less learning To investigate how much trust in teachers and education influence student success, Yeager and his colleagues recruited 277 students from a public school in the northeastern United States (with permission forms from their parents). About half the kids were African-American; the other half were white. Each spring and fall from sixth through eighth grade, beginning in 2004, the students were given a survey. It asked if they felt their school treated them fairly and whether they perceived bias in the way school policies were enforced. The researchers then followed those students through high school and on to college. In sixth grade, there was no difference between white and African-American students in institutional trust or how students felt they were treated. Trust then decreased over seventh and eighth grades among all students. The drop, though, was larger among African-American students than white students. African-American students also reported feeling that the educational system was more biased against them than other students. And they may have been right. These students received more discipline than their white counterparts — especially for subjective incidents categorized as “defiance” or “disobedience.” As these African-American students saw more bias, they also lost more and more trust in the educational system — even if they weren’t themselves the ones being disciplined. And over time, many opted out entirely. Students who lost more trust in education were less likely to attend a four-year college. A one-year follow-up study with Hispanic and Latino seventh-grade students saw similar trust gaps emerge over the school year. Could teachers restore this lost trust? To find out, the researchers tried a method called “wise feedback” with a subset of 44 seventh-grade students. Wise teaching strategies, Yeager explains, show students that they are valued and respected while holding them to a high standard. For 11 African-American and 11 white students, Yeager had their social studies teacher add a handwritten sticky note to a single graded essay. The note said “I’m giving you these comments because I have very high expectations and I know that you can reach them.” The goal, Yeager says, was to send a message that the teacher knew the student was worthwhile and had potential, and that the teacher would support the student in efforts to improve their work. The other group of 22 students served as a control. Their note said only that they were getting feedback on their paper. For African-American students, Yeager says, the wise feedback phrase “felt like a revelation.” Those students had fewer discipline incidents in the eighth grade than those who received control notes. They also were more likely to end up at a four-year college more than five years later. The notes, meanwhile, had no effect on white students. Yeager and his group published their findings February 8 in the journal Child Development. Trust is more than magic words “It is in some sense a validation that [saying] the right things to a kid at the right time can inspire them in ways that stick,” Yeager says. But he warns against the idea that a sticky note alone can fix broken trust. Yeager worries that some company will start selling Post-It notes with “good job” messages as a means to help teachers “magically make your achievement gap go away.” However, he points out, “There’s nothing magic about the phrase.” The real effect, he says, is in treating minority students with respect. The note, he says, “only works because the teachers did care.” If teachers behave with bias and act on stereotypes, no sticky note is going to make a difference. The effect of those sticky-note messages on the students was impressive, says Anne Gregory. She is a psychologist at Rutgers University in New Brunswick, N.J. But she agrees with Yeager that those notes cannot stand alone. Actions need to back up the written sentiments. “Kids are picking up on clues constantly [that tell them] how adults feel about them and how they’re being treated,” she says. “Kids see through superficial ‘you did a good job’ affirmations.” Good teachers know that they can’t take their authority for granted, Gregory says. Minority students who have been marginalized in the past are not going to walk into a classroom automatically trusting their next teacher to be fair. “Teachers need to work to earn that trust,” she says. A nice sticky note might help, but only if it’s a sign of a truly trustworthy teacher. Follow Eureka! Lab on Twitter	1,350	ENGLISH	1
Chapuys is the Spanish Ambassador who is trying to prevent the King’s divorce from his first wife, Catherine of Aragon, the Spanish princess. He believes he can get Thomas More to help him because he knows More is a loyal Catholic and antagonistic to Henry’s departure from Rome. Chapuys is responsible for fostering a rebellion in the North of England against Henry. He is surprised by More’s unpredictable opinions and his patriotism, despite his disagreement with the King. The Common Man The Common Man is an invented character, a narrator who provides links to the scenes and plays many lower class roles in the play, including Matthew, the butler of Thomas More, the boatman, the innkeeper, the jailer, and the executioner. Bolt says he wanted “Common” to mean universal, but “Common” can be seen as being base and vulgar as well. He does not understand a moral man like More. As Matthew the butler he betrays More. He makes ironic comments on the action and characters. He pleads that the only way to survive is to be practical and take on whatever job he is given. His superiors rise and fall, but he goes on because of his cunning. He is meant to show how ordinary people, though not officially in power, are accomplices in the brutality going on around them. Archbishop Cranmer, the Archbishop of Canterbury, comes to Thomas More’s cell in the Tower to get him to swear to the oath that agrees to the King being the head of the Church, and to his second marriage, which More refuses to do but will not say why. Cranmer tries to persuade More that his loyalty as the King’s subject is the most important duty, but More holds that loyalty to the truth is more important. Bolt sees Cranmer as a mere administrator, not really a religious man. Thomas Cromwell is an unscrupulous lawyer who was Cardinal Wolsey’s secretary and then, after Wolsey’s death, is promoted as counselor to the King. He takes Machiavelli’s advice to use any means to gain his ends. He likes to use blackmail, threats, and fear to run Henry’s court. He uses men like Rich and Norfolk to promote the King’s agenda and elevate his own status. He calls himself the King’s Ear, meaning he is willing to do anything Henry wants. He works hard to trap More in some legal snare when he won’t take the oath to uphold the King’s new marriage. He is the presiding judge at More’s trial. The King, Henry VIII Henry Tudor is a Renaissance Man of learning and accomplishment, but his idea of monarchy is to execute whomever he sees as a threat to his plans. He is nervous about the succession of his line and needs a son, so he divorces his first wife and this begins all his complicated moral dance with his friend, Sir Thomas More, trying to get him to support his policy. Henry respects More and wants More to validate his behavior as moral, but he is shown to be an egomaniac who exercises absolute power to get his way. Alice More is the wife of Thomas More. She is plain spoken and unlearned but practical and reads the situation with the King more accurately than More does. She knows the law will not save him and becomes bitter at their loss of rank and their poverty when their property is seized by the Crown. She sticks by her husband in the Tower when he says he cannot accept his death without her love. She admires his goodness even though she does not understand why he has to risk his family and reputation for the sake of his ideals. Margaret More (Roper) Margaret More is a favorite with her father who has educated her in the new humanistic learning. She understands her father’s ideas and ideals better than anyone else. Henry is alarmed because her Latin is better than his. She marries Will Roper. She is used by Cromwell to try to persuade her father to take the oath and support Henry. At his death More pays her the compliment that she knows the secrets of his heart. Sir Thomas More Sir Thomas More is the gentle man of reason, a lawyer, judge, and scholar and is promoted to Lord Chancellor of England after Wolsey dies. He is known as an honest and brilliant man and writer, known throughout Europe for his treatises. He is not only a devout Catholic and supporter of the Roman Church; he also believes in the value of English law to protect the state. He is King Henry’s trusted friend and advisor and expected to support Henry’s plans. More tries to please the King as much as he can, but when Henry severs relations with the Roman Church and creates his own Church of England, More cannot agree. More remains a loyal Catholic and is executed for refusing to swear an oath to the Act of Supremacy and Act of Succession. He is shown to be humorous and wise and witty rather than a dogmatic man. He is not trying to be a martyr. Though religious he doesn’t pretend to represent God. He acts to defend his own conscience. Duke of Norfolk The Duke is an intimate friend of the Mores and treated as part of the family. He is not intellectual but one of the old English families, conventional, though good and fair at heart. His main diversion is hunting. He is blackmailed by Cromwell into trapping his friend More on charges of treason. He cannot understand why More wants to die and won’t sign the oath like the rest of them. Knowing Norfolk is in danger because of the friendship, More purposely insults Norfolk to send him away. Richard Rich is a poor scholar who tries to get preferment from More. More will not employ him in a political office because he does not trust him. He tells Rich to find honest employment as a teacher rather than be tempted in the world of politics. Rich works his way up the political ladder, under the tutelage of Cromwell to become Attorney General for Wales in exchange for lying in court to convict More. He is a foil for More in that he has no scruples or principles or loyalties. William Roper is More’s son-in-law, married to his daughter, Margaret. Roper changes his religion from Catholic to Lutheran and back to Catholic. He is fanatical in whatever church he is adhering to at the moment and thus earns More’s disapproval for being fickle. They argue over religion and ethics, though they are fond of each other. Roper likes to give his opinion about what is right, while More keeps his opinions to himself. More is more human and less rigid than Roper. Roper is the foil that shows More’s religion has been thought through and is held with deep conviction but not outward show. Cardinal Wolsey is the Churchman who is also the Lord Chancellor of England at the beginning of the play. More feels Wolsey is incapable of wearing both hats for church and state fairly. Wolsey is more politically ambitious than he is religious. He tries to get More to help him secure a divorce for King Henry. Though he argues with More for being an idealist when pragmatism is needed in politics, he is the one who recommends More to succeed him as Lord Chancellor. A Man For All Seasons: Character Profiles	<urn:uuid:739c0dc4-b1d6-4f78-aae1-8b88bece6ddb>	CC-MAIN-2020-05	http://www.novelguide.com/a-man-for-all-seasons/character-profiles	s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250605075.24/warc/CC-MAIN-20200121192553-20200121221553-00480.warc.gz	en	0.985273	1,544	3.390625	3	[ -0.33208608627319336, 0.3338072597980499, 0.09046310186386108, -0.059766095131635666, -0.33801281452178955, -0.34416496753692627, 0.8082453012466431, -0.21744772791862488, 0.29895704984664917, -0.46656334400177, -0.3165552020072937, -0.3297816812992096, 0.07870306074619293, 0.1157513484358...	6	Chapuys is the Spanish Ambassador who is trying to prevent the King’s divorce from his first wife, Catherine of Aragon, the Spanish princess. He believes he can get Thomas More to help him because he knows More is a loyal Catholic and antagonistic to Henry’s departure from Rome. Chapuys is responsible for fostering a rebellion in the North of England against Henry. He is surprised by More’s unpredictable opinions and his patriotism, despite his disagreement with the King. The Common Man The Common Man is an invented character, a narrator who provides links to the scenes and plays many lower class roles in the play, including Matthew, the butler of Thomas More, the boatman, the innkeeper, the jailer, and the executioner. Bolt says he wanted “Common” to mean universal, but “Common” can be seen as being base and vulgar as well. He does not understand a moral man like More. As Matthew the butler he betrays More. He makes ironic comments on the action and characters. He pleads that the only way to survive is to be practical and take on whatever job he is given. His superiors rise and fall, but he goes on because of his cunning. He is meant to show how ordinary people, though not officially in power, are accomplices in the brutality going on around them. Archbishop Cranmer, the Archbishop of Canterbury, comes to Thomas More’s cell in the Tower to get him to swear to the oath that agrees to the King being the head of the Church, and to his second marriage, which More refuses to do but will not say why. Cranmer tries to persuade More that his loyalty as the King’s subject is the most important duty, but More holds that loyalty to the truth is more important. Bolt sees Cranmer as a mere administrator, not really a religious man. Thomas Cromwell is an unscrupulous lawyer who was Cardinal Wolsey’s secretary and then, after Wolsey’s death, is promoted as counselor to the King. He takes Machiavelli’s advice to use any means to gain his ends. He likes to use blackmail, threats, and fear to run Henry’s court. He uses men like Rich and Norfolk to promote the King’s agenda and elevate his own status. He calls himself the King’s Ear, meaning he is willing to do anything Henry wants. He works hard to trap More in some legal snare when he won’t take the oath to uphold the King’s new marriage. He is the presiding judge at More’s trial. The King, Henry VIII Henry Tudor is a Renaissance Man of learning and accomplishment, but his idea of monarchy is to execute whomever he sees as a threat to his plans. He is nervous about the succession of his line and needs a son, so he divorces his first wife and this begins all his complicated moral dance with his friend, Sir Thomas More, trying to get him to support his policy. Henry respects More and wants More to validate his behavior as moral, but he is shown to be an egomaniac who exercises absolute power to get his way. Alice More is the wife of Thomas More. She is plain spoken and unlearned but practical and reads the situation with the King more accurately than More does. She knows the law will not save him and becomes bitter at their loss of rank and their poverty when their property is seized by the Crown. She sticks by her husband in the Tower when he says he cannot accept his death without her love. She admires his goodness even though she does not understand why he has to risk his family and reputation for the sake of his ideals. Margaret More (Roper) Margaret More is a favorite with her father who has educated her in the new humanistic learning. She understands her father’s ideas and ideals better than anyone else. Henry is alarmed because her Latin is better than his. She marries Will Roper. She is used by Cromwell to try to persuade her father to take the oath and support Henry. At his death More pays her the compliment that she knows the secrets of his heart. Sir Thomas More Sir Thomas More is the gentle man of reason, a lawyer, judge, and scholar and is promoted to Lord Chancellor of England after Wolsey dies. He is known as an honest and brilliant man and writer, known throughout Europe for his treatises. He is not only a devout Catholic and supporter of the Roman Church; he also believes in the value of English law to protect the state. He is King Henry’s trusted friend and advisor and expected to support Henry’s plans. More tries to please the King as much as he can, but when Henry severs relations with the Roman Church and creates his own Church of England, More cannot agree. More remains a loyal Catholic and is executed for refusing to swear an oath to the Act of Supremacy and Act of Succession. He is shown to be humorous and wise and witty rather than a dogmatic man. He is not trying to be a martyr. Though religious he doesn’t pretend to represent God. He acts to defend his own conscience. Duke of Norfolk The Duke is an intimate friend of the Mores and treated as part of the family. He is not intellectual but one of the old English families, conventional, though good and fair at heart. His main diversion is hunting. He is blackmailed by Cromwell into trapping his friend More on charges of treason. He cannot understand why More wants to die and won’t sign the oath like the rest of them. Knowing Norfolk is in danger because of the friendship, More purposely insults Norfolk to send him away. Richard Rich is a poor scholar who tries to get preferment from More. More will not employ him in a political office because he does not trust him. He tells Rich to find honest employment as a teacher rather than be tempted in the world of politics. Rich works his way up the political ladder, under the tutelage of Cromwell to become Attorney General for Wales in exchange for lying in court to convict More. He is a foil for More in that he has no scruples or principles or loyalties. William Roper is More’s son-in-law, married to his daughter, Margaret. Roper changes his religion from Catholic to Lutheran and back to Catholic. He is fanatical in whatever church he is adhering to at the moment and thus earns More’s disapproval for being fickle. They argue over religion and ethics, though they are fond of each other. Roper likes to give his opinion about what is right, while More keeps his opinions to himself. More is more human and less rigid than Roper. Roper is the foil that shows More’s religion has been thought through and is held with deep conviction but not outward show. Cardinal Wolsey is the Churchman who is also the Lord Chancellor of England at the beginning of the play. More feels Wolsey is incapable of wearing both hats for church and state fairly. Wolsey is more politically ambitious than he is religious. He tries to get More to help him secure a divorce for King Henry. Though he argues with More for being an idealist when pragmatism is needed in politics, he is the one who recommends More to succeed him as Lord Chancellor. A Man For All Seasons: Character Profiles	1,484	ENGLISH	1

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